UNIT 5

CLECV PLUS 2

Comprensión Lectora en Inglés

CLECV PLUS 2

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UNIT 5: A GOOD READ

Study Guide

Source: http://karolsapple.blogspot.com/2011/07/hunger-for-good-read.html

Welcome to the second cycle! Reading books is a habit which has been treasured from time
immemorial and is still looked upon as a pretty beneficial façade. The quality of education
through books can never be replaced. High-quality books are difficult to find in over-stocked
bookstores nowadays, who are we to blame? Writers looking for celebrity or publishers who
are in the business of selling? We can assure you that the book you are about to use will
offer you the reading strategies, vocabulary and structures that are needed to accomplish the
goal of understanding texts in English.

Our course revolves around units 5 through 8 in the book Active Skills for reading 4. In unit 5,
you will come across interesting information concerning a good read. We describe mainly
what a turn page story should be like. You might find the information really helpful and may
be the beginning of a new habit for you: reading short stories.

In the first chapter, after working on the “What do you like to read?” section, you will find an
article called “What exactly is a short story?”. This article provides different definitions on
what a short story is from the author’s and other people’s points of view. Apart from this, you
will get a chance to recognize similes and metaphors.

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The second chapter takes us to read about a writer’s story in which you will have the
opportunity to put into practice your scanning skills. You will learn about how much of the
author’s creativity influences her writing. Regarding vocabulary, you will practice phrasal
verbs and literary terms.

Take advantage of all the tools you have available and do not hold back any doubts you may
have. Contact your tutor for support. Remember to use this unit guide in conjunction with
your textbook Active Skills for Reading 4 and the audio CD that accompanies it. The use of
the CD is optional, but it is a good alternative for those of you who wish to listen to the texts
you read and improve both skills.

Please revise your activity calendar constantly. It is contained in your syllabus so that you
remember important dates for tasks and homework submission. We also ask you to read the
section labeled novedades as well as correos in the Paideia PUCP Learning
Management System (LMS). This way, you will be able to verify whether you have any new
messages from your tutor.

At the end of this study guide, you will find the answer key to all textbook exercises. It is
important that you verify your answers so that you can self-assess the extent of your learning
experience.

Pasted on the next page is the suggested learning path for this unit.

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LEARNING PATH TO UNIT 5: “A GOOD READ”

You should work in parallel with Active Skills for Reading, book 4 (Unit 5 – page 79) and Study Guide, unit 5 You will
find it in Unit 5: “A good read” on PUCP Paideia platform

Check and develop The “Getting Ready” section in your book in order to get introduced to the corresponding unit.

Chapter 1: What exactly is Chapter 2: An interview with J.K. Now you can do
a short story? Rowling. Homework Task
Active Skills for Reading, Book 4
Active Skills for Reading, Book 4 1.
You will find it in Unit
5: A Good Read on
platform PUCP
Paideia
Check and solve section Check and solve section
(Review the
Before your read p. 80. Before you read p. 86
recommendations of
this homework task on
page 18 of this study
guide)
Check and solve section Check and solve section
Reading Skill p. 80 Reading skill p. 86

Check and solve section Check and solve section

Reading Comprehension p. 83. Reading comprehension p. 89

Check and solve section

Vocabulary comprehension Check and solve section
Vocabulary comprehension p. 90
p. 84.

Check and solve section Check and solve section

Vocabulary Skill p. 85 Vocabulary skill p. 91

Read: Appendix 1 Review Virtual Session 3: Scanning.

You will find it in Unit 5: A Good Read
Study Guide Unit 5 p. 20
on PUCP Paideia platform.

Check answers of exercises in Read: Appendix 2

Study Guide, p. 25 Study Guide Unit 5 p.22

Check and solve section

Real life skill p.92
Review Virtual Session 1: Similes
and Metaphors and Virtual
Session 2: The Root word Scribe.
You will find it in Unit 5: A Good
Read on PUCP Paideia platform.
Check and solve section
What do you think?

Check answers of exercises in

Study Guide, p.26

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Unit 5: A GOOD READ

(Active Sills for Reading, Book 4, page 80)

Chapter 1 is called “What exactly is a short story?” What you find on page 81 is information
about different definitions on what a short story should be. It’s interesting to learn this, for
most people it is just an example of one facet of human nature.

The following chapter is called “”An interview with J.K. Rowling”. Most people have heard
about Harry Potter, but what about the writer of such an amazing book? Read this interview
and learn about her and how much this story helped her.

In the Getting Ready section there is a survey to identify the genres of reading you enjoy the
most and the characters you like to read about.

Additional Information:
Are you interested in reading more about the Harry Potter saga? Click on
the links below to read more about the stories of each book written by J.K.
Rowling.
http://www.commonsensemedia.org/movie-reviews/harry-potter-and-the-
prisoner-of-azkaban
Before we start Chapter 1, learn about what else J. K. Rowling thinks about
the women in Harry Potter by watching a short video.
http://www.youtube.com/watch?v=etNcsShL3F0
What do you think about her now?

Source:http://www.telegraph.co.uk/news/celebritynews/3121761/Harry-Potter-author-JK-Rowling-earns-3m-a-week.html

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Unit 5 – Chapter 1 What exactly is a short story?

BEFORE YOU READ: The Art of reading

(Active skills for Reading, Book 4, page 80)

Since the reading on page 81 informs us what a short story is, in this section you will answer
some questions to find out what you know about the concept of a short story compared to a
poem, and to a novel.

Exercise A: Read the questions shown. What do you know? It’s a good idea to do some
research if the differences are not clear.

Exercise B: You can share your answers with your tutor and receive some feedback on
your answers.

Additional Information:
Read Appendix 1 if you want some information on differences about a
novel, a poem and a short story.

Click here to check your answers or go to the end of this document.

READING SKILL: Recognizing Simile and Metaphor

(Active Skills for Reading, Book 4, page 80)
You will be able to learn about two new terms: simile and metaphor, which you may not know
about. Nevertheless, these terms are put together to provide better understanding of texts.
Then, you will put them into practice, since they are commonly used in written texts. Prior to
exercise A, consider reading the box on the left-hand side of the page.

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Additional Information:
A simile compares two different ideas using the words “like” or “as.” For
example, if you wanted to describe how soft an animal feels, you might say,
“The puppy’s fur was like velvet.”
On the other hand, a metaphor compares two
different ideas without using “like” or “as.” In the
sentence “The cloud was a white ribbon in the
sky,” the cloud is compared to a white ribbon, but
the words “like” or “as” aren’t present.
Source of the image : http://ts4.explicit.bing.net (Retrieved 22/4/15)

Exercise A: To do this, go over the paragraph twice if necessary.

Exercise B: Do this exercise using the information that continues on page 81. Remember
you can write your tutor for further practice.

Go to Appendix 3 for more practice on similes and metaphors.

Click here to check your answers or go to the end of this document.

Exercise C: Let us move on to the reading comprehension questions on the next page.

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READING COMPREHENSION: Check your understanding

(Active Skills for Reading, Book 4, page 83)
Using the different strategies that you have learned throughout the course, you will be able to
answer these reading comprehension questions.

Exercise A: In this first exercise, the book presents four multiple-choice questions; choose
the correct answers based on the book information. Feel free to read the article again if you
consider you need to.

Click here to check your answers or go to the end of this document.

Exercise B: Read the next four questions asked and answer them, refer back to the book
if necessary. If you wish to compare your answers with a partner, e-mail one of your virtual
classmates and give each other some feedback.

Exercise C: For the Critical Thinking section, please go to our Blog and write your
comment based on these questions. You can also write your tutor in case of any doubt.

You may start your answers like this:

I agree most with ………….. because ………………………………………..………………...…...

I strongly agree with ……….. because …………………………………..……………………….…

I definitely believe that reading a good story can be a life-changing experience because
………………….……………………….…..

I am not convinced that/ with …………………………………………………………………………

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VOCABULARY COMPREHENSION: Words in context

(Active Skills for Reading Book 4, page 84)

It is very important to use an English-English dictionary when we come

across a word we do not understand. Only resort to an English-Spanish
dictionary if you do not understand the definition in English. The link
below is a very useful online dictionary:
http://oald8.oxfordlearnersdictionaries.com/usingoald

Exercise A: The multiple-choice answers are from the reading passage. You might be
able to understand their meanings in context. Otherwise, look them up in a dictionary.

Exercise B: Now that you are aware of the meaning of the words from the previous
exercise, complete the nine statements in exercise B. Be careful because you may need to
change the form of the word to a verb, noun, adverb, etc.

Click here to check your answers or go to the end of this document.

VOCABULARY SKILL: The Root Word SCRIBE

(Active Skills for Reading, Book 4, page 85)
The word subscribe, from Latin meaning “write underneath”, has several other meanings. It
can be a promise to give money to a charity or it can mean that you support certain views,
such as “Ellen subscribes to the idea that global warming will cause glaciers to melt in a few
years”.

Exercise A: You can use your dictionary or the link below to look up for meaning and part
of speech. http://www.morewords.com/contains/scribe/

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Additional Information:
The Latin root word scrib and its variant script
both mean “write.” These roots are the word origin
of a fair number of English vocabulary words,
including scribe, describe, postscript, and
manuscript. The root scrib is easily recalled
through the word scribe, whose job is “writing,”
and script, a “written” document.
You can go to this link for further information:

http://membean.com/wrotds/scrib-write

Click here to check your answers or go to the end of this document.

Exercise B: Now that you are aware of the meaning of the words from the previous
exercise, complete the seven statements. Make sure to use the correct form of the
appropriate word.

Exercise C: If you wish to compare your answers with a partner, e-mail one of your virtual
classmates and give each other some feedback.

Virtual lessons 1 and 2

Now you can watch and listen to virtual lessons 1 and 2:
Similes and Metaphors and the root word Scribe. The
Lessons are available under unit 5: “A Good read” on
Paideia PUCP.

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Unit 5 – Chapter 2 An interview with J.K. Rowling

BEFORE YOU READ: A writer’s story

(Active Skills for Reading, Book 4, page 86)
In this chapter, you will read about a woman whose life was put into words and meaningfully
affected the books she wrote, changing it radically.

Exercise A: Use the links and video presented as additional information at the beginning
of the unit and try completing the chart on page 86.

Click here to check your answers or go to the end of this document.

Exercise B: If you wish, compare answers with your class making comments on Blog and
find out further information. Remember you can also write your tutor if you have any doubt.

READING SKILL: Scanning

(Active Skills for Reading, Book 4, page 86)
Scanning is a very helpful reading technique, through scanning we search for key words or
specific information in a text. In this section, you will practice your scanning abilities, but
prior to exercise A, consider reading the box on the left-hand side of the page.

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Additional Information:
Look at the diagram which provides you with tips for scanning:

decide what
your're
looking for

start with a list stick to what

of page you're looking
numbers from Scanning for ignore
the index anything else

look for clues

such as
capital letters
of numbers

Exercise A: To do this, scan the article to find the words in the box and do the matching
exercise.

Exercise B: Compare answers with your class making comments on Blog. Remember
you can always ask your tutor for further practice.

Click here to check your answers or go to the end of this document.

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Exercise C: Read the article again and do the exercises in the reading comprehension
questions on p.89.

Additional Information:
Read Appendix 2 if you want further tips on scanning, check the
information given.

READING COMPREHENSION: Check your understanding

(Active Skills for Reading, Book 4, page 89)
Using the scanning strategy that you have learned throughout the course, you will be able to
answer the reading comprehension exercises.

Exercise A: In this first exercise, the book presents five multiple-choice questions. You
have to go back to the reading if necessary and find out what the right answer is.

Exercise B: Read the sentences to find the corresponding information in the article to
complete each sentence.

Exercise C: If you wish you can share the Critical Thinking section with a partner, send
him an email and answer back. Sharing information can help you reinforce your practice.

You may start your answers like this:

I read ___________________________ and I thought that __________________________

I never read __________________ because ______________________________________

The ingredients that the author mentions that I like are _______________________because
_____________________

Click here to check your answers or go to the end of this document.

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VOCABULARY COMPREHENSION: Word definitions

(Active Skills for Reading, Book 4, page 90)

Exercise A: These types of vocabulary exercises are very helpful. Not only can you
reinforce words or phrases seen before, but also learn new ones. Notice that the words in the
box have been taken from the reading text.

Exercise B: Using the words from the previous exercise, complete the ten sentences
presented. If any doubt, contact your tutor. You might have to change the form of the word
to: a verb, noun, adjective, etc.

Click here to check your answers or go to the end of this document.

VOCABULARY SKILL: Phrasal verbs

(Active Skills for Reading, Book 4, page 91)
Phrasal verbs are groups of words with a special meaning that is quite different from the
meaning of the individual words. For example, the phrasal verb "to put up with
(something/someone)" really has nothing to do with someone/something being put on top
of something. It means that you have to tolerate or stand something/someone. For this
reason, we can say that the meanings of phrasal verbs are opaque rather than transparent.
Phrasal verbs are widely used in English but their meanings are sometimes impossible to
guess or infer from context.

Example:
Please, get along well with your colleagues!
Meaning: have or establish a relationship with someone

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It is very important to use an English-English dictionary when we come

across a word we do not understand. When it comes to idioms, it is a good
idea to find the definition and examples in which we can find them to
understand the meaning and use. The links below will help you.
http://idioms.thefreedictionary.com/thinking
http://idioms.thefreedictionary.com/think+on+feet
http://idioms.thefreedictionary.com/think+outside+the+box
http://idioms.thefreedictionary.com/wishful+thinking

Exercise A: In this first exercise you will read a phrasal verb in context. Try to figure out
the meaning to be able to write the corresponding definition. The use of a dictionary is not
compulsory. If you wish you could share the answers with a classmate e-mailing him/her the
answers and reading his/hers.

Click here to check your answers or go to the end of this document.

Exercise B: Complete the six sentences given with the correct phrasal verb; be careful
with the form of the word. You can post your answers in our Blog. Your tutor will make
comments and other classmates will post their answers too.

REAL LIFE SKILL: Understanding Literary terms

(Active Skills for Reading, Book 4, page 92)

Exercise A: Read the definitions given for different literary terms and go over the virtual
session 2 which you can find on Paideia PUCP platform to have further practice on similes
and metaphors.

Exercise B: Prior to this exercise, read the information given in the box on the left-hand
side of the page. Try completing each sentence with the most suitable answer.

Click here to check your answers or go to the end of this document.

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For further information on phrasal verbs go to Appendix 4.

What do you think?

This section can be used to promote a very active exchange of
ideas. If you wish compare answers with your class making
comments in our Blog and find out further information.

Virtual lesson 3
Now you can watch and listen to virtual lesson 3:
Scanning. The Lesson is available under unit 5:
“A GOOD READ” on Paideia PUCP.

NOW YOU CAN:

• Differentiate similes from metaphors and recognize
their use in texts.
• Use scanning strategies to understand texts purposely.
• Identify words with the root scribe to understand
meaning.

END OF UNIT 5

CONGRATULATIONS!

Now that you have finished Unit 5, you are ready

for Self-assessment task 1 and Homework task 1

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Homework Task 1
Mandatory
Submission Date: See Activities Calendar

This independent task has been designed to promote participants autonomy in the
learning process by means of extension exercises related to the contents of unit 5.

Instructions

To do the task, you must download the document titled “Homework Task 1” (available in MS
Word format) which you can find in the Paideia PUCP LMS. Please, follow these indications:
1. Access your course (CLECV PLUS 2) Available in the Paideia PUCP LMS.
2. Download the document titled Homework Task 1 which you can find in Unit 5: A Good
Read. To download it, simply click on it.

Materials

• Active Skills for Reading, Book 4

• Unit 5 study material
• Document “Homework Task 1” in Unit 5: A Good Read, which is available in the
Paideia PUCP LMS.

Instructions for Submission

1. Save the document using the following format: LastnameName-HT1.doc. For

example, Gabriela Castro must save her work like this: CastroGabriela-HT1.doc.

2. Access the Paideia PUCP LMS, click on Homework Submission-Homework Task 1 and
attach your file on the date stated in your calendar of activities. Your work will only be
accepted if submitted in this way.

3. If you have any difficulties to submit your work, send an e-mail (in Spanish) to
[email protected] and to your tutor so that you can get the assistance you
need.

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Work must be submitted on the date stated in the calendar of activities. No work will be
accepted after the official submission date. Please, make sure you take the necessary
precautions to comply with the calendar of activities.

Scoring

The activity will be assessed over 100 points. The average you obtain for the three
homework tasks you submit in this module accounts for 30% of your final grade.

Item Score
Reading Comprehension
100 points cover both áreas.
Vocabulary
Blog participation Up to 5 points*

Maximum possible score 100 points

*The additional points mentioned in the scoring scale do not apply in cases in which the
participant has already reached 100 points based on the other items mentioned. These 5
additional points cannot be used or saved for other homework tasks or evaluations

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APPENDIX 1

A novel vs. a short story, a poem vs. a short story

Differences between a novel and a short story: At first we can think the
main difference between a novel and a short story is the length. Indeed,
while there are less than fifty pages in a short story, the novel is not
limited (usually more than one hundred and fifty pages). Nevertheless,
when we compare them carefully, it seems clear that there are also
differences in the composition and the style of these narrative forms.

Concerning the composition, we can mention first the characters. On the

one hand, in a novel, the author takes time to present the actors of the
narration, though physical and psychological descriptions. On the other
hand, these characters aren’t so numerous and their features are less developed in a short
story.

The atmosphere is also different. While context is described precisely in a novel, it is not the
case concerning the short stories. All those details mustn’t be shown in them, so that the
reader can use his imagination. It’s also a way for the author to concentrate attention on the
events themselves.

Furthermore, the story is also a proof of this dissimilarity. In a short story, the plot is often
simple and unique while the one of the novel can be multiple and include new developments.
The end of the story is too revealing: short stories have never moral and sometimes not clear
end at all.

Logically this disparity is translated by the writing style of the authors: more or less
descriptions in novels, ellipsis in short stories…

Finally, we can conclude that, contrary to appearances important, the most important
difference between short stories and novels isn’t the length but the depth of the story they
tell.

What about the information below?

Short stories are a chocolate bar, novels are a lolly mix:

Short stories tend to focus on one main character, novels can focus on a multitude of
characters, and relationships.

Short stories are a one night stand, novels are a long-term relationship:
Short stories are written to create a short but powerful impact, whereas the impact of a novel
is drawn out for as long as possible, creating a deeper relationship with the reader.

Short stories are a roller-coaster, novels are the theme-park:

Short stories give the reader a glimpse of an event, or period of time, while novels cover the
entire event.

Source:http://www.etudier.com/dissertations/Difference-Between-Novels-And-Short-Stories/129668.html

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Difference between a poem and a short story: For a reader who may notice the similarities between
short stories and poetry, may not that easily recognize the differences between the two. For example,
take two pieces of literature from the same author, Edgar Allan Poe. When analyzing “The Raven” and
“The Tell-Tale Heart”, some differences that may be noticed would be the length of each piece, the
rhythm and rhyme at which the work is written, and the different language used to detail events that
may or may not occur.

After a reader reads both pieces of work, the first and most obvious difference is
the length. Now this may not always be the case but for the most part, short
stories are generally longer than poems. “The Tell-Tale Heart” is written in
paragraphs and doesn’t follow a specific pattern or format. “The Raven”, on the
other hand does exactly this. It is not written in paragraphs, but verses instead
and only contains four to five lines for each verse. One can also say that a poem
may be more direct and to the point where a short story can draw itself out to last
longer.

To explain further about the pattern of the two, understanding the difference in the
rhythm and rhyme between short stories and poems may help. “The Tell-Tale Heart” is a story that
would be read as you would read your child a bed time story. If one were to read “The Raven” to a
group of listeners, he would recite the poem to a beat and a distinct rhyme would be heard amongst
the listeners. Now this rhyme doesn’t always come at the end of the line, it may be found in the middle
as it is in “The Raven”. “Once upon a midnight dreary, while I pondered weak and weary, over many a
quaint and curious volume of forgotten lore, While I nodded, nearly napping, suddenly there came a
tapping, As of someone gently rapping, rapping at my chamber door”. (The Raven, Poe 1) The
listeners hear this rhythm; they feel the beat or melody at which this poem is read. Poems almost give
a listener the distinct impression that they may be listening to lyrics from a song where short stories do
not give that effect.

Not only the melody poetry has, but the language it uses also differs than that of
short stories but at the same time, evokes the same feeling or emotion. Two
examples can prove this point effectively. “‘Be that word our sign of parting,
bird or fiend!’ I shrieked upstarting – ‘Get the back into the tempest and the
Night’s Plutonian shore! Leave no black plume as a token of that lie thy soul
hath spoken! Leave my loneliness unbroken! – quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my door!’”. (The
Raven, Poe 3)

Reading this passage gives the reader the impression that the character in the poem is
excited and pleading for the raven to go away and leave no sign of its presence. It takes a little more
understanding of the language to realize the emotions being inflicted upon the character but it’s not as
difficult with a short story. “Almighty God! -- no, no? They heard! -- they suspected they KNEW!-- they
were making a mockery of my horror!-- this I thought, and this I think. But anything was better than
this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no
longer! I felt that I must scream or die!-- and no -- again-- hark! louder! louder! louder! LOUDER!--
“ (Poem 4)

The language used in the short story is easier to comprehend and that very same emotion of
excitement and horror has been inflicted upon this character as that in “The Raven”.

Though similarities may be easier to point out when comparing short stories and poems, the
differences are there. The differences are what makes each piece unique and uniqueness makes
every work of literature that much more enjoyable to read.
Source: http://www.eportfolio.lagcc.cuny.edu/
Back

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APPENDIX 2

Scanning

Below you will find some tips to help you practice one of the most useful techniques when
reading a text:

1. First Scanning – To work!

Read slowly, carefully. Take your time. With practice, you'll gain speed even if you
don't intend too. (Remember to jot down the time each process takes you). Be aware of
which chunks you understand well and which seem to be difficult. Read them all
carefully, trying to understand, but don’t spend too much time on the difficult ones,
because you’ll go back to them in your second scanning. Answer the easy questions
and re-read carefully the others, thinking about the whole text if possible. Sometimes
going back to the whole picture helps you realize what you need to look for.
Some Tips!
Underline with short lines, or if you are not sure, just mark with a dot on the margin, the
area where you think some answers might be. You can also write the number of
whichever question on the margin in the area you think the answer may be, before
underlining the answer in the text. This "light highlighting" will save you time later on.
You can also underline key words/points, but not complete sentences, in case that is
not the answer and later you get all mixed up about it!
2. Second Scanning – Think over the parts you didn’t understand
In the second scanning, you should try to solve the hardest parts and answer those
questions. Keep in mind something: re-reading the easy parts (much more quickly than
the hard parts) may be necessary because those ideas may help you to understand the
difficult parts.

Check Your Answers

You have to be quick. Read again your answers, including the easy ones, to check
everything is ok. And remember, you cannot be good at something without training. It's
not enough to understand things, or to "know them". You have to be good at putting them
into practice!
Source: http://www.talkingpeople.net/tp/howtolearn/reading/skimscan01Reading.html

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APPENDIX 3

Identifying Similes and Metaphors

Decide whether each sentence contains a simile or a metaphor. Write simile if the sentence
contains this word. Write m if the sentence contains this word.

1. The baby was like an octopus, grabbing at all the cans on the grocery store shelves. ____

2. As the teacher entered the room she muttered under her breath, "this class is like a three-
ring circus!" ________________________________________________________________

3. The giant’s steps were thunder as he ran toward Jack. ____________________________

4. The pillow was a cloud when I put my head upon it after a long day.
__________________________________________________________________________

5. I feel like a limp dishrag. ____________________________________________________

6. Those girls are like two peas in a pod. _________________________________________

7. The fluorescent light was the sun during our test. ________________________________

8. No one invites Harold to parties because he’s a wet blanket. _______________________

9. The bar of soap was a slippery eel during the dog’s bath. __________________________

10. Ted was as nervous as a cat with a long tail in a room full of rocking chairs. __________

Answers:
1. Simile
2. Simile
3. Metaphor
4. Metaphor
5. Simile
6. Simile
7. Metaphor
8. Metaphor
9. Metaphor
10. Simile

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APPENDIX 4

Phrasal verbs are used as a natural manner of speaking to a native

speaker of a language.

1. A phrasal verb is a verb plus a preposition or adverb which creates a meaning

different from the original verb.
Example:
I ran into the General Manager last night. Run into= meet by chance
He ran away when he was 15. Run away=leave home

2. Some phrasal verbs are intransitive. An intransitive verb cannot be followed by an

object.
Example:
He suddenly showed up. "show up" cannot take an object

3. Some phrasal verbs are transitive. A transitive verb can be followed by an object.
Example:
I made up the story. "story" is the object of "make up"

4. Some transitive phrasal verbs are separable. The object is placed between the verb
and the preposition. In this Phrasal Verb Dictionary, separable phrasal verbs are
marked by placing a * between the verb and the preposition / adverb.
Example:
I talked my mother into letting me borrow the car.
She looked the phone number up.

5. Some transitive phrasal verbs are inseparable. The object is placed after the
preposition. In this Phrasal Verb Dictionary, inseparable phrasal verbs are marked by
placing a + after the preposition / adverb.
Example:
I ran into an old friend yesterday.
They are looking into the problem.

6. Some transitive phrasal verbs can take an object in both places.

Example:
I looked the number up in the phone book.
I looked up the number in the phone book.

7. WARNING! Although many phrasal verbs can take an object in both places, you must
put the object between the verb and the preposition if the object is a pronoun.
Example:
I looked the number up in the phone book.
I looked up the number in the phone book.
I looked it up in the phone book. CORRECT
I looked up it in the phone book. INCORRECT

Source: http://www.englishpage.com/prepositions/phrasaldictionary.html
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ANSWER KEY
Unit 5: A GOOD READ

Answers to Chapter 1:
Before you read Vocabulary Comprehension
A 1 – 2 Answers will vary with individual A 1. b; 2. b; 3. b; 4. a; 5. b; 6. a; 7. b; 8. b;
preferences 9. a; 10. a
3. A novel is much longer and has a 1. reinforce; 2. anecdotes; 3. profound;
more complex theme and plot.
B
4. precise, arbitrary; 5. insight; 6.
Back facets; 7. sparse; 8. Exquisite; 9.
Presumed. Back

Reading Skill Reading Comprehension

A 1. Metaphor; 2. Simile; 3. 1; 4.2 A 1. A (line 1) 2. D (lines 49-52); 3. B
(lines 59-67); 4. A (lines 68-70

B 1. Simile…like trying to squeeze a B 1. That the definition of a short story is

mural into the frame of a miniature. thought to be unclear and open to
(line 17), it likens the size of a mural debate (entire passage)
to the size and complexity of a 2. They display a sensitivity to
novel. language and are precise (lines 25-
31)
Back 3. They are nice but tend to leave the
reader with an unsatisfied feeling
(lines 34-35)
4. Great writers are better than others
at using language in a very precise
way (lines 34-35). Back
Vocabulary Skill
A
1. subscribe verb To pay for a certain number of issues of a magazine or
newspaper or to a concert series.
2. manuscript noun A handwritten or typed document before it is published
3. postscript noun An afterthought at the end of a document
4. scribble verb or To draw or write meaningless things or to write quickly
noun in a messy way, the result of this writing.
5. prescription noun A doctor’s order for medication
6. describe verb To explain or tell what something or someone is like
7. superscript noun Something written above the other characters or
letters
8. inscription noun Writing carved into stone
9. transcribe verb To transfer information from one form into another
10. conscript verb or To force someone to do military service, a soldier
noun enrolled against his or her wishes.
B 1. Scribbled; 2. Inscription; 3. Postscript; 4. Subscribe; 5. Manuscript; 6. Described; 7. Prescription
C Answers will vary
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Answers to Chapter 2:
Before you read Vocabulary Comprehension
A 1. F; 2. F; 3. T; 4. F; 5. F; 6. T; 7. F; A 1. b; 2. e; 3. g; 4. d; 5. j; 6. f; 7. h; 8. i;
8. T/F (Both possible – her first 9. a; 10. C
draft is pen and paper, she edits B 1. amuse; 2. settled on; 3. basis; 4. In
on the computer) terms of; 5. diagrams; 6. plot; 7. infant;
8. exaggerated; 9. divorce; 10. set out
Back
B Students compare their answers and
share information about Rowling and
Harry Potter. Back Vocabulary Skill

Reading Skill
A 1. d (lines 65-66); 2. c (lines 45-46); A 1. come up with: find, discover, think
3. a (lines 37-42); 4. b (lines 6-7) of or produce something
Back 2. creep in: to develop slowly,
especially in a negative way
3. turned out: to end up to be, to be
Reading Comprehension discovered to be
A 1. d (lines 1-4); 2.a (lines 10-11); 3. 4. think it over: to consider something
d (lines 18-21); 4. c (lines 26-31); 5. d
more deeply before making a
(lines 60-66)
decision
5. make up: to fabricate or lie
B 1. when her mother died (lines 35-
6. add up: to have a larger effect
36)
when put together
2. basketball (line 45-46)
Back
3. scariness (lines 55-59)
4. drafts by hand (longhand), drafts
using pen and paper (lines 59-61)
Back
B 1.go without; 2. hold on; 3. drop by; 4.
get along, put up with; 5. wear off,
looking forward; 6. passed up

Critical thinking Real Life Skill

C Answers will vary. Possible answers B 1. simile
include: 1. Most people agree that the 2. alliteration
Harry Potter books have a good balance 3. onomatopoeia
of scariness and clever entertainment, 4. simile
which makes them appeal to both children 5. metaphor
and adults; 2. Different people have 6. onomatopoeia
different preferences; no one formula is 7. assonance
likely to appeal to every reader. 8. metaphor
Back

What do you think?

Answers will vary based on personal
opinions and preferences.

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