Learning Material of
Listening-Speaking of
Hortatory Exposition Text
I. Opening Activities
A. Ice Breaking: Giving Suggestions and Recommendations
The teacher asks the students to do an ice-breaking activity called “Giving Suggestions and Recommendations.” The teacher reads some simple situations, and the students respond by giving suitable suggestions or recommendations using expressions they already know.
-Teacher: Your friend often comes late to school.
Student: …………………………………………………….
-Teacher: Your friend has a lot of homework.
Student: …………………………………………………….
-Teacher: Your friend wants to improve their English.
Student: …………………………………………………….
-Teacher: Your friend feels tired after studying.
Student: …………………………………………………….
-Teacher: Your friend wants to stay healthy.
Student: …………………………………………………….
B. Apperception
The teacher asks questions about the previous lesson:
-How do you express your opinion about an issue?
-How can you support your opinion with arguments?
The students give answers based on what they learned in the previous lesson.
Then, the teacher connects the previous lesson to today’s lesson:
“Good. In the previous lesson, you learned how to express your opinions and support them with arguments. Today, we will discuss a common issue among teenagers, “Teenagers Should Limit Their Screen Time,” and learn how to give suggestions and recommendations about it.”
C. Introduction to Hortatory Exposition Text
Teenagers often face different problems in their daily lives. We may have different opinions about these problems, give reasons to support our opinions, and suggest what teenagers should or should not do. A text that presents an opinion, gives arguments, and recommends an action is called a Hortatory Exposition Text.
Hortatory Exposition Text is a text that presents the writer’s opinion about an issue, gives arguments to support the opinion, and recommends what readers should or should not do. The purpose is to persuade readers to take a certain action.
For example, if you think that teenagers should limit their screen time, you can explain why spending too much time on screens can be a problem and give reasons to support your opinion. You can then recommend what teenagers should do, such as spending less time on their phones, taking regular breaks, or doing other activities.
A Hortatory Exposition Text has three main parts:
- Thesis – introduces the issue and states the writer’s opinion or position.
- Arguments – gives reasons, explanations, or evidence to support the writer’s opinion.
- Recommendation – tells readers what they should or should not do about the issue.
Some common language features of a Hortatory Exposition Text are:
-
Simple Present Tense – used to state facts, opinions, and general conditions.
- Action Verbs – used to describe actions, such as reduce, avoid, limit, and use.
-
Temporal Conjunctions – used to organize ideas and arguments, such as firstly, secondly, moreover, and finally.
In this lesson, we will explore a Hortatory Exposition Text about an issue related to teenagers. You will learn how to understand the writer’s opinion, identify the arguments that support it, and recognize the recommendation given in the text. You will also practice expressing your own opinions and giving suggestions and recommendations about what teenagers should or should not do.
D. Guiding Questions
The teacher asks open-ended questions to help students start thinking about the issue they will discuss.
- Do you think teenagers should limit their screen time?
- Why do you think so?
- What can teenagers do to reduce their screen time?
Some students share their ideas or opinions.
E. Learning Objectives
Through some hortatory exposition texts, students are able to identify the thesis, the writer’s position, the arguments, the recommendations, and detailed information presented in the texts. Students are also able to retell the content of a text they have listened to in their own words.
II. Main Activities
A. Literacy
1. Please listen carefully to the short audio below to get some general information.
2. Answer the following questions orally based on the audio:
-What is the audio about?
-Why should teenagers limit their screen time?
-Mention one suggestion or recommendation given in the audio?
3. Discuss the answers together.
b. Orientation
1. The teacher helps students connect the information they have heard with their daily lives through several questions:
-How much time do you usually spend on your phone every day?
-Do you think teenagers should limit their screen time?
-Why do you think so?
2. Some students share their opinions based on the information from the audio and their own experiences.
3. The teacher introduces some expressions that can be used to give suggestions or recommendations. For example:
-You should limit your screen time.
-I recommend spending less time on your phone.
-You should take a break after using your screen for a long time.
4. The teacher explains that giving suggestions or recommendations to encourage someone to take an action is an important part of a Hortatory Exposition Text, which students will learn in this lesson.
5. The teacher introduces some key vocabulary from the audio they will learn today.
| No. | Vocabulary | Phonetic Symbols | Meaning | Examples in Sentences |
| 1 | Concentration | /ˌkɒnsənˈtreɪʃən/ | The ability to give your full attention to something. | Too much screen time can affect students’ concentration. |
| 2 | Digital devices | /ˈdɪdʒɪtəl dɪˈvaɪsɪz/ | Electronic tools such as smartphones, tablets, and computers. | Teenagers use digital devices for studying and entertainment. |
| 3 | Distraction | /dɪˈstrækʃən/ | Something that takes your attention away from what you are doing. | Social media can be a distraction when students are studying. |
| 4 | Healthy habits | /ˈhelθi ˈhæbɪts/ | Regular activities that help keep your body and mind healthy. | Getting enough sleep and exercising are healthy habits. |
| 5 | Reduce | /rɪˈdjuːs/ | To make something smaller or less. | Teenagers should reduce the time they spend on their phones. |
| 6 | Screen time | /ˈskriːn taɪm/ | The amount of time spent using a screen. | My screen time is about three hours a day. |
| 7 | Sleep | /sliːp/ | The natural state of resting when your body and mind are not active. | Using a phone before bed can affect your sleep. |
| 8 | Smartphone | /ˈsmɑːrtfoʊn/ | A mobile phone that can connect to the internet and run applications. | Most teenagers use a smartphone every day. |
| 9 | Social media | /ˈsoʊʃəl ˈmiːdiə/ | Websites or apps used to communicate and share information online. | Many teenagers spend a lot of time on social media. |
| 10 | Take a break | /teɪk ə breɪk/ | To stop an activity for a short time to rest. | You should take a break after using your computer for a long time. |
c. Collaboration
1. Students form groups of four, then listen to the audio below.
2. First Listening – Main Idea
The teacher plays the audio once. Students listen together and discuss the main idea of the text by answering the following question:
What is the text mainly about?
Students share their answers, and the teacher discusses the answers with them.
Click HERE to see the answer and HERE to see the script.
3. Second Listening – Detailed Information
The teacher plays the audio again. Students listen for detailed information and discuss the following questions:
-Why should teenagers limit their screen time?
-How can too much screen time affect teenagers’ sleep?
-How can excessive screen time affect teenagers’ concentration and study habits?
-How can too much screen time affect teenagers’ relationships with family and friends
-What can teenagers do to reduce their screen time?
A representative from each group shares their answers with the class and they discuss the answer together.
Click HERE to see the answers and HERE to see the script.
4. Third Listening –Understanding the Text Structure
The teacher plays the audio again. Students listen and discuss the text structure.
Issue:
……………………………………………………………….
Writer’s Position:
……………………………………………………………….
Argument 1:
……………………………………………………………….
Argument 2:
……………………………………………………………….
Argument 3:
……………………………………………………………….
Recommendation:
-……………………………………………………………….
-……………………………………………………………….
-……………………………………………………………….
Click HERE to see the answer and HERE to see the script.
5. A representative from each group shares their answers with the class.
6. The teacher and students discuss the answers together.
7. The teacher appreciates the correct answers and explains any answers that need to be corrected.
*Assessment
Please listen carefully to the following audio and choose the correct answer. This is an individual test.
Click HERE to see the answer and HERE to see the script.
