Visual Stimulus Comprehension

*Visuals can be a picteures on their own or combined with words to convey meaning.
*Symbols,signs,maps,diagrams and storyboards use visuals for a purpose.
*All visuals contain a message. The message could be interpreted as a story,a warning,an advertisement or as information to educate or influence people to buy something or to take some action.

1.Understanding Symbols and Signs

*Symbols are internationally recognised visuals with a clear message.
*They are understood by people everywhere, no matter what language they speak.

Look at these familiar symbols used at airports, on road signs, etc, and their meanings.

* signs use symbols, colours, words or numbers to convey a message,

* road signs can be a warning for driver safety (yellow signs),orders to be followed (red signs),or additional

information (green signs),

*A sign with a cross through it signifies something cannot be done.

look at these familiar signs and their meanings.

  

 

A.  What do these symbols mean? Write your answers on the lines provided.

means "Hospital"

means "Telephone "

means" No smoking"

the road is slippery

Keep Tidy inside

SPEED LIMIT 50

Handicapped Accessible

Traffic signals ahead

B.  In a sentence each, explain the message of these signs.  a sign warning about deer, a sign warning about flying reindeers, or a sign warning of scared ass deer’s due to hunting season?   a sign warning about the Road narrows on left ahead       A sign giving warning  of a hazard or danger.These signs must be a yellow triangle with a pictogram, as pictured

C. Draw symbols or sings to match the  messages for the signs.

Bicycles not allowed.

                                                                                                             

speed bump ahead

No campfires permitted.

Reduce. Reuse. Recycle.

Read Comphrehension
http://www.thaiall.com/cgi/quizr.pl

Reading Comprehension

If there were only one aspect of language that students could study (or that educators could teach), it would invariably be reading comprehension. Beloved reading comprehension, a friend to nearly every teacher of language. But what makes it so special? Why is it so revered by both students and teachers alike? To answer these questions, it helps to know just what reading comprehension is. Reading comprehension is defined as the level of understanding of a text. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text. Humans are thought to have a set reserve, an established threshold for attention and absorbtion of information, commonly referred to as processing capacity. This being the case, it is generally believed that proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. Many educators in the United States believe that students need to learn to analyze text (comprehend it) even before they can read it on their own, and comprehension instruction generally begins in pre-Kindergarten or Kindergarten. But other US educators consider this reading approach to be completely backward for very young children, arguing that the children must learn how to decode the words in a story through phonics before they can analyze the story itself. The reason why reading comprehension is such an effective learning tool is that, like art, it teaches students to manipulate particulars in attempt to represent the universal. When a student reads a text, he or she is forced to absorb a great deal of particular facts concerning an infinitude of seemingly random subjects (volcanoes, molecules, skateboarding, etc.) and assimilate them into the bigger picture, establishing just how they fit in, or relate, to the broader world. Mathematics, the diametrical opposite of art, challenges students in an inverse way; it teaches them to manipulate universals in order to represent the particular. No matter what the number "3" may come to stand for - volcanoes or molecules or skateboards - the student will be able to manipulate these things given his or her understanding of math. Based on this understanding, one might actually say that reading comprehension shares a unique association with art and math, each providing a way of understanding the world from a fundamental, yet polar, perspective.

Exercise Skimming
http://web2.uvcs.uvic.ca/elc/studyzone/570/pulp/hemp1.htm
http://web2.uvcs.uvic.ca/elc/studyzone/570/pulp/hemp2.htm

Skimming

 skimming refers to the process of reading only main ideas within a passage to get an overall impression of the content of a reading

selection.

How to Skim:

* Read the title.

* Read the introduction or the first paragraph.

* Read the first sentence of every other paragraph.

* Read any headings and sub-headings.

* Notice any pictures, charts, or graphs.

* Notice any italicized or boldface words or phrases.

* Read the summary or last paragraph.

Scanning is a reading technique to be used when you want to find specific information quickly. In scanning you have a question in your mind and you read a passage only to find the answer, ignoring unrelated information.

Predicting Outcome
When you read, the clues in a story can help you figure out what will happen next. This is called predicting an outcome
Often you can predict what will happen by thinking about what has just happen.
http://www.shsu.edu/~txcae/Powerpoints/prepostest/predict1postest.html

Using Context Clues

This section will help you review and strengthen your knowledge of using context clues. The exercises are grouped into beginner, intermediate, and advanced levels. Determine your level of knowledge and then select an exercise from the lists below

Drawing Conclusion
Read the two passages. Then write an answer to each question.
1.What can you conclude the kinds of food a butterfly eats?
The Butterfly drink from a built in straw, it's can suck up sweet nectar.
2.What can you conclude about what plants need to grow?
Greenhouse is not green it is made of glass. The glass lets in the sun's heat that help plants grow.

Drawing Conclusions
Read each passage. Then read the conclusion draw from the facts. Decide whether the conclusion is a good one based facts. If it is, write Good Conclusion on the kine. If it is not, write a conclusion that is reasonable.
1.conclusion : Venus flytrap eats only flies, caterpillar and spiders.
Venus flytrap eats flies, caterpillars and spiders.
2.Conclusion : Shell come in all shapes and size.
Good Conclusion
3.Conclusion : The little spotted kiwi faces extinction and is hence protected
The kiwi is a flightless is a bird. There are three main types of kiwi.
4.Conclusion : It is very difficult to learn origami.
Good Conclusion
5.Their jewellery is one of the records historians had to rely on for most of the ancient civilizations.
Good Conclusion  

Summarize of Cause and Effect

Hume begins by distinguishing between impressions and ideas. Impressions are sensory impressions, emotions, and other vivid mental phenomena, while ideas are thoughts or beliefs or memories related to these impressions. We build up all our ideas from simple impressions by means of three laws of association: resemblance, contiguity, and cause and effect.

Cause and Effect Linking Words

Before you go on to work on the grammar and writing exercises in this unit, read through this brief review of linking words and phrases for cause and effect.There are three main types of linking words: conjunctions, transitions, and prepositions:

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Conjunctions

The most important conjunctions are because, as, since, and so. Because, as, and since introduce a cause; so introduces an effect. These are used to join two complete sentences (or independent clauses) together. They are often used like this:

First sentence conjunction second sentence.

 I stayed at home because it was raining.
It was raining, so I stayed at home. (use a comma before so)

You can also reverse the order of the sentences with because, as, and since:

 Because it was raining, I stayed at home.

Note that this is not possible with so.

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Transitions

The most important transitions are therefore, consequently, and as a result. All of these introduce an effect. These are used to join two complete sentences (or independent clauses) together. They are often used like this:

	First sentence; transition, second sentence.
	First sentence. Transition, second sentence.

 It was raining; therefore, I stayed at home.
It was raining. Consequently, I stayed at home.

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Prepositions

The most important prepositions are due to and because of. Both of these introduce a cause in the form of a noun phrase. They are often used like this:

	Sentence due to noun phrase.
	Because of noun phrase, sentence.

 I stayed at home due to the rain.
Because of the rain, I stayed at home.

Online Exercise
http://www.shsu.edu/~txcae/Powerpoints/prepostest/causeeffect2.html
http://www.grammar-quizzes.com/19-2.html

Page 18 Understanding Cause and Effect

1.Cause A storm hit the city.

Effect All the residents fled.

Sentence A storm hit the city, so all the residents fled.

2. Cause I planted some trees.

Effect Trees grow up and give fruit.

Sentence I planted some trees, so I have got fruit eat.

3. Cause My sister stayed up past midnight.

Effect She get up late

Sentence My sister stayed up past midnight , so she get up late.

4. Cause Lena missed school on Monday.

Effect She missed friends.

Sentence Lena missed school on Monday, so she missed friends.

5. Cause David signed up for French classes.

Effect He missed teachers.

Sentence David signed up for French classes, so he missed teachers.

Page 20 Understanding Cause and Effect

1.Tony was away from school as he was in the hospital.

2.Pen-chan was scared, so she called for help.

3.There was a strike and the buses did not ply.

4. The plants died as there was no water.

5.Eric forgot his swimsuit and therefore could not swim.

6.The street lights were switched on, so we could see our way.

7.The match was abandoned when it rained.

8.He lost control of his car as the brakes were faulty.

Causes	Effect	linking Word
1.He was in the hospital	Tony was away from school	As
2.Pen-chan was scared	She called for help	So
3.There was a strike	The buses did not ply	And
4.There was no water	The plant died	As
5.Eric forgot his swimsuit	Therefore could not swim	And
6.The street light were switched on	We could see our way	So
7.It rained	The match was abandoned	When
8.The brakes were faulty	He lost control of his car	As