study guide 2 sabatino.doc

8/9/2019 Study guide 2 sabatino.doc

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Study guideSat March 15th2014Integrated English V

I. Objectives:1. Students ill !a"e #redicti$ns in $rder t$ guess the c$ntent $% listening and reading #assage.2. Students ill as" &uesti$ns ab$ut the b$$" '($llyanna ) .*. Students ill have an $vervie $% narrative tenses+ but is$lated e,ercises ill be assigned as a tas" at

h$!e.

4. Students ill chec" the %irst dra%t $% the #r$cess essay and c$!#are it ith the !$del analy-ed in class.

II. $ntents:/arrative tenses revie gra!!ar

Si!#le #resent #resent c$ntinu$us

Si!#le #ast #ast c$ntinu$us

uture %uture c$ntinu$us

(resent #er%ect (ast #er%ect

uture #er%ect

$!#$und n$uns and adjectives ' h$!e +h$use+ li%e ) v$cabulary

Ma"ing #redicti$ns listening (r$cess essay 3 %irst dra%t

ell st$ries %r$! #r$!#ts using narrative tenses s#ea"ing

(redict the c$ntent $% a reading

III. ctivities: $ut $% class1. 6ave a l$$" at the $vervie $% the b$$" t$ !a"e &uesti$ns. In class2. 7h$ are the characters8 9escribe the!.*. 6$ are they related84. 7hat ha##ens in the %irst %$ur cha#ters85. 6$ d$ these cha#ters end8

Narrative tenses - overview (ast si!#le

o 9escribes the !ain events $% the st$ry

o 9escribes se&uences $% events

o It is the standard narrative tense. I% in d$ubt+ g$ %$r #ast si!#le.

(ast c$ntinu$us

o 9escribes un%inished acti$ns+ es#ecially ar$und a certain ti!e

o 9escribes l$nger acti$ns interru#ted by sh$rter $nes

o Is $%ten used %$r describing bac"gr$und acti$ns

o Is s$!eti!es used t$ !a"e the acti$ns in a st$ry see! !$re i!!ediate+ es#ecially ith the$rd n$

(ast #er%ect

o 9escribes acti$ns hich t$$" #lace be%$re the !ain acti$ns in the st$ry

(ast #er%ect c$ntinu$us


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o 9escribes l$nger c$ntinu$us acti$ns hich t$$" #lace be%$re the !ain acti$ns in the st$ry

o Is s$!eti!es used t$ e,#lain the c$nditi$n $% #e$#le $r things at the ti!e $% the !ain events inthe st$ry.

/$ #ractice the! ith this little st$ry

E,ercise ill the ga#s ith suitable %$r!s $% the verbs given in brac"ets

/$te:

M$st $% the ansers are in $ne $% the %$ur narrative tenses /$ne $% the ansers use #resent tenses

here is $ne #resent #artici#le a%ter a verb $% #erce#ti$n

here are t$ #er%ect #artici#les '6aving d$ne sth)+ $ne $% the! negative

here is s$!e re#$rted s#eech+ including a c$u#le $% %uture %$r!s

$ntracti$ns use c$ntracti$ns %$r negatives d$nt+ hadnt etc.+ but ty#e in the %ull au,iliaries have+ had etc

;$u !ay n$t get e,actly the sa!e ansers as I have. his d$esnt necessarily !ean I a! right and y$u arer$ng+ $r viceversa.


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She (11) 'set) $%% in a ha##y !$$d. he sun (12) 'shine) thr$ugh the trees+ the birds

(13) 'sing). It as just as th$ugh every$ne (14) 'ait) %$r 7alt 9isney t$ c$!e

and dra the scene. 7hat (1) 'can) #$ssibly s#$il such a #er%ect day8 !hat indeed0

!hile she (1!) (walk) through the $orest, she (1") (see) a wol$ (1#)

(stroll) slowly towards her, humming something to himsel$. * minute or so earlier, the wol$

(1$) (watch) her $rom behind a tree, and (2%) (think) to himsel$, 'he'd make a nice uicy

meal'. ut as he (21) (not want) to $righten her o$$ he (22) (decide) to lay it niceand cool, and so the nonchalantwalk.


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Part 2 *s he aroached the little girl, she (1) (remember) what her mother (2) (tell)

her be$ore she le$t the house. That on no account (3) (be) she to sto or dawdleon the

way, or to talk to strangers. ut the wol$ (4) (look) such a handsome creature that she

() (think) to hersel$, '"e's not like a real stranger.' o when he (!) (ask) her

where she (") (go) on such a $ine day, she innocently (#) (rely) that she

($) (be) on her way to visit somebody on the other side o$ the $orest. '*nd who are you

going to visit, ittle 3irl0', (1%) (en4uire) the wol$ in4uisitively. 'It's !"567', said the girl&etulantly. ''ne says, 8WH'are you going to visit08'. he could be a edantic little miss on

occasion, our uddy !ee "oody. ut then thinking that erhas she (11) (hurt) his

$eelings, she (12) (relent) and told him she was going to her gran's. art 2 The wol

(13) (need) a bit o$ time to carry out the lan he (14) (think) u on the sot, so

he (1) (tell) her that u ahead there (1!) (be) a clearing $ull o$ beauti$u

lueells, and what a good idea it (1") (will be) to ick some to take to her gran. !hen

she (1#) (rotest) that her mother (1$) (tell) her never to ick wild $lowers, he

(2%) (laugh) and said that there (21) (be) thousands o$ them, and that nobody

(22) (going to) miss a do9en or so. !ith which he (23) (disaear) into the$orest, whistling to himsel$ a tune $rom '5liver', his $avourite musical - ':ood, glorious $ood'.

Part 3!hen he (1) (arrive) at her granny's cottage, which was only a $ew minutes later as

he (2) (take) a short cut, he (3) (knock) on the door. *nd be$ore the oor

un$ortunate woman (4) (realise) what () (haen), the wol$ (!)

(burst) into the cottage, (") (grab) the old lady and (#) (gole) her u in onego, ust like that. Then he ($) (get) into her night clothes, and (1%) (um) into

the old lady's bed. (11) (eat) the little girl's granny, the wol$ now (12) ($eel)

slightly better, but it was the little girl that the wol$ (13) (look) $orward to really, because,

which I think I've $orgotten to tell you, uddy !ee "oody (14) (be) rather a&lu*&young

girl, and (1) (&ro*ise) to be a bit more nourishingthan her old gran, who

(1!) (be) to be honest, a bit on the skinny side. ;ot long a$ter, the little girl hersel$ (1")

(arrive) at the door. he (1#) (be) a bit out o$ breath because she (1$) (run).

'"oe$ully that's the last I've seen o$ that wol$,' she (2%) (mutter) to hersel$, wondering i$ in$act he wasn't erhas a little strange a$ter all. :amous last words7 e$ore she even had time to ring

the bell, she heard a voice. '


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he (3) (wear) her usual night gown alright, and her enormous nightca. ut there was

something about her that (4) (not be) 4uite right. "er eyes () (seem) biggerthan normal, and so did her ears, not to mention her enormous hooter. *nd ust as uddy !ee

"oody was starting to say something about her gran's rather large teeth, be$ore she (!)

(can) even get the words out, the wol$ (") (decide) that enough was enough, that he

(#) (can't kee) this u any longer, so he ($) (um) out o$ bed, remembering a

hrase he (1%) (read) in some nursery rhyme or other, and which (11) (sound)

rather aroriate to the occasion. '*ll the better to eat you with', he (12) (snarl). uddy

!ee "oody (13) (be) 4uick to retort> 'houldn't that be 8*ll the better with which to eat

you80'. '?eah, whatever', (14) (sna&) back the wol$, by now thoroughly $ed u with all this

constant grammatical criticism, and he 4uite literally (1) (wolf) her down, right there onthe sot. ;ow some eole say that this sort o$ story has to have a hay ending, and insist that a

hunter (1!) (haen) to be assing at that very moment (as they o$ten do in $airy stories),

and being a 4uick-witted sort o$ cha, (1") (oen) u the wol$ and (1#) (rescue)both the un$ortunate victims efore you could say +,ac Roinson+ ut there's another darkertheory that 4uestions whether uddy !ee "oody was 4uite what she seemed, and rumour has it that

at this very moment she (1$) (whi&) out a gun that $or some reason she (2%)

(carry) in her nicersthat day, and that she (21) (shoot) the wol$ stone dead. *nd there's

yet another version, which suggests that uddy !ee "oody (22) (meet) a sticky end at the

hands o$ an ecomaniacal woodchoer, who, (23) (not read) the story, (24) (not

realise) that he (2) (be) meant to save her. !hat's more, he (2!) (see) hericking the $lowers in the clearing earlier on, and being incensed at this act o$ wanton vandalism

(2") (decide) to avengethe oor $lowers, which was e@actly what he (2#) (do).=E9I/>

Ma"ing (redicti$ns

Ma"ing #redicti$ns is a strategy in hich readers use in%$r!ati$n %r$! a te,t 'including titles+ headings+#ictures+ and diagra!s) and their $n #ers$nal e,#eriences t$ antici#ate hat they are ab$ut t$ read '$r hatc$!es ne,t). reader inv$lved in !a"ing #redicti$ns is %$cused $n the te,t at hand+ c$nstantly thin"ing aheadand als$ re%ining+ revising+ and veri%ying his $r her #redicti$ns. his strategy als$ hel#s students !a"ec$nnecti$ns beteen their #ri$r "n$ledge and the te,t.

I. =ead a #art $% a sh$rt st$ry and c$!#lete the rest $% it.

7allet 7$nder?yle and Steve ere al"ing h$!e %r$! a @$y Sc$ut !eeting hen ?yle n$ticed s$!ething br$n and s!all$n the gr$und. 6e #ic"ed it u#. It as a allet. Steve grabbed it and $#ened it. Inside as A52. Steve and ?ylel$$"ed at each $therB then l$$"ed at the !$ney. ?yle th$ught ab$ut a ne baseball bat. Steve th$ught ab$ut%i,ing his br$"en bi"e. hey st$$d %$r a hile thin"ing.

What do you think happened next?


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II. Ma"e a #redicti$n $% these #r$!#ts. ircle the c$rrect #redicti$n.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.

artin was riding his bike. !e looked back to see if his friend was still behind him. "uddenl# he heard the

crunching of broken glass. artin had ridden through broken pieces of a bottle. !is front tire began to wobble.Which clues helped #ou decide what would happen next in the previous $uestion?

a) !e rode through glass and his tire began to wobble.

b) !e looked back.

c) artin was riding his bike.

7hat is SC=*8

"%&' is a reading comprehension method named for its five steps( surve#, $uestion, read, recite, and review.ollow the steps below to learn how to glean as much information as possible from the text re$uirements from

an# class.

Remember( The information #ou gain from reading is important. If #ou *ust +do it, without learning

something, #ou-re wasting a lot of #our time. Train #our mind to learn while reading with "%&'.

"%'&

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

a) !ow man# chapters does the book have?

b) 'ead a summar# of the bookc) ind out more about the author of the book

/ 0urpose of the book

/ What is the author-s writing st#le?

Question Write "Who, What, When, Where, and Why" questions from main topics.

1xample( Who is 0oll#anna?

Where does the stor# take place?

When does the stor# happen? 2time)Who are the main characters of the stor#?

Wh# is the book called 0oll#anna?What is the plot of the stor#?

3dd more $uestions to answer.

Read Write answers to questions from above.Write a short paragraph for each $uestion.

ReciteRecord key facts and phrases as needed for each question.

Take notes of important events, dates, plots, etc.

Review Write a summar# of the whole book.

study guide 2 sabatino.doc

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