(DOK 1 – Recall) What does the tone of a text mean?

The writer’s attitude toward the subject

The type of vocabulary used only

The order of events in the text

(DOK 3 – Application) The text assumes readers already know that:

Cities face environmental challenges

Everyone has a garden on their roof

All governments provide free rooftop gardens

IELTS-Integrated Question (Inference / Multiple Choice) Sentence from the article: “Officials saw immediate benefits to their action when a 50 degree difference was recorded between the rooftop garden and a nearby asphalt roof.”What can we infer?

Green roofs help reduce extreme heat

Asphalt roofs are cooler than garden roofs

Green roofs are more expensive to build

Asphalt roofs produce cleaner air

Week 6-Session 4 (Tone, Inference, Implicit, Assumption)

Week 4-Session 6(Research skills and persuasive Speech)

Week 6- Session 5 (Word Building & Writing)

Week 6-Session 1 Skimming

Week 6-Session 3 (Main Idea & Supporting Details)

18th JAN UW SESSION 6 WEEK 3

Recap of letters Ta,La and Ha week 3 Session 6

Memory Adventure: From Learning to Forgetting Imagine Alex is preparing for a school science fair. Storing Memories (2.5) Alex studies a science experiment. The semantic memory (facts and knowledge, like “water boils at 100°C”) is stored in the brain, while episodic memory (personal experiences, like “I mixed vinegar and baking soda yesterday”) records the event. The hippocampus (the brain’s “save button”) helps transfer these memories into long-term memory. During sleep, memory consolidation (making memories stable and long-lasting) happens, and Alex vividly remembers the fun surprise when the mixture fizzes—a flashbulb memory (emotionally strong, vivid memory). Alex also learns the skill of carefully pouring liquids, a procedural memory stored in the basal ganglia, and how to react when the mixture splashes, a conditioned response stored in the cerebellum. Emotions make the memory even stronger, thanks to the amygdala. Retrieving Memories (2.6) The next day, Alex goes to the science fair. Seeing the experiment table triggers priming (unconscious memory activation—seeing the table makes Alex remember steps). Being in the same classroom helps context-dependent memory (better recall in the same place as learning). Alex is also in the same excited mood as while practicing, so mood-congruent memory helps remember details of the experiment. When listing the steps, Alex remembers the first step clearly and the last step best, thanks to the serial position effect. Using strategies like quizzing himself earlier (testing effect) and spacing study sessions (spacing effect) improves retrieval. Forgetting & Memory Errors (2.7) During the fair, Alex tries to remember an old trick learned last year, but some details are fuzzy. This is retroactive interference (new memories block old ones). At the same time, old steps from last year sometimes confuse him, an example of proactive interference (old memories block new info). Alex’s friend jokingly says he added glitter to the experiment last week. Alex later misremembers seeing glitter—this is the misinformation effect. He even forgets where he first learned the correct steps, a case of source amnesia, and feels a strange sense of déjà vu when looking at a similar experiment table. Unfortunately, Alex’s cousin has anterograde amnesia (cannot form new memories) and can only remember things from before last year, while his neighbor has retrograde amnesia (loses past memories) and cannot recall last week’s fair prep. Luckily, Alex’s strong study habits, sleep, and emotional engagement helped protect his memories from being forgotten too quickly.

Week6-session 2(Context Clues)

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