"EARLY EXPLORERS"
This passage tells about early trade and exploration from around 700 B.C.E. to the early 1500s. It begins with the Phoenicians who sailed the Mediterranean, trading in goods and setting up new colonies. Next, it tells about the Vikings invading Europe and searching for new farmlands there and across the Atlantic. The development of land and sea trade routes between Europe and Asia are described next, and we see how this eventually led to Christopher Columbus discovering the Americas.
Key Words
• civilizations: societies that are well organized and developed
• expeditions: long and carefully organized trips to sometimes dangerous places
• exploration: investigation of a new place
• markets: areas where people buy and sell goods
• navigator: the officer on a ship or aircraft who plans the route that it travels
• trade: buy and sell goods and services
Academic Words
- conducted = led or guided ➡ She conducted an expedition along the Amazon River in South America.
- established = started something new ➡ Some explorers settled in new lands and established towns and cities.
- financed = gave money for something ➡ The queen gave the explorer money and financed the voyage to the new continent.
- region = large area ➡ The Americas was a region of the world that the early explorers didn’t know existed.
- varied = consisting of many different kinds of things ➡ The museum had a varied collection from South America. It included everything from Aztec art to modern paintings.
Highlighted Words
Linguistic Note
Transferable Skills: Noun-Formation in Other Language Groups
Many languages use suffixes to transform one word category into another similar to the way English adds the suffixes -or and -er to turn a verb into a noun. Chinese adds the suffix -yuan to describe the member of a group performing a certain action such as yan yuan meaning actor/actress or feixing yuan meaning pilot. Japanese adds the suffix te to a verb to describe a person who can perform an action such as kakite meaning writer or urite meaning seller. Conduct a quick survey among your students regarding noun-formation from verbs in their native tongue and look for similarities and differences. Ask whether their home language distinguishes between male and female forms similar to the English actor/actress or waiter/waitress.
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