English quarter 4 compilation

• Historical Analysis


  Examining the historical and intellectual factors that led to the creation of the particular literary work on its audience at the time
• Sociological Analysis


  Investigating the social, cultural, economic and political contexts of a particular literary work at the time of the composition or publication
• Sensory Images


  Words and phrases in a text that appeal to our five senses and help us see, hear, smell, taste, feel or experience the same things as the characters in a text or a speaker making a speech
• Types of Sensory Images

  • Visual
  • Olfactory
  • Auditory
  • Kinesthetic
  • Gustatory
• Sensory Images


  • my voice was too harsh-auditory
  • I felt a soft little tentacles upon my back-kinesthetic
  • I saw some further peculiarities-visual
  • but the fruits were very delightful-gustatory
  • my efforts were met with a stare of surprise and inextinguishable laughter-auditory
• Prose


  Composed of non-rhythmic, nonmetric, properly constructed and grammatically correct sentences arranged in paragraph
• Types of Prose


  • Novels
  • Novellas
  • Short Stories
  • Vignette
• Novels


  Long fictional works that narrate significant or intimate human experiences
• Novellas


  Fictional work in prose that are generally shorter
• Short Stories


  Short fictional works in prose that are either centered on a particular event or focused on a series of events unified by a single theme or mood
• Vignette


  A short piece of writing that does not have a beginning, middle, and end but rather focuses on a specific moment in time
• Vignette Example


  • The two waiters inside the café knew that the old man was a little drunk, and while he was a good client they knew that if he became too drunk he would leave without paying, so they kept watch on him.
• Historical Analysis


  Examining the historical and intellectual factors that led to the creation of the particular literary work on its audience at the time
• Sociological Analysis


  Investigating the social, cultural, economic and political contexts of a particular literary work at the time of the composition or publication
• Sensory Images


  Words and phrases in a text that appeal to our five senses and help us see, hear, smell, taste, feel or experience the same things as the characters in a text or a speaker making a speech
• Types of Sensory Images

  • Visual
  • Olfactory
  • Auditory
  • Kinesthetic
  • Gustatory
• Sensory Images


  • my voice was too harsh-auditory
  • I felt a soft little tentacles upon my back-kinesthetic
  • I saw some further peculiarities-visual
  • but the fruits were very delightful-gustatory
  • my efforts were met with a stare of surprise and inextinguishable laughter-auditory
• Prose


  Composed of non-rhythmic, nonmetric, properly constructed and grammatically correct sentences arranged in paragraph
• Types of Prose


  • Novels
  • Novellas
  • Short Stories
  • Vignette
• Novels


  Long fictional works that narrate significant or intimate human experiences
• Novellas


  Fictional work in prose that are generally shorter
• Short Stories


  Short fictional works in prose that are either centered on a particular event or focused on a series of events unified by a single theme or mood
• Vignette


  A short piece of writing that does not have a beginning, middle, and end but rather focuses on a specific moment in time
• Vignette Example


  • The two waiters inside the café knew that the old man was a little drunk, and while he was a good client they knew that if he became too drunk he would leave without paying, so they kept watch on him.
• Reading comprehension


  The ability to read text, process it and understand its meaning
• Reading comprehension


  • Relies on two interconnected abilities: word reading (being able to decode the symbols on the page) and language comprehension (being able to understand the meaning of the words and sentences)
• Word reading


  Related to reading comprehension
• Reading


  The product of two components: word recognition and language comprehension. Both are essential for reading comprehension to occur.
• When we make sense of a text, we don't just remember the exact words and phrases we read. Rather, we form a mental model of what the text describes by integrating the sense of the words and sentences into a meaningful whole, like a film that plays in our head.
• Good comprehension


  Vital if reading is to have a purpose, if a reader is to engage with and learn from a text and, ultimately, if a reader is to enjoy what they're reading.
• Objectives of reading comprehension

  • Excite the listening activities
  • Amplify the vocabulary, grammar, and pronunciation of the learners from the very beginning
  • Restructure the lexical capabilities of the children or the students
• Use active reading strategies

  1. Predicting

  2. Making connections to prior knowledge

  3. Visualizing

  4. Summarizing
• Predicting


  Involves asking students to make informed predictions based on what they obtain from the story or text. Predictions require asking students to make guesses about what might happen. Predictions are made based on what they see, hear, or read relative to the book's cover, title, pictures, drawing, table of content, and headings.
• Making connections to prior knowledge


  Involves connecting a new idea to knowledge and experiences already known. Prior knowledge can include their experiences or knowledge of words, places, animals, or events.
• Visualizing


  Requires getting students to create in their minds a mental image of what they read from the text. The mental image helps understand, recall details, remember, and draw conclusions from the things they encountered in reading.
• Summarizing


  Involves identifying the main idea in the text and putting the idea into their own words. They must sort through the information to determine what information is important and what is unimportant. They take the most important information and put it in their own words and use as few words as possible to explain the text.
• Without comprehension, students gain no meaning from what they read. Comprehension strategies are used to increase their understanding of the text to help them become active readers by engaging with the text.