Explanation (Cause–Effect/Process)
Modelling of the Text (MoT)
Embedded Files
1. Text Structure Analysis (Generic Structure)
1. Text Structure Analysis (Generic Structure)
The teacher guides students to dissect the text while listening to key points:
Paragraph 1 (General Statement): .......................
Paragraphs 2 & 3 (Sequenced Explanation):
Step 1: .......................
Step 2: .......................
Step 3: .......................
Step 4: .......................
Paragraph 4 (Conclusion): .......................
2. Linguistic Feature Analysis (Language Features)
2. Linguistic Feature Analysis (Language Features)
Use of Simple Present Tense: (To state general facts)
Example: "The sun radiates heat..."
.......................................................
Causal Conjunctions: (To show the logic of the process)
Example: "Consequently, gravity pulls them down..."
.......................................................
Passive Voice: (Focusing on what happens to the water)
Example: "...a cloud is formed."
.......................................................
Action Verbs: (Describing movement/action)
Example: "Molecules move faster," "Vapor rises."
.......................................................
3. Interactive Listening Activity: "The Flowchart Fill"
3. Interactive Listening Activity: "The Flowchart Fill"
Students are given a blank flowchart. While listening to the teacher read the text with emphasis on keywords, students must fill in the blanks to understand the cause-and-effect relationships.
Logic Exercise:
Cause: Sunlight heats the water ---> Effect: .......................................................
Cause: Water vapor rises to the cold atmosphere ---> Effect: .......................................................
Cause: Water droplets collide and merge (Coalescence) ---> Effect: .......................................................
4. Interactive Discussion Example (MoT)
4. Interactive Discussion Example (MoT)
Teacher: "Look at the third paragraph. Why does the author use the word Consequently before mentioning gravity?"
Student: ...............................................
Teacher: "Exactly. That is the hallmark of an Explanation text: every event is the result of the event that came before it."
1. Text Structure Analysis (Generic Structure)
1. Text Structure Analysis (Generic Structure)
The teacher guides students to dissect the text based on its logical sequence:
General Statement: .....................................
Sequenced Explanation (The Infection Chain):
Step 1: .....................................
Step 2: .....................................
Step 3: .....................................
Causal Explanation (The Soap Effect):
Cause: Soap breaks down the fatty membranes of viruses.
Effect: .....................................
2. Linguistic Feature Analysis (Language Features)
2. Linguistic Feature Analysis (Language Features)
The teacher highlights the linguistic "tools" used to make the explanation convincing and scientific:
Causal Conjunctions: To explain cause-and-effect relationships.
Example: "Consequently, in communities where handwashing... the rate of infection drops."
.....................................
Technical Terms: To provide scientific precision.
Example: "Microorganisms, pathogens, fatty membranes, vectors."
.....................................
Passive Voice: Used to emphasize the process rather than the actor.
Example: "The germs are transferred to that surface."
.....................................
3. Interactive Listening Activity: "The Path of a Pathogen"
3. Interactive Listening Activity: "The Path of a Pathogen"
Students are given a worksheet depicting the flow of germs entering the body. The teacher reads the second paragraph slowly, and students must number the sequence of events:
Sneeze (Release of droplets). [ ]
Touch Surface (Germs stick to an object). [ ]
New Host (Germs transfer to someone else's skin). [ ]
T-Zone Entry (Germs enter through the eyes, nose, or mouth). [ ]
4. Interactive Discussion Example (MoT)
4. Interactive Discussion Example (MoT)
Teacher: "Why is the skin described as a 'tough barrier,' yet we still get sick?"
Student: ................................
Teacher: "Correct. That is why the text uses the term T-Zone. This is an explanation of the process of how germs enter."
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