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This document discusses asking and giving opinions and the structure of hortatory expositions. It provides examples of ways to ask for opinions such as "How was the trip?" and ways to give opinions like "I think that...". The generic structure of hortatory expositions is outlined as having a thesis, arguments, and recommendations. Features of hortatory expositions are also listed, including the use of abstract nouns, action verbs, thinking verbs, modal adverbs, temporal connectives, and evaluative words.
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This document provides an agenda and notes for a grammar lesson on simple present tense. The agenda includes a warm-up activity, reviewing the syllabus, simple present tense through examples and exercises, discussing Americans and their pets, and homework reviewing the covered material. Discussion techniques like stating opinions, asking questions, and agreeing/disagreeing are also reviewed. An online article about pet care in State College is shared and exercises have students practice simple present tense.
Higher close-reading-tone-etc
This document discusses how to identify and analyze tone, mood, and atmosphere in passages. It provides definitions for each concept and emphasizes the importance of justifying any analysis with evidence from the text. Tone is the attitude of the writer revealed through language choices, while mood deals with the emotional dimensions evoked. Atmosphere involves sensory descriptions. The document gives examples of different tones, moods, and atmospheres and instructs the reader to identify, provide evidence for, and explain the effect when analyzing these elements of a text.
Its draft[2]
This document discusses strategies used by proficient thinkers to grow understanding when reading texts. It describes seven cognitive thinking strategies: 1) Activating prior knowledge, 2) Drawing inferences, 3) Asking questions, 4) Determining importance, 5) Synthesizing information, 6) Evoking sensory images, and 7) Monitoring comprehension. For each strategy, the document provides examples of what proficient thinkers know and can do, as well as examples of how the strategy may be expressed verbally. The overall purpose is to develop a common language around these thinking strategies to support student understanding.
15 Reading Strategies from Prairie Valley School Division
The document outlines various reading strategies for different stages of the reading process:
1) Before reading strategies include setting a purpose, previewing the text, and activating prior knowledge.
2) During reading strategies involve using text structures and features, vocabulary study, monitoring comprehension, and synthesizing information.
3) After reading strategies comprise summarizing, critical reflection, analyzing literary techniques, and reflecting on how the text relates to one's own life.
Making inferences
Inference involves using clues from a text to draw conclusions, even if they are not directly stated. It differs from prediction in that inferences made may or may not be resolved by the end of the story, while predictions will be answered. To make inferences, readers must ask questions as they read to determine characters' feelings, motives for actions, and other implications not explicitly stated. Frequent questioning aids inference and ensures comprehension of the full meaning.
Similar to Etm (20)
15 Reading Strategies from Prairie Valley School Division
15 Reading Strategies from Prairie Valley School Division
Etm
- 1. SPEAKING MATERIAL By : Maretha Endah A.S
- 2. Asking and Giving Opinion
- 3. Asking and Giving Opinion Asking Opinion Giving Opinion • How was the trip? • I think (that) ……… • How do you like your new • In my opinion …….. house? • As I see, ……….. • How do you think of Rina’s • If you ask me, I feel.. idea? • How do you feel about this diction? • What is your opinions of the movie? • What are your feelings about it?
- 4. WRITING MATERIAL Hortatory Exposition
- 5. Generic Structure of Hortatory Exposition 1. Thesis 2. Arguments 3. Recommendation 4.Language
- 6. Feature of Hortatory Exposition • Focusing on the writer • Using abstract noun; policy, advantage, etc • Using action verb • Using thinking verb • Using modal adverb; certainly, surely, etc • Using temporal connective; firstly, secondly, etc • Using evaluative words; important, valuable, trustworthy, etc • Using passive voice • Using simple present tense