Study guideSat March 15th 2014Integrated English V

I. Objectives:1. Students will make predictions in order to guess the content of a listening and reading passage.2. Students will ask discuss questions in groups about the first 5 chapters of the e-book (Pollyanna ) .3. Students will practice the use of narrative tenses and do extra exercises at home.4. Students will peer-check the first draft of their process essay and compare it with a model in class.

II. Contents:Narrative tenses review grammar

Simple present / present continuous Simple past / past continuous Future/ future continuous Present perfect / Past perfect Future perfect Compound nouns and adjectives ( home ,house, life ) - vocabulary Making predictions - listening Process essay – first draft Tell stories from prompts using narrative tenses - speaking Predict the content of a reading

III. Activities: out of class

Narrative tenses -review Past simple

o Describes the main events of the story

o Describes sequences of events

o It is the 'standard' narrative tense. If in doubt, go for past simple.

Past continuous

o Describes unfinished actions, especially around a certain time

o Describes longer actions interrupted by shorter ones

o Is often used for describing background actions

o Is sometimes used to make the actions in a story seem more immediate, especially with the word now

Past perfect

o Describes actions which took place before the main actions in the story

Past perfect continuous

o Describes longer continuous actions which took place before the main actions in the story

o Is sometimes used to explain the condition of people or things at the time of the main events in the story.

Now practice them with this little story

Exercise - Fill the gaps with suitable forms of the verbs given in brackets

Note:

Most of the answers are in one of the four narrative tenses None of the answers use present tenses

There is one present participle after a verb of perception

There are two perfect participles (Having done sth), one of them negative

There is some reported speech, including a couple of future forms

Contractions - use contractions for negatives - don't, hadn't etc., but type in the full auxiliaries - have, had etc You may not get exactly the same answers as I have. This doesn't necessarily mean I am right and you are wrong, or vice-versa. Language is not an exact science and is open to interpretation.

Instead of typing in all the answers, you might find it easier to print the exercise off and do it manually.

The Tragic Tale of Ruddy Wee Hoody

Part 1

There was this young girl called ..., actually I don't know what she (1) (be called) really, because I

only ever (2) (hear) her being called by her nickname - 'Ruddy Wee Hoody', at least I think it was

her nickname. It was how they usually (3) (refer) to her in the village, anyway. I always

(4) (assume) that it (5) (come) from the red hooded top that she (6) (wear), day in day out, wherever she went. But I might have been wrong.

Anyway, one day her mother (7) (tell) her to take a basket filled with goodies to her granny, who

(8) (happen) to live on the other side of the forest. Sorry, I forgot to tell you that this girl

(9) (live) in a small cottage on the edge of a big forest, and that she (10) (spend) all her life there, up until that fateful day.

She (11) (set) off in a happy mood. The sun (12) (shine) through the trees, the birds

(13) (sing). It was just as though everyone (14) (wait) for Walt Disney to come and draw

the scene. What (15) (can) possibly spoil such a perfect day? What indeed? While she

(16) (walk) through the forest, she (17) (see) a wolf (18) (stroll) slowly towards her,

humming something to himself. A minute or so earlier, the wolf (19) (watch) her from behind a tree,

and (20) (think) to himself, 'She'd make a nice juicy meal'. But as he (21) (not want) to

frighten her off he (22) (decide) to play it nice and cool, and so the nonchalant walk.

Part 2 As he approached the little girl, she (1) (remember) what her mother (2) (tell)

her before she left the house. That on no account (3) (be) she to stop or dawdle on the way, or to

talk to strangers. But the wolf (4) (look) such a handsome creature that she (5) (think) to

herself, 'He's not like a real stranger.' So when he (6) (ask) her where she (7) (go) on

such a fine day, she innocently (8) (reply) that she (9) (be) on her way to visit somebody

on the other side of the forest. 'And who are you going to visit, Little Girl?', (10) (enquire) the wolf inquisitively. 'It's WHOM!', said the girl petulantly. 'One says, "WHOM are you going to visit?"'. She could be a

pedantic little miss on occasion, our Ruddy Wee Hoody. But then thinking that perhaps she (11)

(hurt) his feelings, she (12) (relent) and told him she was going to her gran's. part 2 The wolf

(13) (need) a bit of time to carry out the plan he (14) (think) up on the spot, so he

(15) (tell) her that up ahead there (16) (be) a clearing full of beautiful bluebells, and what

a good idea it (17) (will be) to pick some to take to her gran. When she (18) (protest) that

her mother (19) (tell) her never to pick wild flowers, he (20) (laugh) and said that there

(21) (be) thousands of them, and that nobody (22) (going to) miss a dozen or so. With

which he (23) (disappear) into the forest, whistling to himself a tune from 'Oliver', his favourite

musical - 'Food, glorious food'. Part 3 When he (1) (arrive) at her

granny's cottage, which was only a few minutes later as he (2) (take) a short cut, he (3)

(knock) on the door. And before the poor unfortunate woman (4) (realise) what (5)

(happen), the wolf (6) (burst) into the cottage, (7) (grab) the old lady and (8)

(gobble) her up in one go, just like that. Then he (9) (get) into her night clothes, and (10)

(jump) into the old lady's bed. (11) (eat) the little girl's granny, the wolf now (12) (feel)

slightly better, but it was the little girl that the wolf (13) (look) forward to really, because, which I

think I've forgotten to tell you, Ruddy Wee Hoody (14) (be) rather a plump young girl, and

(15) (promise) to be a bit more nourishing than her old gran, who (16) (be) to be

honest, a bit on the skinny side. Not long after, the little girl herself (17) (arrive) at the door. She

(18) (be) a bit out of breath because she (19) (run). 'Hopefully that's the last I've seen of

that wolf,' she (20) (mutter) to herself, wondering if in fact he wasn't perhaps a little strange after all. Famous last words! Before she even had time to ring the bell, she heard a voice. 'Come on in dearie, it's open',

(21) (say) the wolf, who (22) (watch) her walk up the path, from the bedroom window.

'That's funny', (23) (think) the girl, 'her voice seems a bit deeper than usual. Perhaps she's got a

cold.' Then she (24) (remember) that her mother (25) (tell) her that her gran

(26) (be) ill, and that was why she (27) (take) her the food. Part 4 And when she (1) (see)

her gran propped up in bed, it was true, she (2) (not seem) to be quite her usual self. She

(3) (wear) her usual night gown alright, and her enormous nightcap. But there was something about

her that (4) (not be) quite right. Her eyes (5) (seem) bigger than normal, and so did her ears, not to mention her enormous hooter. And just as Ruddy Wee Hoody was starting to say something about

her gran's rather large teeth, before she (6) (can) even get the words out, the wolf (7)

(decide) that enough was enough, that he (8) (can't keep) this up any longer, so he (9)

(jump) out of bed, remembering a phrase he (10) (read) in some nursery rhyme or other, and which

(11) (sound) rather appropriate to the occasion. 'All the better to eat you with', he (12)

(snarl). Ruddy Wee Hoody (13) (be) quick to retort: 'Shouldn't that be "All the better with which to

eat you"?'. 'Yeah, whatever', (14) (snap) back the wolf, by now thoroughly fed up with all this

constant grammatical criticism, and he quite literally (15) (wolf) her down, right there on the spot.

Now some people say that this sort of story has to have a happy ending, and insist that a hunter (16) (happen) to be passing at that very moment (as they often do in fairy stories), and being a quick-witted

sort of chap, (17) (open) up the wolf and (18) (rescue) both the unfortunate victims before you could say 'Jack Robinson' But there's another darker theory that questions whether Ruddy Wee

Hoody was quite what she seemed, and rumour has it that at this very moment she (19) (whip) out

a gun that for some reason she (20) (carry) in her knickers that day, and that she (21) (shoot) the wolf stone dead. And there's yet another version, which suggests that Ruddy Wee Hoody

(22) (meet) a sticky end at the hands of an ecomaniacal woodchopper, who, (23) (not

read) the story, (24) (not realise) that he (25) (be) meant to save her. What's more, he

(26) (see) her picking the flowers in the clearing earlier on, and being incensed at this act of wanton

vandalism, (27) (decide) to avenge the poor flowers, which was exactly what he (28) (do). READING

Making Predictions

Making predictions is a strategy in which readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about to read (or what comes next). A reader involved in making predictions is focused on the text at hand, constantly thinking ahead and also refining, revising, and verifying his or her predictions. This strategy also helps students make connections between their prior knowledge and the text.

I. Read a part of a short story and complete the rest of it. Wallet Wonder

Kyle and Steve were walking home from a Boy Scout meeting when Kyle noticed something brown and small on the ground. He picked it up. It was a wallet. Steve grabbed it and opened it. Inside was $52. Steve and Kyle looked at each other; then looked at the money. Kyle thought about a new baseball bat. Steve thought about fixing his broken bike. They stood for a while thinking.

What do you think happened next?

II. Make a prediction of these prompts. Circle the correct prediction.The soccer field was at the top of a hill. On each side, there was a steep slope down. The view was great. If the ball got kicked out of bounds, though, there would be a big problem. What might next happen to the ball?

a) It would roll down the hill. b) It would go flat. c) It would go up a tree. d) It would bounce too high.

Martin was riding his bike. He looked back to see if his friend was still behind him. Suddenly he heard the crunching of broken glass. Martin had ridden through broken pieces of a bottle. His front tire began to wobble.Which clues helped you decide what would happen next in the previous question?

a) He rode through glass and his tire began to wobble. b) He looked back.

c) Martin was riding his bike.

What is SQR3?

SQ3R is a reading comprehension method named for its five steps: survey, question, read, recite, and review. Follow the steps below to learn how to glean as much information as possible from the text requirements from any class.

Remember: The information you gain from reading is important. If you just “do it,” without learning something, you’re wasting a lot of your time. Train your mind to learn while reading with SQ3R.

SQR3Use this guideline to help understand longer reading passages.Record important Survey titles and subtitles from work.

a) How many chapters does the book have?b) Read a summary of the bookc) Find out more about the author of the book

- Purpose of the book- What is the author’s writing style?

Question Write "Who, What, When, Where, and Why" questions from main topics.Example: Who is Pollyanna?Where does the story take place?When does the story happen? (time)Who are the main characters of the story?Why is the book called Pollyanna?What is the plot of the story?Add more questions to answer.Read Write answers to questions from above.Write a short paragraph for each question.Recite Record key facts and phrases as needed for each question.Take notes of important events, dates, plots, etc.Review Write a summary of the whole book.