Reading

READING
SUMMARIZING
SUMMARIZING is using your own words to shorten or reduce what was said in a material
listened to or read.
It requires being able to identify the main idea and the details that support it.
Summary is always shorter than the original text, this means that one will have to be able to
distinguish between what is important and what is unimportant.
What is important in a text will usually answer the basic questions:

 Who
 What
 Where
 When
 Why
 How
Words such as therefore, so, as a result, then, and others can be considered as
markers of key or important ideas and readers should be mindful of them when
summarizing a text.
A summary does not include any opinion on the topic of the one summarizing.
Summarizing can help readers to:

 Distinguish between important and unimportant ideas
 Identify main idea and supporting details
 Reduce larger texts to smaller texts
To summarize, ask yourselves the following questions:
1. What is the title of the original article? Who wrote it? (You usually begin a summary
with these pieces of information)
2. What is the main idea of the article?
3. What important details support the main idea?
4. What conclusion was made by the author of the text?
In a world where people always have a lot to say, the challenge for readers and listeners is
extracting only the most important ideas and leaving out the rest.
The main goal of summarizing is to capture the major ideas and present them in as fewer words
as possible. Shortening its length is secondary to content.
Summarizing is a tool for studying. It helps pupils like you to concentrate only on the important
ideas thus allowing better understanding of materials read.

On your mark (page 272-273)
1. Who is Severn Suzuki? To whom was she addressing the speech?
She is a member of ECO – the Environmental Children’s Organization. She was
addressing the speech to all the grown-ups.
2. For what reason did she go to Brazil?

She went to Brazil to be able to voice out to the adults that they should change their
ways, she is fighting for her future.
3. What did she say the people in the assembly cannot do? Do you agree with her? Why?
The people do not have the solution on the problems of our environment. I agree with
her because slowly our environment suffering and nobody can truly cure it.
4. What did she mean by the line, “I’m only a child yet I know we are all in this together and should act as
one single world towards one single goal?”
No matter what age, we should all work together to have a healthy environment where
we live in.
5. Which part of the speech do you think had the greatest impact or effect on those who were listening to
her on that day? Why?
The part where she said “If you don’t know how to fix it, please stop breaking it”
because it is a call for everyone to wake up and really start thinking about everyone’s
future.
6. If you were listening to the speech, what would you feel? Why?
Worried because if we do not work on this together, our future family would suffer the
consequences.
7. What reminders did she give to the people in the conference?

She reminded who they are doing this for – their children. They are deciding what kind
of world their children will grow up in.
8. What kind of speech is this? What is its purpose?

I think this speech is to inform and to persuade. It’s purpose is to inform the people
what is happening around us and to persuade everyone to start caring for the
environment.
9. What problems mentioned in the speech are true until the present? What does it say about human
beings?
Too much waste, this means we buy and throw away, buy again and throw away
again. Some people have so much, that they do not realize that there are some
who have nothing.
10. If you were to be given the chance to talk to adults about what they should do to protect Earth, what
would you tell them?
That we only have one Earth, this is the only place where we can survive. We
should be able to take good care of the place where we live, not just for us, but
for our children, our children’s children... and so on.
COMPARISON CHART
Comparison Chart – is a chart that draws a comparison between two or more items on
different parameters
A comparison chart provides a visual representation of various options that can be
compared to each other. It can have their pros, cons, key features, etc. that would depict vital
differences between these entities (or choices). Since there is no rule of thumb with
comparison charts, they can depict both quantitative and qualitative characteristics. Mostly,
comparison charts are easy to make and can help us in educational purposes or to make data-
driven decisions.
History of Comparison Charts
Since the concept of comparing things is not new, the history of comparison charts can
be dated back to the 18th century. One of the first major comparison charts was made by
WILLIAM FADEN about the comparison of coastal profiles. Although it was CHARLES SMITH’s
comparison chart of heights and mountains, it began to gain a wider acceptance.

Today, the concept has been evolved and is used to compare not just buildings or
mountains, but executive decisions and is even used in research methodologies. To compare
different entities, tables, matrices, graphs, bars, scales, bubbles, and all sorts of vectors are
used.
Five Basic Types of Comparison Charts
Although comparison charts can be drawn in several ways, some types are more
common that others. The following are the 5 most commonly used comparison charts that you
should know about:
1. PIE CHART
A comparison pie chart is a visually appealing representation of data that is often
used in sales and marketing. In this, we will simply compare different
components and their share in a certain topic.
2. BAR CHART
A comparative bar chart is another friendly way to compare different items over
a certain parameter. In this, we can even compare the frequency of a single
entity by using color coding for different sets.
3. TIME SERIES HISTOGRAM

A histogram is a special form of bar chart that has concurrent values and depicts
a certain pattern. The first kind involves a change in time with respect to key
parameters.
4. FREQUENCY SERIES HISTOGRAM

Also know as a line diagram, it plots frequency through another perspective
(instead of time). In the end, we are able to establish a particular curve that is
also known as a frequency curve.
5. DOT DIAGRAM
This is another interesting comparison chart in which we use dots to represent a
value (mostly, one dot = one value). The dot diagram can compare all sorts of
parameters and can realize correlation comparison. They are often used in
research and education as well.
EXAMPLES:
extinct - no longer exist, dead or lost
agenda - list of things to do
mess - very dirty or untidy state or condition
starving - to suffer or die or cause to suffer from lack of food
countless - too many to be counted or very many
future
chemicals
afford
goal
countless

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READING

What is important in a text will usually answer the basic questions:

Summarizing can help readers to:

with these pieces of information)

2. What is the main idea of the article?

3. What important details support the main idea?

4. What conclusion was made by the author of the text?

as possible. Shortening its length is secondary to content.

ideas thus allowing better understanding of materials read.

2. For what reason did she go to Brazil?

7. What reminders did she give to the people in the conference?

8. What kind of speech is this? What is its purpose?

A comparison chart provides a visual representation of various options that can be

History of Comparison Charts

comparison chart of heights and mountains, it began to gain a wider acceptance.

Five Basic Types of Comparison Charts

3. TIME SERIES HISTOGRAM

4. FREQUENCY SERIES HISTOGRAM

agenda - list of things to do

mess - very dirty or untidy state or condition

starving - to suffer or die or cause to suffer from lack of food

countless - too many to be counted or very many

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