GRADE 8-CONSOLIDATION-LESSON 7-LINO.pptx

NLC G8 CONSOLIDATION CAMP

1. Campers ! 

2. CONSOLIDATION CAMP Grade 8 Week 2 Lesson 7 Topic : Features of Expositional Texts

3. Most Essential Learning Competency 1. Use appropriate reading strategies for various text types Q4 2. Recognize positive and negative messages conveyed in a text Q2 3.Determine various social, moral and economic issues discussed in the text listened to Q3

4. Most Essential Learning Competency 4. Synthesize essential information found in various sources Q4 5. Compose effective paragraphs Q4

5. Component 1: Short Review (7minutes) TYPES OF TEXTS: Narrative , Expository, Explanation, Recount or Persuasive

6. Component 1: Short Review (7minutes) Look at these headings taken from textbooks and decide whether they are EXPOSITORY or EXPLANATION .

7. Component 1: Short Review (7minutes) An EXPLANATORY ESSAY is meant to provide an explanation of a process , situation or habit . The point of this kind of essay is not to explain any random idea, but to make understandable the parts that are otherwise complicated.

8. Component 1: Short Review (7minutes) The EXPOSITORY ESSAY presents information about a specific topic and an analysis of the most important elements , not only the raw explanation . Sometimes called as INFORMATION REPORTS or FACTUAL DESCRIPTIONS

9. Component 1: Short Review (7minutes) In both the EXPLANATORY and EXPOSITORY essays, you need to present the information and the analyzed issues from a complete neutral point of view. Your content must be informative for the reader, not to emphasize your personal opinion .

10. Component 1: Short Review (7minutes) 1. How Does the Digestive System Work ? Explanatory Texts

11. Component 1: Short Review (7minutes) 2.Tornadoes, Cyclones and Hurricanes Expository Texts

12. Component 1: Short Review (7minutes) 3.) Covid-19 in the Philippines Expository Texts

13. Component 1: Short Review (7minutes) 4.)Why Dinosaurs Became Extinct ? Explanatory Texts

14. Component 1: Short Review (7minutes) 5.) What Effect Did Computers Have on Education ? Explanation Texts

15. Component 1: Short Review (7minutes) 6.) The Geography of the Philippines . Expository Texts

16. Component 1: Short review (7minutes) With a partner, work out 3 types of information you would expect to find in a text called TORNADOES, CYCLONES AND HURRICANES and write them on your Workbook.

17. Component 1: Short review (7minutes) With a partner, work out 3 types of information you would expect to find in a text called Tornadoes , Cyclones and Hurricanes and write them on your Workbook. Answers : Definitions of tornadoes, cyclones and hurricanes ; differences between them ; how they formed; how they are named; features of tornadoes, cyclones and hurricanes; big ones from the past; damage from cyclones, hurricanes etc.

18. Component 2:Purpose of the lesson (3minutes) In this lesson we are going to look at a short EXPOSITORY TEXT and we are going to see how it works so that when you get a text to read that you have not seen before you know:

19. Component 2:Purpose of the lesson (3minutes) whether it is an EXPOSITORY TEXT such as an Information Report

20. Component 2:Purpose of the lesson (3minutes) how it works – its parts or structure – how it starts and then how the rest of it is organized

21. Component 2:Purpose of the lesson (3minutes) where its most important information is located.

22. Component 2:Purpose of the lesson (3minutes) EXPOSITORY texts like Information Reports usually have 2 major components: )A definition of the topic or thing, sometimes called a classification .

23. Component 2: Purpose of the lesson (3minutes) EXPOSITORY texts like Information Reports usually have 2 major components: b.)Paragraphs for the each of the various aspects of the topic or thing .

24. Component 2: Purpose of the lesson (3minutes) Some EXPOSITORY/INFORMATION Reports may have a third feature – a CONCLUSION , usually in the form of a general statement about the topic or thing.

25. Component 2: Purpose of the lesson (3minutes) It’s not always there though because the main thing about these types of texts is to give you a lot of organized information on the topic but not always an OPINION about it.

26. Component 3: Language Practice ( 5 minutes) it gives information about what Long COVID is and the many different effects it has on people. It was published by the New South Wales Department of Health in Australia. Reading Text : ‘What is Long COVID’?

27. Component 3: Language Practice ( 5 minutes) VOCABULARY Onset Chronic fatigue syndrome Symptoms Duration Fatigue Neurological

28. Component 3: Language Practice (5 minutes) Word Meaning Onset when symptoms begin Symptoms indicators of disease Fatigue tiredness Chronic fatigue syndrome long-lasting tiredness

29. Component 3: Language Practice (5 minutes) Word Meaning Duration how long something lasts Neurological diseases of the nervous system that affect the brain, spinal cord and the nerves connecting them.

30. Component 4A : Lesson Activity(25 minutes) READING TEXT

31. Component 4A : Lesson Activity(25 minutes) (Please Listen Attentively) Text: ‘Long Covid ’

32. Component 4A : Lesson Activity(25 minutes) Paragraph 1: Long COVID is defined by the World Health Organization as: “An illness that occurs in people who have a history of probable or confirmed SARS-CoV-2 ( COVID-19 ) infection; usually within 3 months from the onset of COVID-19, with symptoms and effects that last for at least 2 months .” Text: ‘Long Covid ’

33. Component 4A : Lesson Activity(25 minutes) Paragraph 2: There is no test for long COVID . Diagnosing it means doctors have to rule out other conditions with similar symptoms. Text: ‘Long Covid ’

34. Component 4A : Lesson Activity(25 minutes) Paragraph 3: Long COVID symptoms for adults include: • fatigue • shortness of breath, or difficulty breathing • memory, concentration or sleep problems • a persistent cough • chest pain • difficulty speaking • muscle aches • loss of smell or taste • depression or anxiety • fever. Text: ‘Long Covid ’

35. Component 4A : Lesson Activity(25 minutes) Paragraph 4: In children , symptoms predominantly include: • mood symptoms • fatigue • sleep disorders Text: ‘Long Covid ’

36. Component 4A : Lesson Activity(25 minutes) Paragraph 5: Long COVID symptoms can be mild or severe , and people may experience one or more symptoms. The average duration of long COVID is about 3 to 4 months , but this can vary. Text: ‘Long Covid ’

37. Component 4A : Lesson Activity(25 minutes) Paragraph 6: It is not known how many people develop long COVID . However, it is likely less than one in 20 people. Text: ‘Long Covid ’

38. Component 4A : Lesson Activity(25 minutes) Paragraph 7: It can be difficult to tell the difference between long COVID and similar conditions, such as chronic fatigue syndrome , heart or neurological problems . So it is important that you speak with your doctor if you have symptoms you are concerned about. Text: ‘Long Covid ’

39. Component 4 B: Lesson Activity(25 minutes) Q1. Does the opening section of this text match what is supposed to go in an Information Report ? Give evidence for your answer. Answer: Yes – the topic (Long COVID) is defined.

40. Component 4B: Lesson Activity (25 minutes) Q2. Find evidence that suggests that we do not know very much about Long Covid. Answer: There is no test for it: it has the same symptoms as other diseases; doctors have to rule it other diseases before they know if it is Long COVID.

41. Component 4 B: Lesson Activity (25 minutes) Q3. This report originally had the headings which have been mixed up below – on the table containing the text you will see each paragraph numbered put the heading below with the paragraphs or group of paragraphs to which they belong, note that some headings may go with more than paragraph:

42. Component 4 B: Lesson Activity (25 minutes) How likely is it that someone will get long COVID ? B. What are some of the symptoms of long COVID ? C. Advice D. How long does long COVID last ? E. What is Long COVID ?

43. Component 4A : Lesson Activity(25 minutes) Paragraph 1: Long COVID is defined by the World Health Organization as: “An illness that occurs in people who have a history of probable or confirmed SARS-CoV-2 ( COVID-19 ) infection; usually within 3 months from the onset of COVID-19, with symptoms and effects that last for at least 2 months .” Heading : E. What is Long COVID ? HEADINGS: How likely is it that someone will get long COVID ? B. What are some of the symptoms of long COVID ? C. Advice D. How long does long COVID last ? E. What is Long COVID ? E. What is Long COVID ? HEADINGS: How likely is it that someone will get long COVID ? What are some of the symptoms of long COVID ? Advice How long does long COVID last ? What is Long COVID ?

44. Component 4A : Lesson Activity(25 minutes) Paragraph 2: There is no test for long COVID . Diagnosing it means doctors have to rule out other conditions with similar symptoms. Heading : E. What is Long COVID ? HEADINGS: How likely is it that someone will get long COVID ? What are some of the symptoms of long COVID ? Advice How long does long COVID last ? What is Long COVID ?

45. Component 4A : Lesson Activity(25 minutes) Paragraph 3: Long COVID symptoms for adults include: • fatigue • shortness of breath, or difficulty breathing • memory, concentration or sleep problems • a persistent cough • chest pain • difficulty speaking • muscle aches • loss of smell or taste • depression or anxiety • fever. Heading : B. What are some of the symptoms of long COVID ? HEADINGS: How likely is it that someone will get long COVID ? What are some of the symptoms of long COVID ? Advice How long does long COVID last ? What is Long COVID ?

46. Component 4A : Lesson Activity(25 minutes) Paragraph 4: In children , symptoms predominantly include: • mood symptoms • fatigue • sleep disorders Heading : B. What are some of the symptoms of long COVID ? HEADINGS: How likely is it that someone will get long COVID ? What are some of the symptoms of long COVID ? Advice How long does long COVID last ? What is Long COVID ?

47. Component 4A : Lesson Activity(25 minutes) Paragraph 5: Long COVID symptoms can be mild or severe , and people may experience one or more symptoms. The average duration of long COVID is about 3 to 4 months , but this can vary. Heading : D. How long does long COVID last ? HEADINGS: How likely is it that someone will get long COVID ? What are some of the symptoms of long COVID ? Advice How long does long COVID last ? What is Long COVID ? Heading : D. How long does long COVID last ?

48. Component 4A : Lesson Activity(25 minutes) Paragraph 6: It is not known how many people develop long COVID . However, it is likely less than one in 20 people. HEADINGS: How likely is it that someone will get long COVID ? What are some of the symptoms of long COVID ? Advice How long does long COVID last ? What is Long COVID ? Heading : How likely is it that someone will get long COVID ?

49. Component 4A : Lesson Activity(25 minutes) Paragraph 7: It can be difficult to tell the difference between long COVID and similar conditions, such as chronic fatigue syndrome, heart or neurological problems . So it is important that you speak with your doctor if you have symptoms you are concerned about. HEADINGS: How likely is it that someone will get long COVID ? What are some of the symptoms of long COVID ? Advice How long does long COVID last ? What is Long COVID ? Heading : C. Advice

50. Component 4 C: Lesson Activity ( 25 minutes) Q4. Find evidence that Long COVID is worse for adults than children.

51. Component 4 C: Lesson Activity ( 25 minutes) Q5 . Why do the writers quote the definition of COVID-19 from the World Health Organization instead of putting it in their own words ? Answer: The WHO is the world authority on health and diseases so the definition gets more authority and credibility because it comes from a source higher than a Department of Health in Australia.

52. Component 4C: Lesson Activity ( 25 minutes) Q6. Imagine that your job is to design a script for a webpage or TV or radio drawing attention to the dangers of Long Covid. With a partner, write a short script of 3 paragraphs . How would you change the heading ? How would you change the opening section ? How would you change the last sentence ? D. What visuals would you add ?

53. Component 4C: Lesson Activity ( 25 minutes) A. Changing the heading could attract more attention by using something like "Unmasking the Hidden Dangers of Long COVID" or "Long COVID: The Silent Battle Within." B. In the opening section, we could create a sense of intrigue by starting with a statement like, "What if the battle against COVID-19 doesn't end with recovery?” Or “Discover the untold story of an invisible enemy that lingers long after the initial fight." C. To leave a lasting impact, we could change the last sentence to a call to action, such as "Don't let Long COVID haunt your life. Join us in raising awareness and finding solutions today." D. Visuals can help convey the seriousness of the message . We could show images of people wearing masks , a calendar with dates overlapping , an X-ray of lungs affected by Long COV ID, and individuals struggling with post-recovery symptoms. These visuals would help emphasize the hidden dangers and the necessity of understanding the long-term impacts of the disease.

54. Component 5: Lesson Conclusion (5 minutes) Q1. The focus of the lesson was on learning about how information is presented in an Expository text like an Information Report . How has the lesson helped you to understand this ?

55. Component 5: Lesson Conclusion (5 minutes) Q2. Which questions were easy to answer ? Why ? Q3 . What strategies did you use to answer the harder questions ?

56. Happy Birthday to you! 2x Happy Birthday 2x Happy Birthday to you! Happy Birthday sa aming napakagwapong School Head! Sir ROLAND C. SANOT! More more Birthdays to come! WE LOVE YOU!

57. Campers ! 