Module(Receive and Respond)

ACHIEVING COMPETENCE in Receive and Respond to Workplace Communication

(Deve (Developing Communication Ski ll s) Follow Routine Spoken Messages Interpret Written Notices

This is the third of the Modular Series produced by the Jacobo Jacobo Z. Gonzales Gonzales Memori al School of Ar ts and and T rades

Technical Education and Skills Development Authority Region IV-A

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RECEI RECEI VI NG AND RESPO RESPONDI NDI NG TO WORKPLACE WORKPLACE COM COM M UNI CATION

Date: June 2011 By: R.K.Gonzales, T.G.Carino, C.E.Amaba Page 1 of 54

TABL E OF OF CONTENTS Content

Page N um ber ber

Title Page Table of Contents Learning Guide Overview How To Use This Learning Guide Learning Activities

1 2 3 5 6

Information Sheet No. 1: What is Communication? Activity Sheet No 1 Self Check No. 1

7 9 11

L O 1: F oll ow Routin e Spoke Spoken n M essages ages

12 13 15 16 17 18 19 20 23 24 25 28 29 30 43 44

Information Sheet No. 2: Developing Listening Skills Activity Sheet No. 2 Self Check No. 2 Information Sheet No. 3: Note Taking Activity Sheet No. 3 Self Check No. 3 Information Sheet No. 4: Vocabulary Development Activity Sheet No. 4 Self Check No. 4 Information Sheet No. 5: Constructing Sentences Activity Sheet No. 5 Self Check No. 5 Information Sheet No. 6: Words Commonly Misused Activity Sheet No. 6 Self Check No. 6

Information Sheet No. 7: Developing Reading Skills Activity Sheet No. 7 Self Check No. 7 Information Sheet No. 8: Dealing with Paragraph Activity Sheet No. 8 Self Check No. 8

45 46 48 49 50 52 53

Record of Competence

54

L O 2: I nterpr nterpr et Wri tten tten N otices otices

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TABL E OF OF CONTENTS Content

Page N um ber ber

Title Page Table of Contents Learning Guide Overview How To Use This Learning Guide Learning Activities

1 2 3 5 6

Information Sheet No. 1: What is Communication? Activity Sheet No 1 Self Check No. 1

7 9 11

L O 1: F oll ow Routin e Spoke Spoken n M essages ages

12 13 15 16 17 18 19 20 23 24 25 28 29 30 43 44

Information Sheet No. 2: Developing Listening Skills Activity Sheet No. 2 Self Check No. 2 Information Sheet No. 3: Note Taking Activity Sheet No. 3 Self Check No. 3 Information Sheet No. 4: Vocabulary Development Activity Sheet No. 4 Self Check No. 4 Information Sheet No. 5: Constructing Sentences Activity Sheet No. 5 Self Check No. 5 Information Sheet No. 6: Words Commonly Misused Activity Sheet No. 6 Self Check No. 6

Information Sheet No. 7: Developing Reading Skills Activity Sheet No. 7 Self Check No. 7 Information Sheet No. 8: Dealing with Paragraph Activity Sheet No. 8 Self Check No. 8

45 46 48 49 50 52 53

Record of Competence

54

L O 2: I nterpr nterpr et Wri tten tten N otices otices

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L EARNI EARNI NG GUI DE OVER OVERVI VI EW To be an effective worker it is necessary to have skills and confidence to communicate with others. One must develop this skill in order for him to have the edge or the advantages to pursue his career. Filipinos today experienced difficulties in expressing themselves in English because of lack of knowledge and lack of confidence within themselves. We often thought that English language is only for those who belong in the elite society or high class people but the real fact is that is it the international communication language. We cannot escape communicating and it is a part of our daily living. I hope that this module will bring light and enhance the learners’ communication skills and confidence. Welcome to the English World! Basic of Competency:

Communication

Unit of Competency:

Receive and Respond to Workplace Communication

Module Title:

Receiving and Responding to Workplace Communication

Module Description:

This module contains information about communication. Its scope is effective communication, expressing ideas correctly, vocabulary development and effective reading. Upon studying the information sheets and performing the activities provided, provided, the trainees’ knowledge and skills will be enhanced.

Suggested Duration:

54 Hours

Classification Level:

NC I

Prerequisite:

None

Summary of Learning Outcomes: Upon the completion of this module the students/trainees will be able to: LO1: Follow routine spoken messages LO2: Interpret written notices L earn in g Objecti Objecti ves ves 1: 1: F oll ow Routi ne Spoke Spoken n M essages ages

Assessment Criteria: 1. Required Information is gathered by listening attentively. 2. Ideas heard are easily grasped. 3. Construct sentences using correct pattern and grammar. 4. Use and pronounce words correctly. Contents: 1. Developing Listening Skills 2. Note Taking 3. Vocabulary Development Version No: 3

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4. Constructing Sentences 5. Words Commonly Misused / Philippinisms Conditions: The students must be provided with the following materials: Writing materials (notebook, pen, paper) Modules Methodologies: Modular Simulations Assessment Method: Demonstration Oral Questioning Written  

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L earn in g Objec Objecti ti ves ves 2: I nterpr et Wri tten Notices Notices

Assessment Criteria: 1. Reading techniques are practiced. 2. Topic Sentences in the paragraph are identified. 3. Ideas identified in the reading materials/written notices are easily comprehended. Contents: 1. Developing Reading Skills 2. Dealing with Paragraph Conditions: The students must be provided with the following materials: Writing materials (notebook, pen, paper) Modules Methodologies: Modular Simulations Assessment Method: Demonstration Oral Questioning Written  

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H OW TO USE USE TH I S L EARNI NG GUI DE This Learning Guide will lead you through a series of activities which will require you to work at your own pace. These activities will ask you to complete associated learning and practice activities in order to gain the knowledge and skills you need to achieve the learning objectives stated earlier. Refer to Learning Activity Page to know the sequence of learning tasks to undergo and the appropriate resources to use in each task. This page will serve as your road map towards the achievement of objectives. Read the Information Sheets. This will give you an understanding of the work, and why things are done the way they are. Complete the activities as directed in the activity/practice sheets. These will test your knowledge and give you practice of doing the tasks involved. Performance criteria for assessing practical exercise are shown to guide you in undertaking the practical exercises. Always be aware of safety requirements highlighted in this material. Ask for clearance in using some tools and equipment. Should you require some assistance and clarification, consult your trainer or facilitator. They should be available anytime you need them. Answer self checks found in each selection of the learning guide. Do not write anything on this learning guide; provide separate sheets for your answers. Self-checks will let you know how you are going. To know how you fared with self-checks, review the answer key found at the end of the learning guide. A record of competency is provided on the last page to reflect how much of the required assessment criteria have been met. You may already have some or most of the knowledge and skills covered in this learner’s guide. Talk to your trainer about having them formally recognized. If you have qualification or certificate of competence from previous training, show it to your trainer. If the skills you acquired are still current and relevant to the unit of competency they may become part of the evidence you can present for Recognition of Prior Learning (RPL). If you are not sure about the accuracy of your skills, discuss it with your trainer.

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LEARNING ACTI VI TI ES In order to achieve the learning outcomes stated in the learning material, you must follow the steps indicated below. Each step has a corresponding resource or specific instructions to be used in accomplishing the given activities. Note: Upon accomplishing the activities, the instructor will observe the following: In reading activities: 1. Proper intonation 2. Correct pronunciation In writing activities: 1. Capitalization 2. Spelling 3. Proper use of punctuation marks 

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Learning Steps 1. The trainees will ask the modules from the instructor. 2. Read: Information Sheet No. 1 3. Follow the instructions given in the Activity Sheet No. 1 4. Answer Self Check 1 Note: Follow the same steps No. 1-4 mentioned above to accomplish the Information Sheet Nos. 2-8 Information Sheet No. 2 Information Sheet No. 3 Information Sheet No. 4 Information Sheet No. 5 Information Sheet No. 6 Information Sheet No. 7 Information Sheet No. 8

Resources/Specific Instructions 1. Communication Instructor will give the learning materials. 2. Information Sheet No. 1: What is Communication? 3. Activity Sheet No. 1: What is Communication? 4. Self Check No. 1 Activity Sheet No. 2 to 8 Self Check No. 2 to 8

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RECEI VI NG AND RESPONDI NG TO WORKPLACE COM M UNI CATION


I NF ORM ATI ON SH EET NO. 1

What is Communication? 

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Communication – n. Latin communis, which means commonness; the giving and receiving of communication signals or messages by talking, writing, gestures and signals. Is a process through which two or more human beings share each other’s thoughts, ideas, feelings, insights, and information and exchange meanings. (Herman Weismann) Is the lifeblood of every or ganization… (Murphey and Hildebrrandt) The basis of social existence. (Charles Wright)

To sum up all the definitions; Communication is a two-way process wherein two people will meet and understand each other. Here is the diagram that shows how communication takes place in every scenario: FEEDBACK

Noise

F ir st Per son

Encoder Sender

M essage

Second Person

Verbal Non-Verbal

Decoder Receiver

Noise

Channel Fig 1. The Communication Model The communicator is the source of information. We have the idea and puts across this idea and encodes or sends it to the listener. The communicator translates the idea by using both verbal (speech) and non-verbal (actions) messages. The receiver picks up the message and decodes it. The decoding is not a simple process because the receiver interprets the message using personal experience, expectation, trust, comprehension level and all other factors that affect his/her perception or understanding. It is clear that noise may hinder clear encoding and decoding. An error may occur in the process but the sender of the message will try to use a code that is appropriate to the receiver who will decode the message in its context. After decoding, there is the final loop that closes the circuit of communication which is the feedback. The receiver or listener indicates to the Version No: 3

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communicator that the message has been received, and the nature of the response will usually indicate something of the quality of understanding. Communication, as seen in the diagram is both mutual and circular and feedback offers the opportunity for correcting or reshaping the original message. The sender can add or alter the first message in order to clarify it. The receiver can also test the decoding to make sure that the message sent is the message that the sender intended. Pri nciples of Communi cation  Be other-oriented . Be interested in other people specifically on what they say. You can

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establish effective interpersonal relationships if you try to put yourself in other person’s shoes. It is important to establish an open communication. Know the purpose of the communication. You communicate to express not to impress. You need to be aware as to why the verbal exchanges are going on so that you could adjust the method of communication that you will use putting emphasis on the tone, language, and approach that will be appropriate to the situation. Choose an appropriate place for communication. A corridor is not the proper place if you will discuss important issues. Even if your intentions are good, if communication is done at the wrong time and place it might result to miscommunication and waste of time. Think before you speak. Consider your words before you speak. It is essential to consider how you will put your ideas together to get the best results. Seek second opinions. When you ask a person’s advice regarding a particular topic, we feel good. Be appreciative of the person’s contribution.

~oOo~

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ACTI VI TY SH EET NO. 1

What is Communication? Objectives: 1. To identify your strength and weaknesses as a communicator. 2. To be able to communicate with other people effectively. 3. To share their experiences as they communicate with their co-students. Materials: 1. Notebook / Paper 2. Pen 3. CBLM

Activity no. 1 Answer the question appropriately. 1. a. b. c.

Awareness. Reflect on your strengths and weaknesses as a communicator. Are you able to put across what you think and feel? Are you having difficulty expressing yourselves? Do you have the self confidence to talk to different kinds of people of varying age, position and status in life?

2. Change. Once you are aware of your communication strengths, sustain them. However, do something about your weaknesses. Some questions that you might ask yourself to effect change are: a. What are you presently doing well? b. What can you do not do well at present? c. What do you understand about your personality and how it relates communication? d. Are you willing to modify or change some aspects of your personality or character to become an effective communication? e. What will you change or modify your character or behavior? Name two.

Activity no. 2 Cooperative Learning Forms groups of five (5) members and discuss your answers. Your instructor/professor will write 1 to 10 on the board. The leader will tally beside each number the total of all class members who indicated the reason for enrolling in the speech course. Discuss the results of the tally to provide everyone with a better idea of the top five (5) goals of the Communication Training Course. Version No: 3

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Write the top five goals of your GROUP. 1. 2. 3. 4. 5.

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Activity no. 3 Compare and contrast the goals of the group to that of the whole class. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

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SEL F CH ECK NO. 1

What is Communication? I. Identify the correct answer. _______________ 1. This is the person who is responsible for creating the message. nd _______________ 2. It is the response given by the 2 person. _______________ 3. How do you call the communication tool which is used to transfer the message? _______________ 4. He is the one who is decoding the message and translate it based from his/her understanding. _______________ 5. It is the element which block or disrupts the transfer of message. II. Essay. 1. What is communication? 2. In your own words discuss the communication model.

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L EARNI NG OBJECTI VE ON E F oll ow Routi ne Spoken M essages Topics: 1. Devel oping L i steni ng Ski lls 2. Note Taki ng 3. Vocabul ary Development 4. Constr ucti ng Sentences 5. Words Commonl y M isused

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Developing Listening Skill Since we know now the concept of communication, it is now time for us to know how we can achieve an effective communication especially in the work place. Here are some tips: 1. Make sure it is not too noisy to hear what is being said. 2. Sit or stand so that you directly face the person whom you are talking or listening to. 3. Maintain eye contact. 4. Use polite opening and closing greetings. 5. Speak clearly in an open neutral tone. 6. Be straight forward and to the point. 7. Keep the message simple. 8. Be patient. 9. Show interest. 10. Used words that the people you are speaking to can understand. 11. Listen carefully to the conversation so that you ge t the right message. Another way of developing our communication skill is having a good listening skill; Communication is never a solo performance. Listening is not just hearing the sounds, but more of giving attention to those sounds, recognizing them as words, interpreting them into ideas and then evaluating them. Communication, therefore, requires teamwork. Most people are poor listeners, which often causes problems in their personal and professional lives. Poor listening results in: 1. Wasted time; 2. Loss of productivity; 3. Failed personal relationships; 4. Accidents; and 5. Other negative outcomes. Research shows that an average person retains only 50% of a short message after hearing it. After 48 hours, retention drops to 25%. Causes of Ineffective Listening Noise Daydreaming Distractions Attitude    

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Process of Listening Step 1 Recognition   

Hearing Paying Attention Recognizing speech sounds

Step 2 Interpretation 

Step 3 Evaluation

Translation of speech sounds into ideas

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Weighing ideas for their worth

Your academic performance is affected by poor listening which results in poor grades, poor self-esteem and others. Even your future job will be affected. Studies contend that poor listening causes 60% of misunderstandings in business. It is clear that one of the greatest communication problems on the job is poor listening. Listeners’ Responsibilities 

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Pay attention to the speaker. Turn your eyes to the direction of the speaker and don’t think about anything but concentrate on his/her speech. Adopt a new rule. Remove your perception that listening is passive. It is an active behavior that requires a lot of efforts and thinking. Ask the right question. Assist the speaker by asking courteous and intelligent question/s if there is an opportunity. Be courteous. Courtesy is a mark of mental health and human decency. Here are some suggestion for courteous behavior: 1. Let the speaker know he has your full attention. 2. If you are taking notes, do so unnoticeably. 3. Look and act interested in what is being said. 4. Ask questions only when needed, phrasing them in friendly terms; don’t heckle. 5. Avoid the kind of behavior that offends you when you are speaking. 6. And by all means:  Don’t whisper to your neighbor  Don’t shuffle your feet, rustle paper, jingle coins, or p lay with objects.  Don’t chew gums or eat anything.  Don’t read or do written works.  Don’t make preparations to leave before the speaker has finished.  Don’t perform acts of personal grooming. Be open-minded. When you are determined not to listen to the speaker because you already know what to think regardless of what he says, your mind is closed. Think of yourself like you are an empty glass when listening. Evaluate what you receive. Three (3) steps for evaluation of messages; Break Barriers, Check Interpretation, Weigh Ideas.

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Developing Listening Skill Objectives: 1. Listen to a speech. 2. Analyze and get the main idea of the material on which they have listened to. 3. Express one’s opinion. Materials: 1. Notebook / Paper 2. Pen 3. CBLM 4. Multimedia player

Activity no. 1 (See material: speech)

(a) (b) (c) (d)

Listen to a speech. Use the following questions to analyze it. What is the speaker’s motive? Approximately, what is the percentage of feeling and reasoning? Does he make clear when he is expressing opinion and when he is using facts? Does he ever substitute opinion for fact?

Activity no. 2 Let everyone in class prepare a short talk on a subject with which he is familiar. The purpose of this activity is to test the speaker’s ability and listener’s ability too. Along with this talk, each speaker should prepare a short quiz on the ideas that he has tried to put across. After the talk the test should be given and scored. Class discussion and individual analysis of the results will reveal the success of both the speaker and the listener.

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SEL F CH ECK NO. 2

Developing Listening Skill I. Enumeration 1. Give at least 5 tips in achieving effective commun ication. 2. Write the four main causes of ineffective listening. Be able to explain each. 3. Aside from what is being mentioned in the information sheet, give at least 5 more responsibilities of a listener. II. TRUE or FALSE _____ 1. Poor listening may lead to miscommunication. _____ 2. Hearing is a process, while Listening is a skill. _____ 3. The gestures of the speaker will not affect your listening. _____ 4. You can ask a question to the speaker anytime you want. _____ 5. Nodding one’s head signifies that he/she listens attentively.

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Note Taking Note taking is a skill which you have to develop. Effective note taking is important to record information/instructions based on what we read and heard. Systematic note taking means, reading through a passage or listening to a discussion and determining its subject and then writing them down. They should be brief and easy to remember. To take down notes efficiently, remember the following points: 1. Determine the usefulness of the source. Old source is n ot suitable for topics on recent studies. Disregard materials that are too technical and therefore difficult to understand . 2. The most convenient material for taking down notes is the card, preferably 4x6 cards. Your notes will be in the form of quotations, paraphrases or a combination of these. Write one piece of information on each card. This way it will be easier for you to shuffle the card into a suitable order when you start organizing your pap ers. 3. Indicate on each card the source-author-speaker, date, venue, event, number/s. The precise acknowledgment of borrowed materials is known as attribution. If you forgot to do this you will find it very difficult to locate your source of information. You can also label your cards as a reminder of its contents. Example: Hocket, Charles F. p. 581 ―Man does not live by bread alone, his other need is communication.‖

4. As you take down notes your own ideas may occur to you. You may have an idea in response to what you have read or listened to; when this happens write this also into your note cards. Here are some few more tips regarding note taking. 1. Don’t write to many words. 2. Be sure that you have enough facts and details. 3. Don’t’ get off the track; stick to the topic.

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Note Taking Objectives: 1. Practice note taking skill 2. Be able to retain the gathered information from what has been read or heard. 3. Recall important facts from which has been previously discussed Materials: 1. Notebook / Paper 2. Pen 3. CBLM 4. Multimedia player

Activity no. 1 (See material: jobhunting. wav) Listen to the article which will be played by the teacher on a multimedia player and write as many important details or information as you can. Share and compare your notes with your class mates. Activity no. 2 Go the library or interview a suitable resource person abo ut your chosen topic from below. 1. 2. 3. 4.

RH Bill Education at present Job opportunities Internet Access

Make a note card for the every information that you will gather. Lastly on another sheet of paper paraphrase or summarize all the information which you have gathered to form a meaningful and useful information.

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SEL F CH ECK NO. 3

Note Taking I. Note taking skill (See material: article) 

1. 2. 3. 4. 5.

List five (5) important information from an article which will be read by your teacher. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

I. Essay 

Why it is that note taking is an important skill that we should learn?

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Vocabulary Development Vocabulary development is the process whereby speakers of language enhance their working vocabularies with new words. The average persons' active vocabulary consists of 10,000 words, regardless of native tongue. Usually, this represents a mere fraction of the lexis of that language. English, for example, contains ] approximately 600,000 words, established by the Oxford University Press. This discrepancy, however, is partly due to relative simplicity of spoken language to written language. Additionally, one may understand more words than one uses, meaning that one's working vocabulary may not be representative of one's total knowledge of a language. Vocabulary development is not just, but it also about communication. It means saying exactly what you mean and having the words to say it. It means learning to communicate clearly and effectively. Words are valuable tools and there are many people who would not have a job if it were not for those tools. Imagine all teachers, novelists, copywriters, public relations people, scriptwriters, songwriters, and many more. They would be out of work if they did not have the words to convey their ideas. We learn vocabulary in different ways, depending on our purpose and what the situation is. There are some words that we know but do not use actively. There are other words that we want to be able to use correctly in our daily lives. When studying new words, sometimes a word will immediately become part of our active vocabulary and we always remember it. At other times, we seem to forget new words very quickly. When studying new words, it is frustrating to spend a lot time trying to memorize the words and then forget them all later. Vocabulary can be improved by exposure to new language information. Exposure through writing is especially effective, for it offers a greater context by which new words may become understood. Dictionaries and other reference works may provide additional information. Strategy to Own New Words

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In order to actively use new words, you need to know a lot more about them. How is the word spelled?

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How is the word pronounced?

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Is the word formal or Informal?

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What kinds of situations is the word use in?

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Are there any prepositions that must follow the word?

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What are the other forms of the word?

Four Kinds of Meaning 1. Conceptual Meaning – It is the meaning a word can have on its own. Concepts can be found in the whole text down to a single word or morpheme. Other concepts can be expressed by the smallest unit such as the concept of plurality, expressed in English by the suffix – s among other ways. 2. Propositional Meaning – It is a meaning a sentence can have on its own. It is a meaning a clause or sentence can have even if it is not being used in context, but is just standing on its own. 3. Contextual Meaning – It is a meaning a sentence can have only when in context. This is the same as functional value. As soon as a sentence is used in a given situation or context, it takes on a value derived from the writer’s reason for using it, and from the realtionship between one sentence and others in the same text. 4. Pragmatic Meaning – It is the meaning a sentence has only as part of tthe interaction between the writer and the reader. This is the meaning that reflects the writer’s feelings, attitudes and the like and his intention that the reader should understand these. It therefore includes the intended effect of the expressed statement upon th e reader. Type of Context Clues Type of Context Clue

Meaning

Definition

Outright statement of the meaning of a word.

Synonym

Simile

Exemplification

A word having the same or nearly the same meaning as another word in the text. A figure of speech in which essentially two unlike things are compared using the word like and as. One that represent the group or whole to illustrate the meaning of a word.

Example Law is the set of rules that we have established to make it easier for us to live with one another. Euthanasia or mercy killing is a debatable issue. Her eyes are like bright stars that glistened in the sky. A crime or offense such as rape, forgery, kidnapping and treason is punishable by law.

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Appositive

A construction in which a noun or noun phrase is placed with another as an explanation.

Antonym

A word meaning the opposite of another word.

Structural Analysis

Word parts that give direct clues to meaning. These are roots, prefixes, suffixes, compounds that are broken down into parts and analyze.

Arson, a malicious burning of another person’s property, is widely recognized as a serious crime. When there is a problem, her father is silent, but her mother is so garrulous that the whole neighborhood knows about it. The manager did not get the money in the envelope which proves that he is incorruptible.

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Vocabulary Development Objectives: 1. Explain the importance of developing vocabulary 2. Apply the vocabulary concepts learned in short and longer texts. Materials: 1. Notebook / Paper 2. Pen 3. CBLM 4. Dictionary (for checking only)

Activity no. 1 Make use of the context clues to determine the meanings of the italicized words in the following text. It used to be thought that prehistoric peoples did little more than struggle constantly for subsistence , but recent discoveries show that their existence involved far more than merely working the day long just to stay alive. The presence of permanent houses and well-kept cemeteries at the Koster site indicate that these early Indians were actually a sedentary folk living in the valley all year round or returning to it regularly during certain seasons of the year. The evidence indicates that these prehistoric people did indeed hunt and eat big game, as was believed, but they gathered plants as well. In many cases they depend on their viands more on plants than on animals. Strangely enough, they seem to have known about agriculture for at least 2,000 years before they finally turned to an agrarian way of life. By studying the different layers of cultures, archaeologists hope to learn about the inception and development of agriculture – that is, how and when it started – and why. Evidence proves that these people had a good deal of leisure time to enjoy the amenities or pleasant aspects of civilization, such as breeding and training dogs, carving flutes and whistles, and manufacturing jewelry. Furthermore, there is no evidence of warfare for thousands of years until about A.D. 800. Ione of the things archeologists want to know is whether there are universal prerequisites to warfare in human history; that is to say, whether certain conditions must exist before conflict begins and what set these forces in motion. If we can determine how and why warfare started, then we might be able to extrapolate some theory of how to prevent wars today.

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SEL F CH ECK NO. 4

Vocabulary Development I. Matching Type Select the word in Column B that means nearly the same as the italicized word in Column A. Write the letter of your answer in the blank before each number. A _____1. You can always count on Dante to add some levity to the class with one of his puns. _____2. Even though the business executive was born into penury , he became wealthy through hard work. _____3. Your paper is too verbose ; you can say the same thing in half the words. _____4. The headache I had turned out to be just a transient one, not lasting more than a minute. _____5. Alfon is an optimistic person, in that he can usually see the good side of a bad situation. _____6. You will enjoy the luxurious accommodations at the island resort. _____7. He was inept at balancing his checkbook. _____8. Her ego will deflate once she reads the teacher’s comments on her paper. _____9. His hardy constitution will keep him strong from catching my flu. _____10. Maria asserted that her research would prove to be correct.

B a. postive b. to lessen in confidence c. wordy d. lighted-heartedness e. to relieve f. unskilled g. poverty h. declared clearly i. passing j. extremely comfortable k. strong

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Constructing Sentences Sentences In the field of linguistics, a sentence is an expression in natural language, often defined to indicate a grammatical unit consisting of one or more words that generally bear minimal syntactic relation to the words that precede or follow it. A sentence can include words grouped meaningfully to express a statement, question, exclamation, request or command. As with all language expressions, sentences may contain both function and content words, and contain properties distinct to natural language, such as characteristic intonation and timing patterns. Complete Sentences A simple complete sentence consists of a single clause (subject and predicate). Other complete sentences consist of two or more clauses (see below). Classification of Sentences By structure One traditional scheme for classifying English sentences is by the number and types of finite clauses:  

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A simple sentence consists of a single independent clause with no dependent clauses. A compound sentence consists of multiple independent clauses with no dependent clauses. These clauses are joined together using conjunctions, punctuation, or both. A complex sentence consists of at least one independent clause and one dependent clause. A complex-compound sentence (or compound-complex sentence) consists of multiple independent clauses, at least one of which has at least one dependent clause.

By purpose Sentences can also be classified based on their purpose: 

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A declarative sentence or declaration, the most common type, commonly makes a statement: I am going home. An interrogative sentence or question is commonly used to request information — when are you going to work? — But sometimes not; see rhetorical question.

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An exclamatory sentence or exclamation is generally a more emphatic form of statement expressing emotion: What a wonderful day this is! An imperative sentence or command tells someone to do something: Go to work at 7:30 tomorrow morning.

Major and minor sentences A major sentence is a regular sentence; it has a subject and a predicate. For example: I have a ball. In this sentence one can change the persons: We have a ball. However, a minor sentence is an irregular type of sentence. It does not contain a finite verb. For example, "Mary!" "Yes." "Coffee." etc. Other examples of minor sentences are headings (e.g. the heading of this entry), stereotyped expressions ( Hello!), emotional expressions (Wow!), proverbs, etc. This can also include nominal sentences like The more, the merrier . These do not contain verbs in order to intensify the meaning around the nouns and are normally found in poetry and catchphrases. Sentences that comprise a single word are called word sentences, and the words themselves sentence words. Basic Sentence Pattern #1: Intransitive Verb

Subject + Vi (Intransitive Verb) Examples: John fell. The red house on the hill would have deteriorated rapidly into a shambles. Basic Sentence Pattern #2: Direct Object

Subject + Vt (Transitive Verb) + Direct Object (DO) Examples: Carol threw the ball. The swarthy old man in the dirty sweatshirt and torn slacks has been eating a slimy lunch of fried worms and pickled beets. Basic Sentence Pattern #3: Indirect Object

Subject + Vt + Indirect Object (IO) + DO Examples: Carol threw John the ball. Version No: 3

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Big boys and little boys often give their mothers trouble Basic Sentence Pattern #4: Adjectival Subject Complement

Subject + VL (Linking Verb) + Subject Complement (SC) Adjectival (Adj) Examples: Eagles are large. Basic Sentence Pattern #5: Nominal Subject Complement

Subject + VL + SC Nominal (Nom) Examples: Teachers are professionals.

infinitive

To dance is to live. (Notice that the subject and complement in this example are phrases.

Basic Sentence Pattern #6: Object Complement (Adjectival)

Subject + Vt + DO + Object Complement (OC) (Adj) Examples: Sheila made Karen angry. Poor brakes make deadly auto accidents on America's highways and byways inevitable. Basic Sentence Pattern #7: Object Complement (Nominal)

Subject + Vt + DO + OC (Nom) Examples: They crowned Victoria queen. The students and the faculty have unanimously elected Willy outstanding male athlete of the year.

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Constructing Sentences Objectives: 1. Construct their own sentences. 2. Express ideas using correct sentences. Materials: 1. Notebook / Paper 2. Pen 3. CBLM

Activity no. 1 Using the dictionary, identify the meaning of the words written at the box below. Construct your own sentences using the given words.

Nocturnal Impede Chicanery

Alacrity Belligerent Accolades

Shrivel Forbearance Moot

Fidelity

Impair

Transient

Surmise

Vestige

Ubiquitous

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SEL F CH ECK NO. 5

Constructing Sentences Application: Write two (2) examples for each classification of sentences. Be sure that your examples follow the basic sentence pattern. According to purpose: Declarative Sentences 1. ________________________________________________________________________ 2. ________________________________________________________________________ 

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Interrogative Sentences 3. ________________________________________________________________________ 4. ________________________________________________________________________ Imperative Sentences 5. ________________________________________________________________________ 6. ________________________________________________________________________ Exclamatory Sentences 7. ________________________________________________________________________ 8. ________________________________________________________________________

According to purpose: Simple Sentences 1. ________________________________________________________________________ 2. ________________________________________________________________________ 

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Compound Sentences 3. ________________________________________________________________________ 4. ________________________________________________________________________ Complex Sentences 5. ________________________________________________________________________ 6. ________________________________________________________________________ Compound-Complex Sentences 7. ________________________________________________________________________ 8. ________________________________________________________________________

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Words Commonly Misused This is a list of English words which are commonly misused. It is meant to include only words whose misuse is deprecated by most usage writers, editors, and other professional linguists of Standard English. It is possible that some of the meanings marked non-standard may pass into Standard English in the future, but at this time all of the following Non-standard phrases are likely to be marked as incorrect by English teachers or changed by editors if used in a work submitted for publication. Some of the examples are homonyms or pairs of similarly spelled words which are often confused. The words listed below are consistently used in ways that major English dictionaries do not condone in any definition. See list of English words with disputed usage for words that are used in ways that are deprecated by some usage writers but are condoned by some dictionaries. There may be regional variations in grammar, spelling, and word-use, especially between different Englishspeaking countries. Such differences are not seen as incorrect once they have gained widespread acceptance in a particular country. Accept vs. Except Incorrect: "I except your gift." Correct: "I accept your gift." Accept means to receive something. Except means to exclude something.

Example: "I accept everything you're offering, except for the fruitcake." Advice vs. Advise Incorrect: "I didn't ask for your advise ." Correct: "I didn't ask for your advice ." Advise is a verb. Advice is a noun. You can advise someone, but you can't advice him. Affect vs. Effect Incorrect: "The rain has a bad affect on my mood." Correct: "The rain has a bad effect on my mood."

The one that starts with an a, affect , is a verb. This is when something is ACTING upon something else. For example, "We don't know how the rising cost of pizza will affect the economy." Version No: 3

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Effect is a noun. It's passive, not doing anything in particular; it's just there. For example, "The rising cost of pizza didn't have much effect."

Tip for remembering the difference: A is for Action! Action = Affect. All Right vs. Alright Sorry, but alright is incorrect. It's correctly spelled as two words: All right.

However, it could be argued that alright is appropriate for dialogue. It's closer to the way it sound s. Also, nobody should beat you up for writingalright in an online forum or chat room. All right? Alternately vs. Alternatively Incorrect: "Alternately , we could buy a jet instead of a helicopter." Correct: "Alternatively , we could buy a jet instead of a helicopter." Alternatively is a word you use when you refer to an option, an alternative. Alternately is where you do one thing after another in turn. A Lot vs. Alot A lot is correct. Alot, on the other hand, is NOT a real word.

Sorry, I can't even bring myself to defend alot from a creative writing standpoint. Assume vs. As Soon Incorrect: "I'd just assume kiss a wookie." Correct: "I'd just as soon kiss a wookie."

To assume means you're either making a supposition or taking possession of something. Example: "I assume she's kissing a wookie right now. By the way, I'm now assuming authority over the Falcon." Bare vs. Bear Incorrect: "Bare with me." Correct: "Bear with me."

Hardly anyone chooses the wrong word if they're talking about grizzlies or teddy bears. But Version No: 3

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remember, the word bear has multiple meanings: It can refer to the animal, or it can mean carrying a burden. When you ask someone to bear with you, that means you're asking them to be patient. Bare, on the other hand, means uncovered or naked. So when you write "Bare with me," you're really asking your readers to get naked. How embarrassing. Bazaar vs. Bizarre Incorrect: "There's something bazaar about that duck." Correct: "There's something bizarre about that duck."

A bazaar is a marketplace. Bizarre is another word to describe something that looks weird or outlandish. Breach vs. Breech Incorrect: "Failing to remove your shoes in a Japanese home is a seriousbreech of etiquette." Correct: "Failing to remove your shoes in a Japanese home is a seriousbreach of etiquette." Breech refers to your bottom, or to something that covers your bottom, i.e. a pair of pants. Breach refers to an opening, a gap, or a vulnerability. It can also refer to infraction of some law or custom.

You could have a breach in your breeches , but not the other way around. Censor vs. Censure Incorrect: "The president was censored ." Correct: "The president was censured ." Censure is a strong, often formal reprimand. Censor describes when something is suppressed or banned. It might also mean editing out things that people find offensive, such as swearing or racial slurs. Classic books such as To Kill a Mockingbird and Huckleberry Finn have been censored by schools. Cheap vs. Cheep Incorrect: "I bought this parrot for a cheep price." Correct: "I bought this parrot for a cheap price." Cheep is a chirp or a peeping noise, something you'd expect small birds to do. Version No: 3

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Cheap means something that doesn't cost much. It can have negative meanings too, like miserly, shabby, of no value, etc. Cite vs. Sight vs. Site Incorrect: "You're a site for sore eyes." Correct: "You're a sight for sore eyes." Sight refers to either your vision or to something you see. Fo r example, seeing the sights around town. Site refers to a physical location, such as a house or a neighborhood. There are construction sites, for examples. Cite means to quote something, usually something of authority. Citing can also be a case of mentioning supporting facts. Christians, for example, frequently cite the Bible as the foundation for their beliefs. Climactic vs. Climatic Incorrect: "Kind of anti-climatic ." Correct: "Kind of anti-climactic ." Climactic is the word you use to refer to a climax, the culmination, the high point. Climatic refers to the climate, or weather conditions. Coach vs. Couch Incorrect: "Cinderella's fairy godmother turned the pumpkin into acouch." Correct: "Cinderella's fairy godmother turned the pumpkin into a coach."

A couch is a large piece of furniture you lounge around on when you watch TV. A coach is a horse-drawn carriage. Compliment vs. Complement Incorrect: "I complemented her on her good cooking." Correct: "I complimented her on her good cooking."

When you pay someone a compliment , you are expressing admiration for something. You are complimenting someone when you tell him he gave a great speech, or when you tell him you like his Mickey Mouse watch. Version No: 3

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However, a complement is something that enhances or completes something else. A nice tie complements a suit. A dessert of pumpkin pie complements a great turkey dinner. Conceited vs. Concerted Incorrect: "We have to make a conceited effort." Correct: "We have to make a concerted effort." Conceited means arrogant, full of yourself. Concerted means doing something through cooperation. Many people working together for a common goal is a concerted effort. Confidant vs. Confident Incorrect: "I'm confidant this will work." Correct: "I'm confident this will work."

You use the word confident when you're trying to say that you have a strong belief in something, or when you're feeling self-assured. A confidant , on the other hand, is someone you confide in. You tell your confidant about your secrets and personal issues. You just want to make sure you're confident that your confidant will keep your secrets. Copyright vs. Copywrite Incorrect: "He writes for a living. I think he's a copyrighter ." Correct: "He writes for a living. I think he's a copywriter ." Copyright refers to legalities and exclusive rights. If something is copyrighted, that means you can't copy it or plagiarize it unless you want to risk getting in legal trouble.

A copywriter is someone who writes copy. Cop y is written material, usually an ad of some kind. Dessert vs. Desert Incorrect: "We had chocolate cake for desert ." Correct: "We had chocolate cake for dessert ." Dessert refers to the scrumptious pies, cakes, and ice cream we get to eat if we finish dinner.

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A desert is a dry, barren, often hot and sandy place. It's easy to get the two mixed up, so here's how I remember the difference: Dessert comes AFTER dinner, so it's second. The word dessert has TWO S's. E.G. vs. I.E. The difference between E.G. and I.E. is subtle, but let's look at their root meanings:

E.G. stands for the Latin exempli gratia, which means "for example." So you might use it like this: "I love many different kinds of desserts, e.g. apple pie or chocolate cake." I.E. is Latin for id est , which stands for "that is" or "in other words." So you might use it like this: "My favorite dessert is pie, i.e. apple pie." Exercise vs. Exorcise Incorrect: "We must exercise the demon!" Correct: "We must exorcise the demon!" Exercise is what you do on a treadmill. If you exercise a demon, it probably means you're taking him for a nice little jog. Exorcise is when you banish or expel demons and ghosts, usually through a religious ceremony. Fair vs. Fare Incorrect: "Whoever said life was fare?" Correct: "Whoever said life was fair?" Fair refers to being free from bias or injustice. It can also mean pale or light-colored. Fare refers to the price of a ticket for transportation (such as a irfare), or it can refer to how something worked or played out. For example, "He fared well as a pirate." Flair vs. Flare Incorrect: "The dress had some flare." Correct: "The dress had some flair." Flair means a special talent or aptitude. It can also refer to elegance or style. You might have a flair for playing the piano, for example, or maybe that snappy tie gives your suit a certain flair.

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Flare is something that fire does when it gets stronger. You wou ld also use this word to describe something that starts suddenly and violently, such as a bad argument. Flaunt vs. Flout Incorrect: "They flaunted the rules." Correct: "They flouted the rules."

When you flaunt something, that means you're showing it off. Like a little girl parading around and flaunting her doll to everyone she meets. Flout is very different. It means showing disdain or scorn for something. While there are very few cases where people flaunt the rules, I'm sure you can name many incidents where someone flouted the rules. Foul vs. Fowl Incorrect: "I suspect fowl play." Correct: "I suspect foul play." Foul means something very bad, filthy, or disgusting--like a foul stench. It can also refer to ill intent or dishonesty. Fowl is a chicken. If you detect "fowl play," that must mean the chickens are up to something. Hear vs. Here Incorrect: "Here, here!" Correct: "Hear, hear! " Here is a location; it refers to wherever we happe n to be right now. Hear refers to one of your five senses, the ability to recognize sound.

People confuse these words. The issue mostly comes up with the phrase "Hear, hear!," which is meant to call attention to a speaker's words. It also implies fervent agreement. It evolved from phrases like "Hear him!" and "Hear ye!" Its vs. It's Incorrect: "Its mine." Correct: "It's mine." Its is possessive. It's is a contraction of it is. Whenever you see that apostrophe, always translate it's to it is. Version No: 3

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Sound out the sentence in your head. If sounds dumb to say it is in the sentence, then it's is incorrect. Lay vs. Lie Incorrect: "Now lie me down to sleep." Correct: "Now lay me down to sleep." Lay is used when something is being acted upon. Lie is something you do without anyone or anything doing something to you. Example: "I decided tolie down on the floor."

Here's where things get more confusing: The past tense of lie is lay. The past tense of lay islaid. Examples: "I laid down the piggy bank." "The piggy bank lay there yesterday." Even I have a hard time keeping these words straight. Mixing up lay and laid isn't likely to get you barbecued by grouchy grammarians. Just remember that layed is a misspelling, which means it's flat out wrong no matter what! Loose vs. Lose Incorrect: "I just know I'm going to loose this race." Correct: "I just know I'm going to lose this race."

You can't use these spellings interchangeably: No t only are the meanings subtly different, they also SOUND different. Lose has more of a Z sound, while loose has more of a hiss to it. Me vs. I Incorrect: "Bob, Bill and me are going to the lake." Correct: "Bob, Bill and I are going to the lake."

The official explanation of I vs. me makes my head hurt, so just follow this trick to figure out if "I" or "me" is correct in the sentence: Rephrase the sentence. Let's take "Me and Bill are going to the lake" as an example. It's incorrect. Why? Get rid of Bill from this sentence for a minute. Does "Me is going to the lake" sound right? Of course not! "Me" does not agree with the structure of the sentence. That 's why "Bill and I are going to the lake" is correct. What about "Bob loves fried chicken more than I?" You're saying that you don't love fried chicken Version No: 3

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as much as Bob does. However, if you were to say, "Bob loves fried chicken more than me," you're implying that Bob loves fried chicken more than he loves you. Ouch. Moot vs. Mute Incorrect: "The point is mute." Correct: "The point is moot."

When you say something is mute, that means it can't speak. Moot, on the other hand, refers to something that is debatable or has little practical value. Naval vs. Navel Incorrect: "It was a great navel battle." Correct: "It was a great naval battle." Naval refers to ships, especially warships, or anything having to do with the navy. Navel refers to the part of your body that collects lint. No One vs. Noone Incorrect: "Noone visits my website." Correct: "No one visits my website." Noone is not a word. Unless it's a result of someone typing super fast, this one baffles me. By mushing no one together like this, you're creating a word that would be pronounced "noon-eh" or "noon." Peak vs. Peek vs. Pique Let's begin by going over what these three words mean: Peak means the highest point of something, such as the peak of a mountain. Peek means to take a quick, often sneaky look at something. Pique means to excite interest, but it can also mean being irritated.

Example: "He piqued my interest in the princess who lives on top o f the mountain, so I decided to climb to the peak and have a peek for myself." Per Say vs. Per Se Version No: 3

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Incorrect: "I didn't mean that, persay ." Correct: "I didn't mean that, per se." Per se is Latin for "in and of itself." Persay is the way it sounds, but it's not the correct way to spell it. Raise vs. Rise Incorrect: "That noisy cheerleader could rise the dead!" Correct: "That noisy cheerleader could raise the dead!" Raise is the word you use when something is being acted upon. Rise is something you do on your own without any assistance.

If the dead come to life on their own, it would be correct to say that the dead are rising from the graves. However, if some necromancer (or cheerleader) brought the dead to life, it would be correct to say that she raised the dead. By the way, the past tense of rise is rose. Seam vs. Seem Incorrect: "It just seams wrong." Correct: "It just seems wrong."

A seam is where two pieces of cloth are stitched together. It can also refer to a long, thin mark. Seem refers to how something looks or appears. "It seems the elephant put on a tutu this morning." Sense vs. Since Incorrect: "I haven't had a phone sense 1995." Correct: "I haven't had a phone since 1995." Sense refers to your senses, such as smell, taste, sight, and touch. It can also mean detecting something: "I sense you're unhappy with me for not owning a phone." Since refers to a time or past event. Specifically, from then till now. It can also be a substitute for the word because. "Since I don't have a phone, you might as well write to me more often." Version No: 3

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Taut vs. Tout Incorrect: "Hold it tout..." Correct: "Hold it taut..." Tout means to promote or seek support for something. Taut means tight or strained. Then vs. Than Incorrect: "I thought you knew better then that." Correct: "I thought you knew better than that."

People get these mixed up all the time, driving the poor grammarians batty. These words should not be used interchangeably. Here's the difference: Then refers to a point in time, usually after something has happened or some condition is met. "First we mix the flour and sugar, then we add the butter." Than is used for comparing things, such as length, height, w eight, etc. "I think this dog weighs more than me." There vs. They're vs. Their People get these mixed up all the time. Let's look at these words in their correct form:

"The book is over there." "That's their book." "They're getting the book." Remember, their is possessive. You're talking about who owns what. They're is a contraction. If the sentence sounds fine when you reword it with they are, you know you're using the right pronoun. There refers to where someone or something is. Vain vs. Vane vs. Vein Incorrect: "I need to adjust the weather vain." Correct: "I need to adjust the weather vane."

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Vain, or vanity, is when you have an excessive amount of pride in yourself.

A vane refers to a weather vane, or an y similar device with spinning blades that's powered by wind, steam, water, etc. Veins are those things that transport blood throughout your bod y. Wary vs. Weary Just remember that wary is the word to describe suspicion or caution.Weary, on the other hand, is the state of being tired or worn-out. Weather vs. Whether Incorrect: "I don't care weather you like it or not." Correct: "I don't care whether you like it or not." Weather refers to the state of the atmosphere, whether it's raining, snowing, windy, cold, etc. Whether is a choice between two or more options. Who vs. Which vs. That Incorrect: "I saw a boy that was playing a video game." Correct: "I saw a boy who was playing a video game."

You would use that when you're referring to a thing, although it 's acceptable to use it when you're referring to a group of people. Use whowhen you're referring to a person. Which is a little more tricky, but it's generally used for a second ary thought or clause. For example, "The video game, which was bloody and violent, was popular with kids." Whose vs. Who's Incorrect: "Whose the angry octopus guy?" Correct: "Who's the angry octopus guy?" Whose is possessive. We're talking about something that belongs to someone else. Sometimes it can also refer to which rather than whom. For example, you might ask, "Whose angry octopus is this?" Who's is a contraction. We could transform it into who is or who has. For example, the sentences "Who's feeding the angry squid?" and "Who is feeding the angry squid?" are both correct.

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Yay vs. Yea vs. Yeah Incorrect: "How do you vote, yay or nay?" Correct: "How do you vote, yea or nay?" Yea is an archaic word that is rarely used any more. It rhymes with "nay," and the only time you'd really want to use it is when you're voting. Or when you want to say "yea verily" or something like that. Yeah is that casual version of "yes" that we use all the time. Yay is an exclamation of joy or excitement. Your vs. You're Incorrect: "This land is you're land." Correct: "This land is your land." Your is possessive. There is no apostrophe in this possessive pronoun when you add an "s" at the end. Yours is correct, your's is wrong. You're is a contraction of "you are." If you ever get confused with your andyou're , try rewording the sentence with you are. If you are totally changes the meaning of the sentence and makes it sound stupid (like "This is you are book"), you know you should be using your instead.

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Words Commonly Misused / Philippinisms Objectives: 1. Improve diction or choice of words. 2. Use correct usage of each word during communication Materials: 1. Notebook / Paper 2. Pen 3. CBLM

Activity no. 1 Practice Exercise

Circle the correctly spelled word in each sentence. 1. I don't even want to think about it, because I (could/couldn't) care less. 2. She has two (less/fewer) cookies (then/than) I have. 3. I feel (bad/badly) about the way I was treated. 4. Chris is tired and wants to (lay/lie) down. 5. (May/can) I ask who is calling? 6. The members of the baseball team sometimes had arguments (between/among) them. 7. To help them eat (their/they're/there) carrots, rabbits have (to/too/two) big front teeth. 8. My friend (implied/inferred) that I should get her a gift for her birthday, so I (implied/inferred) that she wants me to get her one. 9. How much (further/farther) are we going to walk? 10. Sometimes it can be (quiet/quite/quit) difficult to be (quiet/quite/quit) in the library. 11. For my letter, I'm going to need a piece of (stationary/stationery) and an (envelop/envelope). 12. My dad likes having pie for (desert/dessert). 13. My uncle is a member of the town (counsel/consul/council) and works in the (capital/capitol). 14. (Beside/besides) having a younger brother, he also has a younger sister. 15. My parents (assured/ensured/insured) our house to (assure/ensure/insure) that we would be okay if anything happened to it.

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SEL F CH ECK NO. 6

Words Commonly Misused / Philippinisms Each of the following sentences includes one or more words that are misused. Replace these misused words with the correct ones. 1. The counsel advised the committee to resolve the issue between themselves. 2. The sight is further away then we thought it was when we decided to tour it's new manufacturing wing. 3. There are less problems then we had expected with the affects of the new process. 4. The performance review process insures that employees are treated equitably. 5. The committee determined that the organization has the capitol to assure investors of it's ability to pay in a timely manner. 6. Irregardless of employee's feelings about confidentiality guidelines, they must be discrete in dealing with personal client information. 7. If your understanding of the policy is different than mine, we must work out this conflict among us. 8. Between you and I, I don't understand how we can take on a new project beside what we are all ready scheduled to do. 9. The assessment team believes that alot of the problems result from the amount of steps that must be followed to complete the process. 10. She complemented the researcher for his creditable description of how the defect occurred. 11. The bundling machine can not handle stacks of more than 15 envelops, so its being replaced by a bundling machine that will except stacks of 30 envelops at a time. 12. The machine must be built to withstand a continual flow of packages, ranging from 150 to 250 pounds apiece, everyday of the week.

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L EARNI NG OBJECTI VE TWO I nterpret Wri tten Noti ces Topics: 1. Devel oping Reading Ski lls 2. Par agr aph Wri tin g

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Developing Reading Skills What is Reading? Reading is an active dialogue between the author and the reader, and is the basic tool for learning in all subjects. It is a skill that helps man to discover the answer to question about existence. Experts explain that reading is a subtle and complex process that involves five stages: sensation, perception, comprehension, application, and integration. It is a process of thinking, evaluating, imagining, reasoning, problem solving. Miles Zintz (1972), however illustrates the reading process as follows; Step 1: Word Perception. The ability to pronounce the word as a meaningful unit. This skill involves: 1. Use sight vocabulary and configuration memory 2. Use context clues to determine pronunciation meaning 3. Determine pronunciation and meaning through an analysis of the structure or parts of a words consisting of its root and affixes, and inflected, or derived in form. 4. Relate the sound of the spoken word to its visual or graphemic symbol, a process reffered to as phonetic analysis; and 5. Use dictionary to determine pronunciation and meaning of words resistant to analysis through the use of other skills. Step 2: Comprehension.

The skill in making individual words construct useful ideas as they are read in context.

Step 3: Reaction.

A judgment on what the author has said.

Step 4: Integration.

The ability to assimilate idea or concept into one’s background of experience so that it is useful as part of the individual’s total experience.

A rate refers to the speed of recognition, comprehension, reaction and assimilation. Rates are flexible. They vary according to the reader’s purpose and the difficulty of the materials. Processes that Affects Reading 1. Reading is a social process. It is affected by one’s attitudes, loyalties, conflicts, and prejudices. It is augmented by social acceptance, self-reliance, and cooperation in a group.

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2. Reading is a psychological process. How one feels about oneself and about others affects the reading process. Emotional stability determines one’s comfort in the reading situation. Defense mechanisms like inhibition, repression, projection, aggression, rationalization and nervousness are responses to anxiety in all types of situation. 3. Reading is a physiological process. One must be able to focus on a line of print and move along the line to make return sweeps, note likeness and differences and discriminate figureground relationships. One needs skills in auditory and visual discrimination, verbal expression, syntactical maturity, eye-hand coordination and motor skills to execute all the mechanical skills associated with reading. 4. Reading is a perceptual process. It utilizes perceptual clues; size, shape, color, combinations of sounds and letters, figure-ground relationships, relationships of the parts of a whole, ordering and sequencing. 5. Reading is a linguistic process. Which requires sound-symbol relationships, understanding of intonation, stress, rhythm,pausing, and tone sequences. Reading is dependent on context meanings and grasping the ideas in whole thought units. It requires acceptance of social variations in language, non-standard usage, figurative languages and slang. 6. Reading is an intellectual process. Dependent on vocabulary, memory, verbal reasoning, percieving relationships, generalizing, critical judgement and accomodation to extreme individualized differences. Kinds of Reading 

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Skimming – is reading by sign posts or clues in the selection. It gives the reader an overview of the material. Scanning – is glancing through a page to locate a particular kind of information. It requires the reader first to identify key words or phrases related to the information sought and then to focus attention on just those words as he glances over a page. Idea Reading – is rapid reading for the main idea. It means making quick decisions, as to the relative importance of the different clues and rapidly associating them with ideas assimilated in previous experiences. Exploratory Reading – is done when one aims to get a fairly accurate picture of a whole presentation of ideas. Study Reading – the learner gets a maximum understanding of the main ideas and their relationship. The best example for this is the SQ3R method. S - survey, Q – questioning, 3R for Read, Recite, and Review. Critical Reading – the reader stops to consider the facts carefull y.

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Developing Reading Skills Objectives: 1. Apply the different kinds of reading. 2. Appreciate the value of reading. Materials: 1. Notebook / Paper / Index Card 2. Pen 3. CBLM 4. Any books or written materials that can be used as a reference.

Activity no. 1 (Library Work) 1. 2. 3. 4.

Go to the library and look for any reading materials (related to your course). Prepare six index cards which will serves as your writing material for note taking. In each index card, write the kinds of reading on the upper right part. Write the information in the index card which you have gathered from the reference book that you are reading. 5. Be sure that the information you are writing in the index card is related to the kind of reading that you should do. Activity no. 2 (Individual Work) Using the references that you already have from the first activity, on a clean sheet of paper, summarize the information that you have gathered. Be ready to read your work in front of the class.

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SEL F CH ECK NO. 7

Developing Reading Skills Write the letter of the correct answer in the blank provided. Choose your answer from the word box. a. b. c. d. e. f.

Social process Physiological Psychological A liguistic process A perceptual process An intellectual process

g. reaction h. comprehension i. affective j. application k. recognition l. reflection

_____1. The reader recognizes the words and grasps the ideas presented. _____2. He reflects on their significance, relates them, and sees their implications _____3. He reacts thoughtfully by weighing its values and the soundness of judgments or conclusions. _____4. He uses the ideas to solve problems to direct his own activities. _____5. It shows how one feels about himself and how others affect his reading performance. _____6. They are skills in auditory and visual discrimination, verbal expression, an d eye-hand coordination. _____7. It utilizes cues such as combination of sounds and letters, size, shape and color. _____8. It is dependent on vocabulary, memory, verbal reasoning, generalizing, and critical judgments. _____9. It requires sound-symbol relationship, understanding of intonation, stress, rhythm, and tone sequences. _____10. It is affected by one’s attitudes, loyalties, conflicts and prejudices.

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JZGMSAT TESDA 4A




Dealing with Paragraph A paragraph is any written piece which is made up of two or more sentences joined together in order to give a detailed thought or information. Structure Typically, a paragraph begins with the topic sentence which states the main idea to be developed. The other sentences of the paragraph develop, support and clarify this central idea. But this topic sentence may appear in the middle or it may appear last as a summary or generalization based on material already presented. Sometime, it doesn’t appear at all, in so many words, but is implied. Functional Purposes The functional purposes that language service in connection with rhetorical modes are generally the following: 1. Narrative  To tell what happened or how an incident occured  To show steps in a process or sequence in procedure  To give direction on how to reach a place or achieve an objective 2. Descriptive  To describe a person or persons  To describe an event or idea  To describe a place An effective paragraph must have these elements: 

Coherence refers to a certain characteristic or aspect of writing. Literally, the word means "to stick together." Coherence in writing means that all the ideas in a paragraph flow smoothly from one sentence to the next sentence. With coherence, the reader has an easy time understanding the ideas that you wish to express.

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Unity is a very important characteristic of good paragraph writing. Paragraph unity means that one paragraph is about ONLY ONE main topic. That is, all the sentences -- the topic, supporting sentences, the detail sentences, and (sometimes) the concluding sentence -- are all telling the reader about ONE main topic. If your paragraph contains a sentence or some sentences that are NOT related to the main topic, then we say that the paragraph "lacks unity," or that the sentence is "off-topic."

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JZGMSAT TESDA 4A



Patterns in writing a paragraph: Legend:

TS – Topic Sentence / Main Idea SD – Supporting Details Pattern #1: The Triangle = TS + SDs Pattern #2: The Inverted Triangle = SDs + TS Pattern #3: The Glass Hour = SD + TS + SD Pattern #4: The Implied TS = SD + SD + SD (No TS)

Note: in pattern #4 no TS can be found because it is the totality of all the information given by the SD, it means the reader should know how to read before the lines.

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JZGMSAT TESDA 4A




Dealing with Paragraph Objectives: 1. Write your own paragraph/s 2. Share personal life experiences by means of paragraph writing 3. Obtain information from a written notice Materials: 1. Notebook / Paper 2. Pen 3. CBLM

Activity no. 1 On a piece of yellow paper, write a narrative consisting of three (3) paragraphs with ten (10) ” . sentences each. The theme or paragraph will be “My Past, My Present and My Future

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JZGMSAT TESDA 4A



SEL F CH ECK NO. 8

Dealing with Paragraph Read the sample memorandum and answer the questions below. Sample Memorandum: TO: MESS:

Ms. Sanchez, Ms. Ramirez, Mr. Malabanan, Mr. Valdez Anderson, Perez, Cortez, Aguirre

FROM: DATE:

Emily Rodriguez, Secretary June 16, 2011

SUBJECT:

EXECUTIVES’ ROUND TABLE MEETING NOTICE

There will be a meeting of all members of the Executive Round Table Meeting on Thursday June 30, 2011 at 11:00am, in the Beacon Room of the Tower Building in Makati City. Luncheon will be served at 12:15pm. If you cannot be with us, please call 713-9731 no later than June 24, 2011. An agenda is enclosed. Also, you will find a map with complete travel directions and a description of the parking facilities at the Tower Building. It will be a pleasure to welcome all members to this important planning session of our organization. EMILY RODRIGUEZ RF: cea Enclosures:

Agenda Map

Questions to Answer:

1. Give the important message of the memorandum? 2. List down the related details included in the memorandum?

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JZGMSAT TESDA 4A



Module(Receive and Respond)

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