ENGLISH ANTHOLOGY

Centro de Bachillerato Tecnológico

Industrial y de Servicio °163

Students: Teresita De Jesús Morales Bautista

Itzel Guadalupe Vidal Jiménez

Amayrani Del Carmen De La Rosa León

Luis Fernando Flores Díaz

David Bonilla Aguilar

Grade: 5° Group: “A”

November 2018
Introduction
The purpose of this project is to compile each of the topics addressed during the 5th
semester in the subject of English, such as types of text, reading techniques, the use
of synonyms and antonyms among other topics, being detailed, giving the
characteristics and ways that can be used by means of examples, also a
summarized view of each subject with a graphic organizer so that the student can
learn and / or study each topic in detail.

The final product will have an anthology, with dynamic and attractive content for
anyone who has it.
Index
Introduction.............................................................................................................. 2

Types of text ............................................................................................................ 5

Descriptive text ........................................................................................................ 5

Example ............................................................................................................... 6

Informative text ........................................................................................................ 7

Example ............................................................................................................... 8

Instructive text ......................................................................................................... 9

Example ............................................................................................................. 10

Narrative text ............................................................ ¡Error! Marcador no definido.

Example ................................................................ ¡Error! Marcador no definido.

Persuasive text ......................................................... ¡Error! Marcador no definido.

Example ................................................................ ¡Error! Marcador no definido.

Graphic organizer .................................................................................................. 18

Reading techniques............................................................................................... 19

Extensive and Intensive reading............................................................................ 19

Graphic organizer ............................................................................................... 20

Examples............................................................................................................ 21

Scanning and Skimming ........................................................................................ 22

Graphic organizer ............................................................................................... 23

Examples............................................................................................................ 24

Prediction and Inference ....................................................................................... 25

Graphic organizer ............................................................................................... 26

Examples............................................................................................................ 27
Suffixes and Prefixes ............................................................................................. 28

Graphic organizer ............................................................................................... 29

Examples............................................................................................................ 30

Synonyms and Antonyms ...................................................................................... 31

Examples............................................................................................................ 32

Pronouns ............................................................................................................... 33

Graphic organizer ............................................................................................... 35

Examples............................................................................................................ 36

Main ideas and Supporting details ........................................................................ 37

Graphic organizer ............................................................................................... 38

Examples............................................................................................................ 39

Graphic organizers ................................................................................................ 40

Examples............................................................................................................ 41

Conclusion............................................................................................................. 43
Types of text

Descriptive text
A text is a written or oral discourse that has internal coherence. Descriptive, on the
other hand, is that which describes something (that is, that gives information so that
people can represent it in their mind).

The descriptive text, in this way, makes a description of some element. It can focus
on a person, an animal, a landscape, an object or a situation, to name a few
possibilities.

In addition to everything we have discussed so far, it is important to know the set of

characteristics that identify any descriptive text:

 It is very varied, insofar as it can be used to describe physical things as non-

physical.
 It is a retailer, because it must focus on transmitting to the person who reads it
what the element on which it turns really is.
 You can resort to the use of certain "licenses" or language tools such as
hyperboles.

General characteristics

 Verbal portrait
 Absence of action and relation of anteriority or posteriority between the
phrases
 Predominance of nouns, adjectives and adjective locutions
 Use of enumerations and comparisons
 Presence of copulative verbs
 Verbs in the present or in the past tense
 Use of juxtaposed coordinated sentences
EXAMPLE DESCRIPTION TEXT

Description of a dance

The graduation party was held in the school yard, attended by students, teachers
and guests as friends and family.

The sound system was very well placed, plus they hired a live band and the school
bands also played there.

They put a dance floor in the center of the patio, placing a rigid plate that looks like
plastic marble or something similar.

The food was very varied, as they brought canapés, mole, sandwiches and soft
drinks, all in a buffet that was placed in front of a series of tables.

Description of a person

It is a woman, of medium height, approximately 1.60 meters, slender figure, long

hair, broken, coppery chestnut.

His face is sharp, his complexion is white, his eyes are big and clear honey-colored,
his eyes were childish and naive, his lips thin and dyed bright red.
Informative text
The informative text is that production of content that allows the reader to obtain
information about a current or past event or any other issue or topic perceived in
newspapers, encyclopedias, magazines, and so on.

The informative text must have a clear question: it must inform about an object or a
state of reality. It differs from opinion or fiction texts, because they refer to other types
of themes of a personal nature or nonexistent in the material world.

Regarding its structure, the informative texts have an introduction, development and
conclusion. The informative text must contain real situations and accurate and
truthful information, that is why the language used in the narration of the informative
text is objective, coherent, direct and prohibits the use of linguistic resources such
as metaphor, sayings, among others., that can induce the reader to double
interpretations.

Features

 It is an objective textual production, normally written in prose, with a direct

and clear language.
 Its main objective is to give information about something, being exempt from
double interpretations.
 Unlike poetic or literary texts, which use connotative language, informational
text is used in denotative language.
 In addition to presenting references and data, there is no interference of
subjectivity, that is, the text is free of feelings, sensations, appreciations of the
author or opinions.
 Normally the informative texts do not have figures of language that can remit
a difficult interpretation like metaphors or paradoxes.
EXAMPLE INFORMATIVE TEXT

Magazine:

Sushi to your needs

Multiply by three the 'fat burning' effect of the sushi choosing the perfect modality for
each occasion.

Tuna Sashimi

To gain muscle

Tuna is a great source of lean protein, with a higher content than almost any other
fish. In addition, being raw, sashimi is much less aggressive with the digestive
system. The proteins, easily absorbed, will be incorporated right away to your hungry
muscles.

Even better!

Vitamin B6 and zinc facilitate the digestion of proteins, and to further improve the
effect, dip it in sesame sauce.

Salmon makes

To reduce stress

In a study published in the journal Diabetes & Metabolism it was determined that
salmon omega-3 prevents triggering of cortisol, a stress hormone. Add a little
avocado: its monounsaturated fats will also help you lower your blood pressure.

Even better!

Accompany them with a couple of cups of pure green tea to further lower blood
pressure.
Newspaper

Assumption of President Barak Obama

On Monday, January 21, Barak Obama assumed his second term as president of
the United States with an approval that exceeded 50%.

The event was held in the capital Washington, before the multitudinous presence of
people who filled the streets.

The singer Beyoncé was chosen by the president to sing in the assumption of his
second term.

"With each election we reaffirm the promise of democracy," were the words that
started the presidential speech.

Barack Obama. He was re-elected president when he defeated Republican Mitt

Romney by exceeding the figure of 270 voters needed to win the elections, therefore,
will govern for another four years
Instructive text
The purpose of the instructional texts is to direct the reader's actions. They are
usually applied to solve problems of daily life, both at school and outside of school:
how to use a television, how to cook food, how to install a computer, how to paint a
room, etc. The very use of technological means requires us to follow instructions and
forces us in certain cases to handle this type of instruction text.

The instructive text usually describes the list of elements necessary to perform the
corresponding task and, of course, the steps to follow in the procedure. A very
common example is cooking recipes, how to use a certain product (a lamp, for
example), the guides of weaving of clothing with certain techniques, the manuals of
construction of furniture by pieces.

The instructional text is didactic and is based on the clarity of its presentation. The
objective is that the reader understands the explanations and can apply the
knowledge read without help or without the assistance of other people.

The main characteristics of the instructional texts are:

 It requires a special and characteristic format.

 Development of procedures composed of detailed steps that must be met to
achieve a result. (They are usually fixed sequences but, sometimes,
variations are possible).
 Clear, direct and linear language.
 Use graphic marks such as numbers, asterisks or hyphens to differentiate or
sequence the series of steps.
 It can be accompanied by graphics, illustrations and / or drawings, depending
on the type of instructional text to be developed.
EXAMPLE INSTRUCTIVE TEXT

User manual iPhone (fragment).

Setting up the iPhone Connecting to the Wi-Fi network Go to Settings> Wi-Fi and
then enable or disable the Wi-Fi connection. (You can also activate or deactivate the
Wi-Fi connection in the control center).

 Select a network: press one of the networks in the list and, if requested, enter
the password below.
 Ask if you want to connect to a network: activate "Ask when connecting" to be
notified when a Wi-Fi network is available. Otherwise, you must manually
connect to a network when a previously used network is not available.
 Connect to a closed Wi-Fi network: press Other and enter the name of the
closed network. You should know the name of the network, the type of
security and the password.
 Configure the settings of a Wi-Fi network: press next to a network. You can
adjust an HTTP proxy, define static network settings, activate BootP, or renew
the settings provided by a DHCP server.

Note: Some networks may offer different information. · Ignore a network: Press next
to a network that you have previously connected to, and then press "Forget this
network".

Instructive of the game Monopoly (fragment).

OBJECTIVE ... The objective of the game is to become the richest player through
the purchase, rental and sale of properties.

THE TEAM ... The team consists of a board, two dice, chips, 32 houses and 12
hotels. There are decks of houses for the spaces of CASUALIDAD and ARCA

COMMUNAL. There is a Property Deed card for each of the estates and vouchers
that represent money.
PREPARATION ... Place the board on a table by placing the Causality and
Community Ark cards face down, in the spaces designated for them on the board.
Each player is given a token that represents each player on their trips around the
board. Each player is also given $ 1500 divided as follows: Two vouchers of $ 500,
two of $ 100 and two of $ 50; six of $ 20, 5 of $ 10, 5 of $ 5 and 5 of $ 1. The rest of
the money is received by the bank.

THE BANKER ... A player who is capable of being a good auctioneer will be chosen
as a banker. If the banker also participates in the game, he is obliged to keep his
personal funds separate from the Bank's funds. When more than five players play,
the banker sometimes prefers to limit himself to acting only as banker and
auctioneer.

THE GAME ... Starting with the banker, each player rolls the dice in turn. The player
who achieves the largest total starts the game. After placing your chip in the angle
marked by the word "GO" (Forward), roll the dice and advance your chip in the
direction of the arrow the number of spaces indicated by the dice.
Narrative text
The narrative text is one that includes the story of events that take place in a place
along a given time space. This story includes the participation of various characters,
which can be real or imaginary.

The narrative is composed of a succession of events. In the case of literary narration,

inevitably configures a world of fiction, beyond which the narrated facts are based
on reality. This happens because the author cannot be absent from including
elements of his own invention or to qualify what happened on the plane of the real.

At a general level, the structure of the narrative text is formed by an introduction

(which allows to state the initial situation of the text), a knot (where the main theme
of the text arises) and an outcome (the space where the conflict of the knot is
resolved).

When the text is expressed in a linear manner, the order that is followed is as follows:

 Introduction
 Presentation of the characters
 The first actions take place
 The climate of the main action is generated
 Secondary conflicts are exposed
 The consequences of the main actions are observed
 The protagonist performs actions on the facts to modify the plot
 Conflicts are resolved
 The ending or end of the text is presented
EXAMPLE NARRATIVE TEXT

The Legend of Toba Lake

Once upon time, there was a handsome man. His name was Batara Guru Sahala.
He liked fishing. One day, he caught a fish. He was surprised to find out that the fish
could talk. The fish begged him to set it free.

Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish
changed into a very beautiful woman. She attracted Batara Guru so much. He felt in
love with that fish-woman. The woman wanted to marry with him and said that Batara
Guru had to keep the secret which she had been a fish. Batara Guru agreed and
promised that he would never tell anybody about it.

They were married happily. They had two daughters. One day Batara Guru got very
angry with his daughter. He could not control his mad. He shouted angrily and got
the word of fish to his daughters. The daughters were crying. They found their mother
and talked her about it.

The mother was very annoyed. Batara Guru broke his promise. The mother was
shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The
earth formed a very big hole. People believed that the big hole became a lake. Then
this lake is known as Toba Lake.

Snow White

Orientation -Once upon a time there lived a little girl named Snow White. She lived
with her Aunt and Uncle because her parents were dead.

Complication 1 -One day she heard her Uncle and Aunt talking about leaving Snow
White in the castle because they both wanted to go to America and they didn’t have
enough money to take Snow White.
Resolution 1 -Snow White did not want her Uncle and Aunt to do this so she decided
it would be best if she ran away. The next morning, she ran away from home when
her Aunt and Uncle were having breakfast. She ran away into the woods.

Complication 2 -Then she saw this little cottage. She knocked but no one answered
so she went inside and fell asleep.

Resolution 2 -Meanwhile, the seven dwarfs were coming home from work. They
went inside. There they found Snow White sleeping. Then Snow White woke up. She
saw the dwarfs. The dwarfs said, “what is your name?” Snow White said, “My name
is Snow White.”

Doc, one of the dwarfs, said, “If you wish, you may live here with us.” Snow White
said, “Oh, could I? Thank you.” Then Snow White told the dwarfs the whole story
and Snow White and the 7 dwarfs lived happily ever after.
Persuasive text
Persuasive texts try to convince the reader or the listener to make or buy something
through an argumentative discourse. The argumentation is part of the rhetorical
functions whose main objective is to present a series of arguments, that is, a series
of reasonings to prove or prove a proposition or to convince another of what is
affirmed or denied and then bequeath to a conclusion about the theme chosen by
the author, in other words, induce with reasons to believe or do something
(propagandistic, advertising, essays).

 To convince the reader, it is necessary to build a persuasive text with solid

arguments.
 This type of texts is used both in the academic and in the professional field.
 In the case of Advertising, persuasive texts serve to publicize different
products and services and invite the public to buy them.

Characteristics of persuasive texts

 Attractive start
 Verbal or iconic organization
 Paralinguistic elements

Among the internal characteristics, we can highlight:

 Strategy oriented to argumentation

 Rational persuasion
 Emotional persuasion
 Linguistic resources
EXAMPLE

Cream

This cream has been made with vitamins, proteins, and natural substances such as
snail extract. Thus, after a few days you can see that your skin looks hydrated and
fresh, at the same time that the wrinkles disappear. Why wait more? You deserve
the best for your skin. The persuasion here is to buy skin cream.

School performance

As is known, most primary school students have lowered their school performance
recently: most acknowledged that they spend a lot of time watching television, in
front of the computer, or with the cell phone. This is a wake-up call to parents who
do not notice the damage that may be caused by the abuse of the use of
technological tools. Persuasion here is about the risk of young people's exposure to
technology permanently.
 Graphic organizer

Identification;
identifying the
phenomenon to be
described.

Descriptive Description; describing the

phenomenon in parts,
qualities, or/and
characteristics.

It is an objective textual
production, with a direct
and clear language.

Its main objective is to give

information about something

Informative

The purpose of the instructional

texts is to direct the reader's
actions.
Instructive

Use: points, numbers or bullets, direct

language, images or diagrams, notes
The narrative text is one that
includes the story of events
that take place in a place along
Types of texts Narrative a given time space.

When the text is expressed in a
linear manner, the order that is
followed is as follows:
-Introduction.
-Presentation of the characters.
-The first actions take place.
-The climate of the main action is generated.
-Secondary conflicts are exposed.
-The consequences of the main actions are observed.
-The protagonist performs actions on the facts to
modify the plot
-Conflicts are resolved.
-The ending or end of the text is presented

Try to convince the reader or the listener to

make or buy something through an
argumentative discourse.

Persuasive

Characteristics of
persuasive texts:
-Attractive start.
-Verbal or iconic
organization.
-Paralinguistic elements
Reading techniques

Extensive and Intensive reading

Extensive reading It puts the emphasis on the meaning of the text and this simple
fact makes it different from any other type of reading. The purpose of extensive
reading is primarily attitudinal, and is aimed at promoting the habit of reading. In this
sense, he enjoys full freedom so that students can select the texts they wish to read;
A novel, for example, is usually read extensively in order to enjoy reading. In order
to know if the extensive reading is more adequate than the intensive one in a certain
situation, the reader's objectives and the type of text should be taken into account.

The primary objective of extensive reading is the global comprehension of the text
and it is intended that the student is able to assimilate the information even if he
does not know all the words that appear in the text. This type of reading is used with
the objective of developing other tasks such as a summary, an oral report, a written
report, a group discussion, etc., that is, it is used as a means to an end. Students
are given the freedom to choose reading materials that interest them and are given
more responsibility in finding appropriate materials at their level.

Intensive reading. The reader makes a thorough and detailed study of the text. Its
practice includes strategies that allow identifying specific information, discriminating
relevant information from the complementary one, making inferences from the
explicit data, among other skills.

An intensive reading allows the reader to learn to control their own learning. The
student learns to analyze the words, phrases and sentences to achieve maximum
understanding, to pay attention to both the meaning and the form of the language
and to solve their doubts through the textbook, a dictionary or questions to the
teacher or colleagues.
 GRAPHIC ORGANIZER

Details such
The reader is involved as grammar
in searching

It is necessary to
It is usually based identify the vocabulary Improve the
in the classroom. knowledge
of the
language

Intensive and
The texts are Extensive reading
usually short Improve the
understanding of texts

Students select Primarily

Enjoy reading
the texts they attitudinal
want to read

Promote The overall

Emphasis on the habit of understanding
the meaning of reading of the text
the text
EXAMPLES

Extensive reading

Intensive reading

Activity

a) Read this fragment of "The Exodus of Yogana" by A. Rojas about a character in

the novel.

b) Answer the questions

He is still quite young: about thirty-four years at the most. On a white face, thin, pale,
bearded, shines a smile that many find burdensome or at least insolent. The eyes of
the executed: those pupils seem to have seen all the horrors, and death by countless
times.

How old is Fermin?

Scanning and Skimming
Skimming involves searching for the main ideas by reading the first and last
paragraphs, taking into account other organizational signs, such as summaries,
used by the author.

Skimming is used to quickly identify the main ideas of a text. When you read the
newspaper, you are probably not reading word by word, instead you are scanning
the text. Skimming is done at a speed three to four times faster than the normal
reading. People often skim when they have a lot of material to read in a limited
amount of time. Use skimming whenever you want to see if an object may be of
interest in your research. There are many strategies that can be used when
skimming. Some people read the first and last paragraphs using titles, summaries,
and other organizers as they go through the page or screen. You can read the title,
subtitles, subtitle and illustrations. Consider reading the first sentence of each
paragraph. This technique is useful when you are looking for specific information
instead of reading for understanding. Skimming works well to find dates, names and
places. It can be used to review graphs, tables and graphs.

Scanning is a technique that you usually use when searching for a word in the phone
book or a dictionary. Search for keywords or ideas in most cases, you know what
you are looking for, so you are focused on finding a particular answer. Scanning
involves moving your eyes quickly through the search page for specific words and
phrases. The scan is also used the first time you find a resource to determine if it
answers your questions. Once you have scanned the document, it is possible to go
back and skim it. During the search, look for the author's use of the organizers as
numbers, letters, measures, or words, first, second, or the next. You can search for
words that appear in bold italic faces, or in a different font size, style or color.
Sometimes the author will put the key ideas in the margin.

Reading a computer screen has become a growing concern. Research shows that
people have more difficulty reading on a computer screen than paper outside.
 Although you can read and understand at the same speed as the paper of your
volume, on the computer it is much slower than on paper.

GRAPHIC ORGANIZER
Scanning

-Searching for a word in the -Involves searching for the

phone book or a dictionary
-Search for keywords or
ideas in most cases
-Involves moving your eyes
quickly through the search
-Search for words that
appear in a different font
size, style or color
-You know what you are
looking for
main ideas
-Is done at a speed three to
four times faster than the
normal reading
-To read in a limited
amount of time
-Consider reading the first
sentence of each paragraph
-You are probably not
reading word by word
Skimming
EXAMPLES

Skimming

The frog sat on the side of the pond. He was very still. His green color made him
hard to see. A bug flew near him. His tongue zipped out, and he globed it up. Then
the frog was still again. He waited for the next bug.

The main idea of this paragraph is:

a) Frogs are green.

b) Frogs eat bugs.

c) Frogs do not move.

Scanning

Read the next descriptive text and answer the questions:

“The African lion belongs to the felines, is of a very large size, approximately 1.75
meters, measured from the cross to the ground, its average length is two meters,
measured from the head to the tail.

An adult animal, weighs between 180 and 200 kg, and males have a large mane that
covers the entire neck, head (except the face) and part of the back.

Its color is brown tending to golden and is one of the largest cats that exist, being
outnumbered by some types of tiger, such as the Bengal tiger.”

a) What animal is described?

b) What is they color?
c) How much does an adult lion come to weigh?
Prediction and Inference
An inference is to get conclusions about something from the observations and
evidence that are of the phenomena. These evidences serve to lead people to a
reasonable conclusion that can be explained and supported.

Some examples of inferences can be the following:

 The ice melts if heated.

 Affirm that there is fire, after seeing smoke.
 You get the color orange when you combine red and yellow.

As you can see, inference consists of following a logical process in which elements
previously known by us are united. This does not provide new knowledge, we work
with what we already have.

On the other hand, predictions are usually assumptions that are not necessarily
based on evidence or that are based on very little. In this sense, it is important to
mention that for science, prediction plays an important role and it is usually based
on evidence (but this is an exceptional case).

In a general sense, predictions can interfere with the subjective aspects of

individuals and also some false knowledge that certain people might consider as true
and valid.

Predictions may or may not be accurate, but in many cases the accuracy of
predictions is only the product of luck.

Some examples of prediction could be the following:

 You see a book with an unpleasant cover and you affirm that the content is
bad.
 You are playing heads or tails with a friend and you say it will be expensive.
 You saw that deforestation has increased recently and you say that by year
X there will be no tree left on the planet.
GRAPHIC ORGANIZER

• Get conclusions about

something from the
observations
• Lead people to a
reasonable conclusion
Inference that can be explained and
supported.
• This does not provide
new knowledge, we work
with what we already
have.

• Are usually assumptions

that are not necessarily
based on evidence
Prediction • May or may not be accurate
• In many cases the accuracy
of predictions is only the
product of luck.
EXAMPLES

Inference

Some examples of inferences can be the following:

 The ice melts if heated.

 Affirm that there is fire, after seeing smoke.
 You get the color orange when you combine red and yellow.

Prediction

Some examples of prediction could be the following:

 You see a book with an unpleasant cover and you affirm that the content is
bad.
 You are playing heads or tails with a friend and you say it will be expensive.
 You saw that deforestation has increased recently and you say that by year
X there will be no tree left on the planet.
Suffixes and Prefixes
The prefixes are those that are added before the root of the word or lexical structure.
Within these we find the following subtypes:

 Derivative prefix. The result of the new word will give a new meaning to the
word.
 Flexive prefix. This type of prefix is not given in the Spanish language, in
others, what is sought is to give it another grammatical category.

Suffixes are those that are added after the root word. Within this type there are the
following subgroups:

 Diminutive They give an affective proximity to the word

 Augmentative They give you a sense of wonder or exaggeration of a
characteristic.
 Derogatory They seek to give a derogatory sense to the word for pejorative
expressions.
GRAPHIC ORGANIZER

Suffixes
• Are those that are added before the root of the
word or lexical structure.

Prefixes
• Are those that are added after the root word.
EXAMPLES

Put the words in brackets in the appropriate form (use a prefix or a suffixes):

 He was acting in a very childish way. (child)

 She looked unhappy. She started to cry. (happy)
 He passed his exam. He was successful for the second time. (succeed)
 The team that he supported was able to win the championship. (champion)
 I couldn't find any weakness in his theory. (weak)
 There were only a handful of people at the match. (hand)
 The road was too narrow, so they had to widen it. (wide)
 I think that you should reconsider your decision. It may not be the best thing
to do. (consider)
 You need a combination of motivation, organization and hard work to realize
your dreams. (combine)
Synonyms and Antonyms
Synonymous words are those that are written differently but have the same
meaning. Example: beautiful / beautiful; appetite / hunger

As you can see, the highlighted words are repeated and this causes the text to be
misspelled. To avoid this, we can use synonyms. children / boys; happy; sad /
distressed. In this way, the text would be much better written:

Synonyms are words that are written differently and have the same meaning. They
are used to avoid repetition of words and to adorn or embellish a writing. For
example, in a poem, in a novel or even in a letter or task where we do not want to
repeat the same word several times. However, you should bear in mind that you
cannot always substitute a word for its synonym in a text. This depends on the
context.

Antonyms are the opposite of synonyms, they are words that mean the opposite or
opposite. The word antonym comes from the antonyms Greek language that
translates into (antonyms) and derives from anti (contrary), and noma (name),
leaving the translation of: "contrary to the name".

Types of antonyms: There are 3 kinds of antonyms, the classes are:

 Gradual Antonyms
The gradual antonyms are those that mean the opposite, but there is a degree
of disagreement.
The clearest example happens in the colors: Black and white (it could be gray)
or in the temperatures like: cold and hot (it could be ice cream, warm,
tempered)
 Complementary antonyms
It is when the meaning of one eliminates the other.
 For example: alive and dead, happy and sad, difficult and easy, day and night
 Reciprocal Antonyms
It is when the meaning of one implies the other. There cannot be one if the
other does not exist.
As an example, we have to buy, you cannot buy if someone is not selling.

EXAMPLES

Synonyms and Antonyms

A person finds in the basement of his house a strange object that allows him to see
and know everything that exists, existed and will exist in the world. This strange
element was scary, at night it was noisy, emitting sounds of sobs and at the same
time laughter.

When you entered the room, you noticed that it was neat, but far in a corner on this
box you could see a human figure of such beauty, that just looking at its transmitted
peace. Her words showed that she was intelligent and kind. In the room there was a
rich aroma of forest. To that shrill place, suddenly it became silent giving a feeling of
tranquility.

When he saw her up close, that beauty had changed and his face was pure ugliness;
his image was fearful and the evil look took away my courage.

Glaringly and disorderly, I ran to the room to call my neighbor. Unfortunately, her
husband told me he was in the field, where the sunset falls. Then try in a calm and
organized way to put in my mind what was happening. I went to the kitchen counter
and took a tasty kiwi, but my nerves made its flavor tasteless.
Pronouns
Pronouns replace nouns. A different pronoun is required depending on two
elements: the noun being replaced and the function that noun has in the sentence.
In English, pronouns only take the gender of the noun they replace in the 3rd person
singular form. The 2nd person plural pronouns are identical to the 2nd person
singular pronouns except for the reflexive pronoun.

 SUBJECT PRONOUNS

Subject pronouns replace nouns that are the subject of their clause. In the 3rd
person, subject pronouns are often used to avoid repetition of the subject's name.

 OBJECT PRONOUNS

Object pronouns are used to replace nouns that are the direct or indirect object of a
clause.

 POSSESSIVE ADJECTIVES (DETERMINERS)

Possessive adjectives are not pronouns, but rather determiners. It is useful to learn
them at the same time as pronouns, however, because they are similar in form to
the possessive pronouns. Possessive adjectives function as adjectives, so they
appear before the noun they modify. They do not replace a noun as pronouns do.

 POSSESSIVE PRONOUNS

Possessive pronouns replace possessive nouns as either the subject or the object
of a clause. Because the noun being replaced doesn't appear in the sentence, it
must be clear from the context.

Examples

 SUBJECT PRONOUNS
 I listen to music in the afternoon.
 She doesn’t live here
 OBJECT PRONOUNS
 He teaches us Math.
 We will divide the money between us.
 I explain the lesson to you every day.
 She sits next to him.
 POSSESSIVE ADJECTIVES (DETERMINERS)
 I live with my girlfriend in New York.
 You work here, and your wife works here too.
 Jack lives here, with his parents.
 Mary went to her English class yesterday
 POSSESSIVE PRONOUNS
 Is this book yours?
 I lent Bob my car and he lent me his.
 Their city is old. Ours is new.
 GRAPHIC ORGANIZER

Subject pronouns
replace nouns that
are the subject of
their clause. In the
3rd person, subject
pronouns are often
used to avoid
repetition of the
subject's name.

SUBJECT
PRONOUNS :

Possessive pronouns
replace possessive nouns
as either the subject or Object pronouns are
the object of a clause. POSSESSIVE OBJECT used to replace
Because the noun being
replaced doesn't appear
PRONOUNS:
Pronouns PRONOUNS: nouns that are the
direct or indirect
in the sentence, it must object of a clause.
be clear from the
context.

POSSESSIVE
ADJECTIVES
(DETERMINERS):

Possessive adjectives
function as adjectives, so
they appear before the
noun they modify. They
do not replace a noun as
pronouns do.
EXAMPLES

Personal pronouns:

Personal pronouns are pronouns that can occupy at a given moment the place of
the subject, these pronouns are:

- In the singular and in the first person = I

- In the singular and in the second person = your

- In the singular and in the third person = he, she, you, it.

- In the plural and in the first person = we, us.

- In the plural and in the second person = you, you, you.

- In the plural and in the third person = they, them, you.

Possessive pronouns:

Possessive pronouns are pronouns that can substitute the noun or noun and at the
same time the possession of what is expressed in the sentence.

- In the singular and in the first person = mine, mine, mine.

- In the singular and in the second person = yours, yours, yours, yours.

- In the singular and third person = yours, yours, yours, yours.

- Plural and first person = ours, ours, ours, ours.

- Plural and second person = yours, yours, yours, yours.

- Plural and third person = yours, yours, yours, yours.

Main ideas and Supporting details
The main ideas represent the core of the text, around which the rest of the
propositions are based, premises that in turn manifest themselves to make sense of
that nucleus. They are the heart of the message that the lyric transmitter wants to
transmit.

You cannot talk about a textual discourse without a kernel of thought present. To
dispense with the main idea, one would perceive a kind of random and incongruous
proposals, completely meaningless.

The independence of the main idea must be kept in mind in relation to the rest of the
propositions within a text. This is the center of everything; although it depends on
the rest of the discourse in order to "be", without it the discourse is dismembered.

Another important aspect to bear in mind regarding the main textual idea is the fact
that, depending on the domain of the subject and the literary resources of the lyric
transmitter, the nucleus does not have to appear explicitly in the discourse.

Supporting details represent in the discourse the series of resources that the lyric
transmitter uses to ensure that the main idea conceived reaches the lyric receiver
as clearly as possible. These, when united by connective and discursive marks, give
density and personality to the discourse.

One could also see secondary ideas as the amplifiers of the main idea. They allow
to appreciate the heart of the thought of the text from multiple perspectives. The
greater the number of perspectives, the greater the ease of understanding.

The secondary leads us irremediably to the primary. It will depend on the knowledge
of the issue on the part of the textual issuer that the expansion of the discourse
reaches the greatest possible number of recipients. Only those who know an idea
well can teach it; if there is no clear conception of a topic, it cannot be transmitted.
 GRAPHIC ORGANIZER

Main idea
• Represent the core of the text, around which
the rest of the propositions are based.
• with the main idea, one would perceive a
kind of random and incongruous proposals,
completely meaningless.

Supporting details
• These, when united by connective and
discursive marks, give density and
personality to the discourse.
• One could also see secondary ideas as
the amplifiers of the main idea.
EXAMPLES

Main Idea

An industrial hygienist is a special kina of safety professional who has many duties.
For example, if workers in a steel plant complain that their eyes are burning, an
industrial hygienist tries to find the source of the problem by sampling the air. The
hygienist may discover that the air contains a toxic gas and then, he may determine
the concentration and composition of that gas.

Main Idea: An industrial hygienist

Supporting details

An industrial hygienist is a special kina of safety professional who has many duties.
For example, if workers in a steel plant complain that their eyes are burning, an
industrial hygienist tries to find the source of the problem by sampling the air. The
hygienist may discover that the air contains a toxic gas and then, he may determine
the concentration and composition of that gas.

Supporting details
Graphic organizers
A graphic organizer is a visual presentation of knowledge that presents information
rescuing important aspects of a concept or matter within a framework using labels.
They are referred to in different ways as: semantic map, visual organizer, flow charts,
backbone paintings, the web of stories or concept map, etc. Graphic organizers are
wonderful strategies to keep apprentices involved in their learning because they
include both words and visual images, are effective for different learners, even with
talented students with learning difficulties.

The graphic organizers present information in a concise manner, highlighting the

organization and relationship of the concepts. They can be used with any subject
and at any level.

They are very supportive both in the writing and in the comprehension of texts, since
they give us a general overview of the topic or topic that is addressed through the
hierarchical presentation of the central ideas or concepts.
EXAMPLES

Conceptual map

Main idea

Sub topic Sub topic Sub topic

Supporting Supporting Suporting

details details details
Cyclical map

Supporting
details

Supporting Main Supporting

details details
idea

Supporting
details
Mental map

Main Idea

Hierarchical map.

Top Main idea

Middle Sub idea Sub idea

Supporting Supporting Supporting

Lower details details details
Graphic organizers

GRAPHIC
ORGANIZER

CONCEPTUAL
KEY SHEME
MAP

VENN
MENTAL MAP
DIAGRAM
Conclusion
To finish this anthology, we add that all the information collected in this anthology
has the purpose of helping the reader either a student or a teacher as they are
presented in a concise and orderly manner by using examples and diagrams to
signal the characteristics and way in which each theme is structured.

In our classroom our teacher, we presented each topic with slides in which we
described each theme with its characteristics and at the end of each subject gave
us an activity, such as finding the main idea and secondary ideas of text, or practicing
reading techniques such as scanning and skimming with stories that she gave us.

As a teacher you can put activities that help in learning and practice or as a student
use the information of the anthology to study and prepare.