• Dr. Louis Herman founded the Dolphin Institute at the Marine Mammal Laboratory of the University of Hawaii over 30 years ago. He studied these intelligent animals to learn more about their cognitive, behavioral, and sensory capabilities. • Dr. Noam Chomsky has been a professor of
linguistics at the Massachusetts Institute of Technology (MIT) for many decades. His seminal work, Transformational Analysis, changed the way linguists thought about grammar and speech.
After You Read
5 Getting the Main Ideas
• Read the directions and call on one student to read the fi rst statement. Ask the class for the answer. • Have the students continue with the rest of the
statements individually. Students can check their answers with a partner if they fi nish quickly. • Finish checking the answers as a class.
ANSWER KEY
1. T 2. F 3. F 4. T 5. F 6. T 7. F
6 Checking Your Understanding
Best Practice
Interacting with Others
These types of collaborative activities help students get a better understanding of the ideas in the reading passage through interacting with other students. They can clarify answers and reinforce knowledge with the assistance of their group members.
Read
4 Reading an Article
• On the board write “How do animals communicate? Do animals have the capacity to learn language?” and ask students to think about this question and the other questions you have written on the board as they are reading.
• Have the students read the passage silently within a time limit (10–15 minutes), or have them follow along as you play the audio.
• Tell them to underline any words or phrases that are new or that they don’t understand. Remind them not to use a dictionary during this part of the lesson.
• Tell students to think about the questions on the board if they fi nish the reading quickly.
• Start the audio.
• When the time limit is reached or the audio is fi nished, point to the questions on the board and ask students if they found the answers.
Content Note
• Dr. Doolittle, a character invented by the British writer Hugh Lofting (1886–1947), was a veterinarian who could communicate with animals, even
imaginary ones. Eddie Murphy made two comedy fi lms based on this character in 1998 and 2001. • Dr. Jane Goodall is a primatologist who has
studied the behavior of chimpanzees in Tanzania, Africa, since 1960. She was the fi rst to document that chimps used tools, hunted for meat, and had diverse personalities. She has taught and lectured about chimps all over the world. • Dr. Con Slobodchikoff is a professor of biology
at the University of Northern Arizona. He has studied colonies of prairie dogs and interpreted the alarm calls they use to protect the colony from predators.
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• Tell students to look for these punctuation marks and expressions when they see words or phrases they don’t understand. These clues to meaning will help them understand new words and phrases. • Read the directions and the fi rst example.
ANSWER KEY
1. shedding light on 2. wagging
3. gestures 4. head back 5. upright
6. pod 7. grin 8. reassure 9. vocalize
10. prey 11. swagger 12. species 13. brain
14. claims 15. gender 16. mammals
17. acquire 18. chatter
8 Categorizing
• Read the directions.
• Give students a time limit (5 minutes). Check answers when they have fi nished.
ANSWER KEY
1. creatures 2. primates • Divide students into small groups for this activity.
Read the directions.
• Tell students to work together by identifying the paragraphs in which the answers can be found and underlining the sentences.
• Circulate and help students if necessary.
ANSWER KEY
1. Animals communicate by using smell, body language, and vocalizations. [Subtitles of paragraphs B, C, and D]
2. Dolphins have been taught a language of hand symbols. [F] Chimps have been taught to understand and use American Sign Language (ASL) and symbols on a keyboard (lexigrams). [G]
3. Dogs wag their tails when they’re happy and put their chest on the floor and rear end in the air when they want to play. Chimps swagger and wave their arms or throw branches when they’re angry; they lower themselves to the ground and hold out their hands or show their rear ends when they’re nervous in the presence of a more powerful chimp; a more powerful chimp touches, hugs, or kisses a nervous chimp to reassure her; when chimps are nervous or fearful, they “smile” by showing their teeth in a grin similar to one humans make. [C]
4. Biological evidence shows that an area of the brain in chimps, the planum temporale, is essentially identical to that of humans. [I]
7 Getting Meaning from Context
• On the board, put the phrase Clues to Meaning. Under it, write the following punctuations marks (words and symbols) and expressions:
commas , , parentheses ( ) dashes – – in other words
that is/i.e. (id est in Latin)
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ANSWER KEY
B.
“Language” something different “smell-messages” something different “home” something different C.
“dance” something different “saying” something different “I want to play.” direct speech “smiles” something different D.
“songs” something different E.
“talking” something different “say” something different “There’s a tall blue human direct speech coming from the north.”
F.
(ball, basket, pipe) meaning (big, small, red) meaning (left, right) meaning (go, take) meaning (in, under) meaning “Go to the ball on your right direct speech and take it to the basket.”
H.
“take the potato outdoors” direct speech “go outdoors and get the potato” direct speech good, funny, hungry, stupid meaning “You me out.” direct speech “Me banana you banana direct speech me you give.”
“water bird” direct speech “green banana” direct speech “Me sad.” direct speech I.
“Lana tomorrow scare snake direct speech river monster”
planum temporale foreign language
Science title “essentially identical” direct speech
9 Understanding Words with Multiple
Meanings
• Read the directions and have students do the activity.
ANSWER KEY
1. feeds 2. degree 3. head 4. organs
5. subject 6. pick up 7. coin
10 Understanding Italics and Quotations
• Read the directions.
• Give the students a time limit (15 minutes). • If students fi nish early, have them check their
answers with a partner.
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J.
“Is it language?” direct speech syntax meaning “Some people think of language direct speech like pregnancy—you either have
it or you don’t.”
“a continuum of skills” direct speech
11 Finding Details
Best Practice
Organizing Information
Activities such as this will teach students to organize information from a reading passage using a graphic organizer called a T-chart. This allows students to better assimilate and recall information at a later date, making it a valuable study tool. In this case, students identify examples of different types of animal communication mentioned in the passage. • Direct students’ attention to the T-chart. Ask them
which animals use the types of communication listed in the fi rst column.
• Tell them to work individually or in pairs to fi nd
information in the passage to fi ll in the second column. They can also do this assignment for homework.
ANSWER KEY
Answers may vary.
smell Smells have different meanings: to attract a mate, send a warning, mark a territory, or communicate where to fi nd food.
body language Body language can show directions to food or fl owers, to express emotions or desires, or to demonstrate status.
Types of
Communication Examples
vocalizations Vocalizations can locate or identify objects or communicate with members of a group. chatter (by prairie
dogs)
Chatter can alert members of a group to danger or distinguish among creatures as to degree of danger.
symbols (used by dolphins)
Symbols like hand signals can be used to give commands to animals that they learn to follow.
symbols (used by primates)
Symbols like ASL and lexigrams can also be used for communication between chimps and humans.
12 Checking Your Vocabulary
• Read the directions to the students.
• Divide them into small groups and tell them to work on the Previewing Vocabulary, taking turns and following the directions. You may want to give them a time limit (10–15 minutes) for this activity.
• Remind them that they should not use a
dictionary—unless you think that it is appropriate at this point in the lesson.
• Discuss any vocabulary items with which the students are still having diffi culty.
13 Discussing the Reading
Best Practice
Making Use of Academic Content
Activities such as this will help students extract meaning from context, a skill necessary for academic success. Although they may understand the main ideas in the reading passage about animal communication, they may not understand whether or not this communication can be considered “language.” Taking notes on important details will help them develop this skill.
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dolphins not sure Although dolphins can understand and follow hand signals that have grammar and word order, they cannot, in turn, use these signals to communicate.
chimps yes Trained chimps can both
understand and use ASL and lexigrams syntactically in short sentences and even coin new expressions when they don’t know a word.
Expansion Activity
• The aim of this activity is for students to think further about animal communication by making the sounds animals make in their language. It’s also fun, but if students don’t feel comfortable doing it, they can sit and watch.
• Ask students from the same country to sit together in groups around the room.
• Ask each group to make the sound of one of the animals listed in the book.
• You might add other animals to the list, e.g., crow, sheep, goat, horse, camel, elephant, tiger, and so on. • Discuss reasons for differences.
• Remind the students of the question from the last paragraph: Do animals simply communicate or do they really have a language?
• Ask the students to raise their hands if they think that the following animals have a language: bees and ants, dogs and cats, dolphins, prairie dogs, chimpanzees.
• Direct their attention to the charts in items 1 and 2 and read the directions.
• Divide students into small groups and ask them to fi ll in the T-charts. Students’ answers may differ from those listed here.
ANSWER KEY
Answers may vary. 1.
Communication is the ability to use smell, body language, vocalizations, or symbols to relay messages to others of the same or different species.
Language is the ability to use vocalizations or symbols according to a set of rules, or grammar, that entails word order, or syntax. Mammals like dolphins and chimps may have a primitive ability to use language with training.
Communication Language
2.
prairie dogs
no The chatter of prairie dogs seems to have as its main function to alert the colony to danger. Although they may be able to communicate 50 discrete meanings, we do not know if they use syntax. Capacity for
Species language? Evidence
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Main Ideas and DetailsStudent Book pages 152–158
• Dr. Campbell Leaper is a professor of psychology at the University of California at Santa Cruz. He has studied gender-related variations in parent- child speech.
After You Read
3 Getting Meaning from Context
• Read the directions.
• Remind students not to use a dictionary during this part of the lesson.
• Check the answers.