Module in El107: Teaching and Assessment of Macro Skills (TAMS)

Baliwag Polytechnic College
Dalubhasaan Kong Mahal

1st Semester
AY 2021-2022
MODULE IN EL107
Teaching
and Assessment of
Macro Skills
(TAMS)
Adopted and Prepared by:
MA. CLARA R. SEPACIO, LPT. MTBE
Professor
EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 1

INTRODUCTION
Teaching and Assessment of Macro Skills (TAMS) provide the pre-service English
teachers the competencies to explore the nature of the macro skills and the theoretical bases,
principles, and methods and strategies in teaching and assessing listening, speaking, reading,
writing, and viewing.
About 20 years ago, communication arts in English introduced the four macro skills:
Speaking, Reading, Writing, and Listening. However, with the breakthrough of technology
and the fast-changing landscape in communication, the fifth macro skill both in English and
Filipino subjects which is Viewing has been developed.
STUDY GUIDES
This module is prepared for you, pre-service, teachers to acquire new concepts and
invaluable skills in teaching and assessment of macro skills diligently and independently. As a
future young professional, this module will greatly help and prepare future you to become
responsible student and eventually as teachers. Set your goals and invest for your future. This is
your first step towards your priceless investment for a brighter tomorrow. Do not waste your
time, effort and energy. Always stay motivated and inspired to make your dreams come true. The
following guides and house rules will help you further to be on track and to stay until the end of
the module.
1. Schedule and manage your time wisely for you to accomplish the given tasks in this module.
Keep track of your time for asynchronous learning, independent study and synchronous class.
2. If there are things that you do not understand, go over and focus on the lesson. If this will not
work, seek the help of your family members or send your instructor a message for assistance.
3. Before you start doing anything else, read and understand the learning tasks carefully. Always
aim for the best and do not settle for mediocrity.
4. Think before you write. In answering all the assessment activities, write legibly and follow the
instructions as needed. For online assessment, log in to your Gsuite account as scheduled.

5. Do not hesitate to keep an open communication with your instructor through any available
platforms.
6. Once you are done in the module, you can proceed doing other tasks in the succeeding units
that are scheduled for the finals.
7. You are expected to answer all the activities, assignments and reflection guides for you to pass
in this course.
8. Remember, you are the student hence; you are expected to accomplish and study the module
on your own. You can seek help and support from your family members and friends but you
must accomplish the actual activities to train you to be responsible and independent person.
COURSE EVALUATION/ GRADING SYTEM:

• Quiz 25%
• Class Participation 20%
• Attendance 5%
• Project 10 %
• Examination 40%
100%
STUDY SCHEDULE
Date Module/Topic
MODULE 1: THE LISTENING SKILLS
Orientation
Lesson 1 Listening Process
Lesson 2 Stages of Listening
Lesson 3 Kinds of Listening
Weeks 1-3
Lesson 4 Types of Listening
Lesson 5 Importance of Listening
August 2-20, 2021
Lesson 6 The Benefits of Being a Great Listener
Lesson 7 Types of Listener: What Type Are You?
Lesson 8 Barriers to Active Listening
Lesson 9 Ten Bad Listening Habits
Lesson 10 6 Creative ESL Listening Assessment Ideas
MODULE 2: THE SPEAKING SKILLS
Lesson 1 The Four Speaking Skills
Weeks 4-5 Lesson 2 Types of Public Speaking
Lesson 3 The Four Communication Skills
August 23- 10 Lesson 4 Speaking Sub-Skills
September 11, 2021 Lesson 5 Speaking Activities
Lesson 6 Voice Qualities
Lesson 7 15 Body Language Tips to Improve Your Public Speaking

Lesson 8 Four Methods of Delivery
Lesson 9 Articulation and Pronunciation
Lesson 10 Organs of Speech
MODULE 3: THE READING SKILLS
Lesson 1 Characteristic of the Reading Process
Lesson 2 Developmental Phases of Reading
Lesson 3 Techniques in Reading
Weeks 6-7
Lesson 4 The Reading Speed and Reading Comprehension
September 13- 24,
Lesson 5 Easy Steps to Effective Reading
2021
Lesson 6 Basic Reading Skills
Lesson 7 Kinds of Reading
Lesson 8 Approaches for Teaching Themes in Reading
Lesson 9 Five Easy Steps
MODULE 4: THE WRITING SKILLS
Lesson 1 The Writing Purposes Understanding the Four Major
Purposes of Writing
Lesson 2 Writing a First Draft
Weeks 8-9
Lesson 3 How to Write a Thesis Statement
September 27-
Lesson 4 Writing a First Draft
October 8, 2021
Lesson 5 Revising the Drat
Lesson 6 Revising the Draft
Lesson 7 Paragraphs and Sentences
Lesson 8 Tips on Writing an Effective Essay
COURSE DESCRIPTION:
In this course, the students are exposed to authentic language and are involved in
activities that are meaningful and interesting; this stresses the adoption of a content-based and
tasked-oriented instruction that will lead the learners to use the five macro skills. The five
“macro skills” (listening, speaking, reading, writing and viewing) are all an integral part of
typical language proficiency and use that need to be assessed for a more meaningful and holistic
etymological learning.
Sanchez (2021) cited that la n g ua g e t e ac hi ng c o v e rs fo u r m ac r o - s k i l l s n e e d ed
f o r c o m m u ni c a t i ng – listening speaking reading and writing. Efficient language
teachers prepare lessons and activities that accommodate a mixture of all the macro skills.
Listening and Speaking are oral skills. Reading and writing are literacy skills. Speaking
and writing are known as productive skills since learners need to produce language to
communicate their ideas in either speech or text.
MODULE 1
THE LISTENING SKILLS
What will you learn from this module?
Listening is an input receptive skill, which means receiving language prevails producing
it. Listening is the process of interpreting messages, interpreting what is said. Producing
messages or texts involves putting them into a form, using individual sounds, syllables, words
(which may be linked together), phrases, clauses, sentences and longer stretches of a text.
Meaning is added by intonation, and word and sentence stress, too. The listener has to be able to
decode a lot of elements to get the message. Listening can be either active or passive. Listening
is the first language skill we acquire in our native language.
It is what is known
as a receptive skill, or a
passive skill, as it requires
us to use our ears and our
brains to comprehend
language as it is being
spoken to us. It is the first
of two natural language
skills, which are required
by all-natural spoken
languages. Listening to
class discussion, students
are expected to respond
appropriately, to ask the
speakers to repeat what they said, or to clarify what they have said. When listening is more
passive, listeners are not expected to respond (e.g. when listening to the news on the radio or a
public announcement) or semi-passive listening to a lecture. On the other hand, listening to a
lecture can be accompanied by an active approach of listeners who ask for repetition,
clarification or providing supportive or contradictory opinions.
This module is composed of ten lessons.
Lesson 1 Listening Process

Lesson 2 Stages of Listening
Lesson 3 Kinds of Listening
Lesson 4 Types of Listening
Lesson 5 Importance of Listening
Lesson 6 The Benefits of Being a Great Listener
Lesson 7 Types of Listener: What Type Are You?
Lesson 8 Barriers to Active Listening
Lesson 9 Ten Bad Listening Habits
Lesson 10 6 Creative ESL Listening Assessment Ideas

After studying this module, you should be able to:
1. Identify active listening in different situations

2. Recognize vocabulary, boundaries and reduced forms to get meaning.
3. Enumerate the different types of listening
4. Understand the importance of possessing strong listening skills in the field of education
LESSON 1: LISTENING PROCESS
For listening to be effective and meaningful, the process of listening should involve the
following steps:
Hearing
Hearing is the first essential step in the listening process and relates to the sensory
perception of sound. The listener further processes the perceived sound. For learning to be
effective, hearing needs to be done with attention and concentration.
Filtering
The next step involves sensing and filtering of heard sounds. The heard message is
categorized as wanted or unwanted, useful or useless. The unwanted message is discarded. In
this step, the sense of judgement of the individual comes into play, that is, the filtering process is
subjective and a person chooses to retain what makes sense to him.
Comprehending
The next level of listening consists of comprehending or understanding. The listener
understands or interprets what the speaker has tried to convey. This activity can be described as
absorbing, grasping or assimilating. In order to grasp the meaning of the message, the listener
uses his knowledge, experience, perception and cognitive power. The verbal and auditory
message is coupled with non-verbal communication to understand it.
Remembering
Remembering relates to a process whereby the assimilated message is stored in memory
to facilitate future recall. Remembering assumes significance because many times messages
received are meant not for immediate consideration but for future use.
Responding
For listening to be complete, a response is important. Responding to a message may take
place at the end of the communication, immediately after or later. When it is stored for future
use, the response may take place later. However, if there is a need to seek clarification or to
empathize with the listener, it may take place earlier. Responding may also take the form of
prodding or prompting in order to show that the message is being received and comprehended.

LESSSON 2: STAGES OF LISTENING
I. Pre-listening:
A. Plan for the listening task
• Set a purpose or decide in advance what to listen for
• Decide if more linguistic or background knowledge is needed
• Determine whether to enter the text from the top down (attend to the overall
meaning) or from the bottom up (focus on the words and phrases
1. Authentic situations for interactive listening.
2. Pictures prepare students for non-interactive listening.
3. Learners answer questions on the listening text photos and titles to guess the
content of the listening text.
4. Learners predict and check inaccurate guesses independently.
II. During listening:

A. Monitor comprehension
• Verify predictions and check for inaccurate guesses
• Decide what is and is not important to understand
• Listen/view again to check comprehension
• Ask for help
1. Learners listen Extensively for skimming, guess through context and take notes
to discover the main ideas of the listening text.
2. Learners listen again but intensively this time for scanning the specific ideas
and check detailed specific meanings.
III. Post listening extension:

A. Evaluate comprehension and strategy use
• Evaluate comprehension in a particular task or area
• Evaluate overall progress in listening and in particular types of listening tasks
• Decide if the strategies used were appropriate for the purpose and for the task
• Modify strategies if necessary
1. Learners work in groups to answer the various exercises on the listening text.
2. I tour the classroom, monitor, encourage and check
3. I evaluate comprehension.
LESSON 3: KINDS OF LISTENING
1. One-Way Communication - In one-way communication, information is transferred in one

direction only, from the sender to the receiver. There isn't any opportunity for the receiver to give
feedback to the sender.
Materials:
• Radio and television programs
• Public address announcements (airports, train/bus stations, stores)
• Speeches and lectures

• Telephone customer service recordings
Procedure:
• Help students identify the listening goal: to obtain specific information; to decide whether
to continue listening; to understand most or all of the message
• Help students outline predictable sequences in which information may be presented:
who-what-when-where (news stories); who-flight number-arriving/departing-gate
number (airport announcements); "for [function], press [number]" (telephone recordings)
• Help students identify key words/phrases to listen for
2. Two-Way Communication - is when one person

is the sender and transmits a message to another
person, who is the receiver. When the receiver gets
the message, he/she sends back a response,
acknowledging the message was received. The model
looks like this:
Two-way communication is essential in the business

world. Messages are transmitted between employers,
employees, customers, and other stakeholders, and
feedback is required to be certain that the message
was received and understood. In authentic two-way communication, the listener focuses on the
speaker's meaning rather than the speaker's language. The focus shifts to language only when
meaning is not clear. Note the difference between the teacher as teacher and the teacher as
authentic listener in the dialogues in the popup screens.
LESSON 4: TYPES OF LISTENING
When we engage in listening, we are doing so for many different reasons depending upon
the goals in which we are trying to achieve. There are four different types of listening that are
essential to know when deciding what your goal as the listener is. The four types of listening are
appreciative, empathic, comprehensive, and critical. Familiarize yourself with these different
types of listening so you can strengthen and improve your ability to critically think and evaluate
what you have heard.
Appreciative Listening
When you listen for appreciation you are listening for enjoyment. Think about the music
you listen to. You usually listen to music because you enjoy it. The same can be said for
appreciative listening when someone is speaking. Some common types of appreciative listening
can be found in sermons from places of worship, from a motivational speech by people we
respect or hold in high regard, or even from a standup comedian who makes us laugh.
Empathic Listening

When you listen empathically you are doing so to show mutual concern. During this type
of listening you are trying to identify with the speaker by understanding the situation in which
he/she is discussing. You are stepping into the other’s shoes to get a better understanding of what
it is he/she is talking about. Usually during this type of listening you want to be fully present in
the moment or mindfully listening to what the speaker is saying. Your goal during this time is to
focus on the speaker, not on yourself. You are trying to understand from the speaker’s
perspective.
Comprehensive Listening
If you are watching the news, listening to a lecture, or getting directions from someone,
you are listening to understand or listening to comprehend the message that is being sent. This
process is active. In class, you should be focused, possibly taking notes of the speaker’s main
ideas. Identifying the structure of the speech and evaluating the supports he/she offers as
evidence. This is one of the more difficult types of listening because it requires you to not only
concentrate but to actively participate in the process. The more you practice listening to
comprehend, the stronger listener you become.
Critical Listening
As a critical listener you are listening to all parts of the message, analyzing it, and
evaluating what you heard. When engaging in critical listening, you are also critically thinking.
You are making mental judgments based on what you see, hear, and read. Your goal as a critical
listener is to evaluate the message that is being sent and decide for yourself if the information is
valid.
LESSON 5: IMPORTANCE OF LISTENING
A lot of one’s time is spent on listening. One quarter of our waking time is spent in
listening. Research shows that at the workplace, on an average, personnel spend about 32.7 per
cent of their time listening, 25.8 percent of their time speaking and 22.6 percent of their time
writing. Effective listening is one of the most crucial skills for becoming a successful manager.
This requires paying attention, interpreting and remembering sound stimuli. Listening is an
important skill to be inculcated by managers and workers.
• Communication is not complete without effective listening.

• An attentive listener stimulates better speaking by the speaker.
• A good listener learns more than an indifferent listener.
• A good listener can restructure vogue speaking in a way that produces clearer meaning.
• A good listener learns to detect prejudices, assumptions and attitudes
LESSON 6: THE BENEFITS OF BEING A GREAT LISTENER
Being a good listener has many benefits. This is especially true at work, but consider how
family and social relationships could also be improved as you were to acquire great listening
skills. People with good listening skills are more productive, make better partners and

colleagues, are better problem solvers, and have healthier interpersonal relationships. There are
some other, less obvious, benefits too. For example, purposeful listening actually helps with
stress management, boosts confidence, builds rapport, and helps engender trust. Who’d have
thought it! Learning to be an effective listener has all-round benefits, and there are no losers.
Becoming a great listener
The first step to becoming a better listener is to eliminate poor listening habits. Then
comes developing an open attitude and practicing positive listening skills. You’ll reap the
benefits and avoid the potential listening black-spots.
It’s surprising that so many people spend time and effort focusing on things like time-
management, communicating skills, or conflict resolution, but they overlook the core skill of
listening.
Effective listening is learnable, and it underpins many of the other skill-sets which people
worry about. Effective listening produces better understanding which eases tension, helps the
speaker to relax, and though you might not expect it, helps them think more clearly too! This
results in easier collaborations and more fulfilling relationships.
As you move from average listening – which is what most of us do most of the time – to
becoming a great listener, you’ll soon begin to notice the following, tangible benefits:
• Improved relationships and cooperation – people respond better to someone whom they
perceive listens intently to their needs. People are more likely to pay attention to you, if
you start by paying close attention to them.
• Greater trust – Authentic listening builds rapport between people, as it fosters respect and
trust between speaker and listener.
• Problem-solving – Two minds are better than one. Listening effectively fosters
collaboration so that solutions to problems can be generated more easily and discussed
before being put into action.
• A cooler head – Listening intently reduces tension and helps both sides to stay cool. This
is particularly important when you are discussing a sensitive topic or handling a crisis.
• Boosted confidence – People who listen well tend to have better self-esteem and self-
image because active listening helps to build positive relationships.
• Briefer conversations – Good listening leads to understanding and accuracy. It reduces

misunderstandings and mistakes, and both sides tend to remember conversations better.
Great listening reflects well on you, the listener. As you can see, the benefits go way
beyond simply being nice or attentive to the speaker. As your competence as a listener grows, so
will your confidence, and you can reap whole range of other benefits.

LESSON 7: FOUR (4) TYPES OF LISTENER: WHAT TYPE ARE YOU?
Effective communication hinges on our ability to listen. Listening above all other skills is
critical to a leader’s success. Research tells us that as adults, we spend 70% of our time engaged
in some kind of communication with an average of 45% of that time listening. If we spend this
amount of time engaged in listening and communication, then our quality of relationships, job
performance, and nearly every aspect of our lives are linked to how well we do at both.
What is listening? Listening is the ability to receive and interpret messages in the
communication process. It is the process of recognizing, understanding, and accurately
interpreting the messages you hear. According to a NY Times article The Science and Art of
Listening, it states “listening tunes our brain to the patterns of our environment faster than any
other sense, and paying attention to the nonvisual parts of our world feeds into everything from
our intellectual sharpness to our dance skills”.
The better we become at listening will have a direct correlation to improved relationships.
This is true in personal, professional, and in our spiritual lives. Listening is a skill that we can
work on and improve. The better listener you are, the better communicator you are.
According to Larry Barker and Kittie Watson in Listen Up: How to improve
relationships, reduce stress, and be more productive by using the power of listening, they learned
four distinctive preferences of how individuals prefer to listen.
Here are the four types of listeners or preferences:
1. Time-oriented listeners are concerned with efficiency. These listeners don’t want the whole
story; they just want the facts that are pertinent. They want the information to be clear and to the
point.
2. Action-oriented listeners are strictly focused on the tasks. They focus first on what will be
done, what actions need to happen, and when and who will do them. They are focused on solving
problems and are the listeners that keep to the agenda in meetings.
3. Content-oriented listeners evaluate what they hear carefully and prefer credible sources.
They evaluate the content from different perspectives and angles and want to know what are the
facts and what is the evidence.
4. People-oriented listeners focus on the feelings of other people and listen with relationships in
mind. They respond well to humor and illustrations.
The best listeners are able to adapt how they listen. They adapt their listening skills
depending on context and applicability. They are able to determine what listening skill should be
used when. Most listeners have a default preference but are able to develop multiple preferences.

LESSON 8: BARRIERS TO ACTIVE LISTENING
• Inadequate language base

• Partial Listening
• Disinterestedness
• Pre-judging the Speaker/the Speech
• Negativity towards the Speaker
• Diffidence
• Over-enthusiasm/Intolerance
• Deep-rooted beliefs
LESSON 9: TEN BAD LISTENING HABITS
1. Calling the subject uninteresting

2. Criticizing the speaker’s delivery or mannerisms
3. Getting over-stimulated by something the speaker says
4. Listening primarily for facts
5. Trying to outline everything
6. Faking attention to the speaker
7. Allowing interfering distractions
8. Avoiding difficult material
9. Letting emotion-laden words arouse personal antagonism
10. Wasting the advantage of thought speed (daydreaming)
LESSON 10: 6 CREATIVE LISTENING ASSESSMENT IDEAS
Done the wrong way, assessments can destroy students’ self-esteem. They’ll start to
doubt their language proficiency and become reluctant to participate in class exercises. But done
right, assessments can be one of the most effective ways to build up your students’ confidence
and motivation.
Listening assessments are great for determining students’ comprehension or their ability
to communicate. What’s more, the way your students perform on their listening assessments can
help you look at how to improve lesson plans and address the needs your learners more closely.
Sounds good, right? So, how do you give a listening assessment that empowers your students?
Here are some activities that can be used to evaluate listening at all levels.
1. Assessing the Listening of Absolute Beginners
Activity: Total Physical Response (TPR)

Listening activities can be especially difficult for beginners who’ve yet to get a complete grasp
of the English language. For this reason, the TPR method is a great way to test their listening, as
it doesn’t require students to produce any language. Here’s how you can do it.
Pre-activity: The teacher will show pictures of verbs which have been taught in class. Both
teacher and students will go through the motions for each verb.
Activity: The teacher will call out each verb. Students will be asked to mimic each verb called
out. This time, the teacher won’t participate in the activity.
Post-activity: The teacher will remove all visuals and only call out each action. Students will
then mimic each action the mentions. As this is happening, the teacher should take note to make
sure students mimic each verb correctly.
What’s more, this activity can be turned into a game. Simply call out verbs for students to mimic.
Every student that does the wrong action is out until there is a winner.
2. Assessing the Listening of Elementary-level Students
Activity: Blending Boards
This activity consists of building boards with pictures which tell a story or have a logical
sequence. This is a great activity for evaluating the concrete vocabulary elementary-level
learners know, such as the rooms in a house, parts of the body, food or any other vocabulary
which can be represented visually.
Pre-activity: The teacher will show a board with nine images. Students will then identify the
objects seen in each picture. These images should be centered around the topics covered in class.
Activity: The teacher will provide the students with a sheet containing the same images
introduced in the pre-activity. Students will hear individual words, sentences or short
conversations and indicate the picture that corresponds to the audio being played.
Post-activity: Students can write a sentence or short paragraph about one of the pictures seen on
the board.
At the end of class, learners read their sentences and have their classmates identify which images
they’re talking about.
3. Assessing the Listening of Pre-intermediate Students
Activity: Cloze exercises
This assessment can range from fill-in-the-blank exercises to more complex information-
gathering activities. Preferably, conversations at regular speed should be utilized. If you’re
looking for conversations online, YouTube is a great place to start. I like to use this mock job
interview video when assessing my students.

Once you’ve found a conversation you want to use, it’s time to set up the exercise.
Pre-activity: Students will look over an information sheet and discuss the details required for
filling a job application. It’s important to make sure that students are clear on what information
students need to know in order to complete this sheet.
Activity: Students will listen to a conversation and fill in the personal information provided by
the speakers using the information sheet given to them. Then, the learners will work together in
pairs to check if their information is correct. The audio will be played again to confirm
information.
Post-Activity: Have students fill in their own job application, using personal information rather
than details from the video.
If there is time after the assessment, role play a job interview in pairs using the answers from
their information sheets.
4. Assessing the Listening of Intermediate Students
Activity: Minimal pairs
Minimal pairs are great for isolating troublesome sounds, especially when focusing on listening
comprehension and accent reduction. If you’d like to learn more about minimal pairs, this article
provides plenty of examples you can use in your assessment. Once you’ve got a list of minimal
pairs you want to introduce, begin the activity.
Pre-activity: Students will look over two sentences containing the target sound. They will
identify similar-sounding words (for example, bear and beer), by underlining them, or a TPR-like
activity such as raising their hands every time they hear the correct sound.
Activity: Students will listen, either to an audio or a reading by the teacher, and identify each
minimal pair by writing on a sheet of paper. Then they’ll practice producing that target sound.
Students will “judge” each other to make sure they’re getting the right sound.
Post-activity: Students will produce a dialog using all of the target vocabulary within the context
of the topic being discussed.
At the end of the lesson, go over the answers and look at which sounds students have the most
trouble identifying. This will help you when preparing the class for future listening exercises.
5. Assessing the Listening of Upper-intermediate Students
Activity: Paraphrasing
Upper-intermediate students need to learn how to paraphrase what they’ve been listening to, and
here’s how you can challenge them to do so.

Pre-activity: Students will discuss an image displayed on the board. This could be a single
photograph of a situation, a sequence or even a short video accompanied by audio. Students will
speculate what they think this image is about.
Activity: Students will listen to a short audio clip that corresponds to the pre-activity, and then,
in pairs, repeat what they heard in their own words. Afterwards, students should work in pairs
and discuss what they listened to, comparing and contrasting their answers.
Post-activity: The teacher can then display a transcript of the audio in order for students to
compare their understanding. They can then compare their impressions on the activity.
Finally, once the assessment is over, hold an in-class discussion where everyone gives feedback
on the listening clip.
6. Assessing the Listening of Advanced Students
Activity: Debates
Being able to express opinions is required on the speaking portion of most major English tests,
especially for advanced learners. This is a higher-order skill that can enhance students’ critical
thinking capabilities. In addition, debates are fun activities where students can express their ideas
and opinions on a number of topics and issues. So, why not use this as part of your listening
assessment?
Pre-activity: The teacher will present a topic, and discussion should be encouraged in order to
activate background knowledge. This can be done through a short reading, quick video or even a
slide presentation with pictures of vocabulary words that students should know for your main
activity.
Activity: Students will watch a short speech or presentation on the subject presented in the
previous activity (I love this TED Talks video because it’s short, sweet and informative).
Students are required to take notes that support their arguments.
Post-Activity: Students will have five minutes to go over their notes and then present their
opinion on the topic. After all students have spoken, give your learners the opportunity for
rebuttals.
The great thing about this assessment is that it doesn’t only test your students’ listening
capabilities, it also gives them an opportunity to practice their speaking as well. And if you’re
planning on giving a more comprehensive assessment, you can even have them write a short
essay on the debate topic after the assessment is over.
As you can see, listening assessments don’t have to follow the same listen-and-answer
format that students are accustomed to. With a little bit of planning and creativity, you can turn
your listening assessments into a fun and engaging exercises that students enjoy.

Let’s Try This
Name: _________________________________ Date: ____________

Course/ Year/ Section: ___________________ Score: ____________
I. Directions: Circle the letter of the correct answer.
1. Which of the following situations calls for active listening skills?

a. While watching TV
b. During morning announcement
c. Listening to your favorite music
d. Teacher explaining the assignment
2. What is "active listening"?

a. You look much focused
b. It requires a lot of multi-tasking.
c. You stay active rather than sitting around.
d. You use your eyes and brain as well as your ears.
3. Which one is NOT part of active listening?

a. Use empathy
b. Look at the person
c. Give pieces of advice
d. Encourage the person to talk
4. Which work situation would require active listening?

a. You are assigned to bag groceries for the shift.
b. You are assigned to work in the customer service department.
c. Your boss tells you to check the new schedule on your way out.
d. While stocking shelves, you hear your co-workers talking about their weekend.
5. Which one is NOT one of the ways to give feedback when listening?
a. give advice
b. repeat the information back
c. reflect how the speaker probably feels
d. put their statement in your own words, to clarify
6. Which is NOT a good reason to use active listening?

a. to be a good friend
b. to get more information
c. to have time to think of what you want to say
d. to make sure you understand what to do

7. What is an important use of body language and active listening?
a. to show you are listening
b. to encourage the person to talk
c. to see how the speaker is feeling
d. all of these
8. Why do you need to use your eyes when actively listening?

a. to show you are listening
b. to observe the speaker's body language
c. to make the speaker think you are tuned in
d. none of these
9. What is the first step to active listening?

a. grunt and nod
b. ask questions
c. look at the speaker
d. give feedback
10. To understand another person's feeling about something, the least important part may be
a. the facial expression
b. the words
c. the tone of voice
d. the posture
II. Write the word “True” if the statement is correct and if it is incorrect write the word
“False” on the space provided before each item.
_____1. Listening must be active as well as passive.

_____2. Effective listening encourages the speaker to say interesting information and insights.
_____3. You must understand that that listening plays a very important role to effect purposeful
interaction.
_____4. To listen well, you need mental concentration, generosity, and self-confidence.
_____5. The average person misses 75% of what he or she hears.
_____6. The subject becomes clear and interesting when listened to.
_____7. Listening is not absolute until there is response.
_____8. Each time information has to be repeated because one person isn’t listening, the time of
all group is wasted.
_____9. When people feel listened to and understood, their stress level is increased or
heightened.
_____10. Listening is the slowest way of gaining information.
III. Enumerate the following:
A. Listening Process
1. 3. 5.
2. 4.

B. Types of Listening
1. 3.
2. 4.
C. Stages of Listening
1. 3.
2.
Let’s See What You Have Learned
1. What are your strengths and weaknesses when listening to others? How can you improve
your listening skills to strengthen your weaknesses? In addition, how can your strengths be
utilized and applied to your future profession?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Why is it important to possess strong listening skills in field of education?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFERENCES:
https://forwardleader.org/2014/09/4-types-of-listener-what-type-are-you/
https://www.managementstudyhq.com/listening-process.html
https://study.com/academy/lesson/what-is-two-way-communication-definition-systems-
examples.html#:~:text=Two%2Dway%20communication%20is%20when,essential%20in%2
0the%20business%20world.
https://www.barrywinbolt.com/becoming-a-great-listener/
http://changingminds.org/techniques/listening/bad_listening.htm
https://www.fluentu.com/blog/educator-english/esl-listening-assessment/

______________________________________________________________________________
MODULE 2
THE SPEAKING SKILLS
Speaking is the second language skill. This vocalized form of language usually
requires at least one listener. When two or more people speak or talk to each other, the
conversation is called a "dialogue". Speech can flow naturally from one person to another in the
form of dialogue. It can also be planned and rehearsed, as in the delivery of a speech or
presentation. Of course, some people talk to themselves! In fact, some English learners practice
speaking standing alone in front of a mirror.
Speaking is the second

language skill we acquire in our
native language. It is what is known
as a productive skill, or an active
skill, as it requires us to use our
vocal tract and our brains to correctly
produce language through sound. It
is the second of two natural language
skills.
Speaking is probably the

language skill that most language
learners wish to perfect as soon as possible. It used to be the only language skill that was difficult
to practice online. This is no longer the case. English learners can practice speaking online using
voice or video chat and services like Skype. They can also record and upload their voice for
other people to listen to.
Speaking is the delivery of language through the mouth. To speak, we create sounds
using many parts of our body, including the lungs, vocal tract, vocal cords, tongue, teeth and lips.
Speaking is the second of the four language skills, which are: Listening.
This module is composed of ten lessons.
Lesson 1: The Four Speaking Skills

Lesson 2: Types of Public Speaking
Lesson 3: The Four Communication Skills
Lesson 4: Speaking Sub-Skills
Lesson 5: Speaking Activities
Lesson 6 : Voice Qualities
Lesson 7: 15 Body Language Tips to Improve Your Public Speaking

Lesson 8: Four Methods of Delivery
Lesson 9: Articulation and Pronunciation
Lesson 10: Organs of Speech
1. Develop communicative efficiency in speaking.

2. Identify the organs of speech and its function
3. Utilize voice aspects of speaking
4. Recognize and utilize the key “ingredients” of a  well-performed speech
5. Plan the speech in  preparation for delivery/performance of a speech.
LESSON 1: THE FOUR SPEAKING SKILLS
It is a common desire for all of us to speak a second language well. To do this we need to
know what skills are required to become a good speaker. This short article will help you to
understand four important skills that you need to develop:
1. FLUENCY. Fluency is about how comfortable and confident you are

in speaking English. If you can speak for an extended period of time,
that is an indicator of strong fluency. It is also about showing a clear
connection between each point that you are trying to make. This skill
means that the listener can follow what you are saying and does not get
lost.
2. VOCABULARY. Being a good speaker means constantly growing

your vocabulary. The more interesting words you know, the stronger
your speaking skills. The best way to grow your vocabulary is to read in
English and make a note of any new words that you encounter in a
vocabulary notebook.
3. GRAMMAR. The dreaded G word! Grammar does matter and the fewer mistakes you make,
the better your speaking skill will be. However, do not worry about making mistakes either! A
good speaker does not have to use perfect grammar.
4. PRONUNCIATION. Pronunciation is a complex area, with a lot of sub skills that can be
practiced. The basic rule of thumb is that an average speaker can speak and be understood. A
skilled speaker can use the sub skills of pronunciation to emphasise and make the communicative
effect of their speech more impactful. The sub skills of pronunciation include: word and sentence
stress, intonation, rhythm and the use of the individual sounds of a language. A good way to
practice your pronunciation is to copy! Simply listen to how someone with good pronunciation
and try to imitate them as closely as possible.
LESSON 2: TYPES OF PUBLIC SPEAKING
1. Ceremonial Speaking

Most people will give some sort of ceremonial speech during their lifetime. These
speeches mark special occasions. They are common at weddings, graduations and funerals - as
well as large birthday celebrations and office holiday parties.
2. Demonstrative Speaking
Science demonstrations and role playing are types of demonstrative speaking. This type
of public speaking requires being able to speak clearly and concisely to describe actions and to
perform those actions while speaking. The idea behind demonstrative speaking is that the
audience members leave with the knowledge about how to do something.
3. Informative Speaking
With informative speaking, the speaker is trying simply to explain a concept to the
audience members. College lecture courses involve informative speaking as do industry
conferences and public officials sharing vital information. In this type of speaking, the
information is what is important. The speaker is not trying to get others to agree with him or to
show them how to do something for themselves. Rather he is disseminating vital information.
4. Persuasive Speaking
Persuasive speaking tends to be the glitziest. Politicians, lawyers and clergy members use
persuasive speaking. This type of speaking requires practicing voice inflections and nuances of
language that will convince the audience members of a certain viewpoint. The persuasive
speaker has a stake in the outcome of the speech. Politicians, for instance, may want votes or a
groundswell of support for a pet project, while lawyers are trying to convince a jury of their
position -- and clergy members are trying to win others over to their faith. The persuasive
speaker uses emotional appeals and strong language in speeches.
LESSON 3: THE FOUR COMMUNICATION SKILLS
1. Thinking Skills are mental processes we use to do things like: solve

problems, make decisions, ask questions, construct plans, evaluate
ideas, organize information and create objects.
2. Listening is the ability to accurately receive and interpret

messages in the communication process. Listening is key to
all effective communication. Without the ability to listen
effectively, messages are easily misunderstood. As a result,
communication breaks down and the sender of the message
can easily become frustrated or irritated.
3. Speaking is the skill that makes human beings different from
and superior to the species of living beings. Speaking is a complex
cognitive and linguistic skill.

4. Nonverbal communication refers to gestures, facial expressions, tone of voice, eye contact (or
lack thereof), body language, posture, and other ways people can communicate without using
language.
LESSON 4: SPEAKING SUB-SKILLS
1. Producing segmental features of English at word level [ vowel and consonant sounds, stressed
and unstressed syllables)
2. Using suprasegmental features of English [intonation, stress in sentences, word-linking and
weak forms].
3. Expressing grammatical [syntactic and morphological] relationships in spoken utterance.
4. Expressing relationships between parts of a spoken utterance through cohesive devices.
5. Using markers in spoken discourse, in particular:
a. Introducing an idea
b. Developing an idea
c. Transition to another idea
d. Concluding an idea
e. Emphasizing a point to indicate important information
f. Explaining or clarifying a point already made
g. Anticipating an objection or contrary view
6. Sustaining communicative dialogue with and without explicit marker
a. Single exchange
b. Double exchange
c. Multiple exchanges
7. Expressing conceptual meaning in spoken utterances.
8. Expressing attitudinal meaning in utterances by intonation.
9. Marking the important information in spoken text and utterances through verbal cues.
10. Expressing information in informal and semi-formal utterances.
LESSON 5: SPEAKING ACTIVITIES
The purpose of real communication is to accomplish a task, such as conveying a

message, obtaining information, or expressing an opinion. In real communication, participants
must manage uncertainty about what the other person will say. Authentic communication
involves an information gap; each participant has information that the other does not have. To
create classroom speaking activities that will develop communicative competence, instructors
need to incorporate a purpose and an information gap and allow for multiple forms of expression.
The activities include:
1. Language Functions:

Language functions refer to the purposes in which we use language to communicate. We
use language for a variety of formal and informal purposes, and specific grammatical structures
and vocabulary are often used with each language function. Some examples of language
functions include:
1. Compare, contrast and preference

2. Persuasion
3. Asking and replying
4. Expressing likes and dislikes
5. Cause and effect
6. Request, permission, offer, expressing worry, sorrow or pain
7. Sequencing, suggesting and replying
8. Predicting, advising and warning
9. Agreeing / disagreeing
10. Greeting people/introduction
11. Wishing, apologizing, thanking, congratulating and blaming
12. Asking for and giving opinion or information
2. Mini-Dialogues:
Choose one situation below and have a dyad activity with you as student A and the rest of the
class as student B.
1. Demonstrating a product to a customer
2. Having telephone conversation
3. Chatting with a friend
4. Debating on politics
5. Interviewing the college president
LESSON 6: VOICE QUALITIES
What are voice qualities?
Voices are as distinctive as our faces - no two are exactly alike. Some of the traits that
make our voices unique can be formed into well-defined categories; fundamental frequency
(high and low) and intensity (loud or soft), are examples. Other attributes fall into a general set
of characteristics called vocal qualities. Register is generally considered in the category of voice
qualities, although unlike the others, it tends to be quantal, rather than continuous perceptually.
Those characteristics such as tightness, resonance or nasality aren't easily defined - perhaps
because they tend to be present along a continuum. If we were to create an equation for an
individual's unique voice, it might look something like this:
Voice Quality = vocal tract configuration + laryngeal anatomy + learned component
The shape of an individual's vocal tract is partly genetic, partly learned. Necks are long or
short; pharynxes may be narrow or wide. While these attributes are genetically determined
(except for configurations due to trauma or disease), individuals may also manipulate vocal tract

shape. Highly trained singers have many tricks to change the contours of their vocal tracts to
improve the sound coming out of their mouths. Lip rounding lengthens the vocal tract, for
example.
Likewise, laryngeal anatomy is partially determined at birth: the length of one's vocal
folds is determined by genes. However, the general hydration of one's vocal fold tissues or
muscular agility of laryngeal muscles can be at least partly controlled by vocal health and
training.
The learned component of the equation could also be called vocal habits. These would be
items such as rhythm and rate of speech and vowel pronunciation. Rhythm, obviously, includes
mannerisms such as periodic pauses to search for the right word, while rate refers to the speed of
an individual's syllables and speech. (The average rate of speech for English speakers in the
United States is about 150 words per minute, by the way.) A speaker's habits also influence how
much air pressure is used to produce sound and how s/he uses laryngeal muscles to open and
close the vocal folds. So, should we be surprised that family members often sound alike? After
all - for most of us - the home and the gene pool of our siblings, parents and children are shared.
How do we describe perceived vocal qualities?
The short answer: not very well. The average person easily recognizes familiar or famous
voices, yet would have difficulty describing them in words. Language has not been as well
developed for vocal characteristics as it has for appearance. People can be tall, bald or wrinkled,
but how do we describe how they sound?
Despite their training, vocologists and voice researchers also disagree about exact
descriptions of vocal qualities. Below is a table of terms suggested by Dr. Ingo Titze at the 8th
Vocal Fold Physiology Conference in April 1994. The list is likely incomplete and does not
necessarily reflect a consensus of the conference or the field of vocology as a whole. Ideally, a
group of researchers and vocologists would organize a consensus conference in the future.
Voice
Perception Physiologic component
Quality
inability to set vocal folds into vibration, caused
aphonic no sound or a whisper by lack of appropriate power (air pressure) or a
muscular/tissue problem of the folds
two sources of sound (e.g., true folds and false
biphonic two independent pitches folds, or two folds and whistle due to vortex in
air)
noise is caused by turbulence in or near glottis,
caused by loose valving of laryngeal muscles
breathy sound of air is apparent
(lateral cricoarytenoid, interarytenoid and
posterior cricoarytenoid).

lips are rounded and protruded or larynx is
covered muffled or 'darkened' sound lowered to lower all formants so a stronger
fundamental is obtained
a complex pattern of vibrations in the vocal
sounds like two hard surfaces
creaky folds creates a intricate formation of
rubbing against one another
subharmonics and modulations
pitch supplemented with
another pitch one octave
diplophonic a period doubling, or Fo/2 subharmonic
lower, roughness usually
apparent
often called bleat because it amplitude changes or frequency modulations in
flutter
sounds like a lamb's cry the 8-12Hz range
clicking noise heard during forceful adduction or abduction of the vocal
glottalized
voicing folds during speech
hoarse combination of irregularity in vocal fold
harsh, grating sound
(raspy) vibration and glottal noise generation
excessive acoustic energy couples to the nasal
honky excessive nasality
tract
fundamental frequency varies from cycle to
jitter pitch sounds rough
cycle
vocal processes of the arytenoid cartilages are
harsh, often loud (strident) squeezed together, constricting the glottis, and
pressed
quality causing low airflow and medial compression of
the vocal folds
sound gaps caused by intermittent energy
sounds similar to food cooking
pulsed (fry) packets below 70 Hz and formant energy dies
in a hot frying pan
out prior to re-excitation
epilaryngeal resonance is enhanced, producing a
resonant brightened or 'ringing' sound
strong spectral peak at 2500-3500 Hz; in effect,
(ringing) that carries well
formants F3, F4 and F5 are clustered
uneven, bumpy sound
appearing to be unsteady modes of vibration of the vocal folds are not
rough
short-term, but persisting over synchronized
the long-term
short-term (cycle-to-cycle) variation in a
shimmer crackly, buzzy
signal's amplitude
strained effortfulness apparent in excessive energy focused in laryngeal region

voice, hyperfunction of neck
muscles, entire larynx may
compress
sound gaps caused by intermittent energy
popping sound; vocal fry
strohbass packets below 70 Hz and formant energy dies
during singing
out prior to re-excitation
modulation of 1-15 Hz in either amplitude or
affected by trembling or
tremerous pitch due to a neurological or biomechanical
tremors
cause
often attributed to excessive nasality, but
twangy sharp, bright sound
probably also has an epilaryngeal basis
phonation using the false folds anterior rather
very rough (Louis Armstrong- than the vocal folds; unless intentional due to
ventricular
type voice) damage to the true folds, considered an
abnormal muscle pattern dysphonia
wavering or irregular variation amplitude and/or frequency modulations in the
wobble
in sound 1-3 Hz range
quality is akin to sounds made larynx is lowered and pharynx is widened, as
yawny
during a yawn people do when yawning - hence the name
Vocal Awareness
As a fun exercise, listen carefully to the variety of voices you encounter in the next week
or two. Try to characterize the voices according to the terminology in the above table. Are some
qualities more pleasing to your ear than others? Do you notice similarities between biologically-
related family members? Between spouses? Are there common qualities found in certain
professions (for example, television or radio announcers)?
You may notice a recent preference for low-pitched and rough female voices. Perhaps the
popularity of actresses such as Demi Moore and Kathleen Turner has brought this trend to the
forefront. Of concern to vocologists is the temptation for females to try to mimic these celebrities
by habitually speaking in pitches below a natural level. As has been discussed, a person's natural
pitch is the healthiest for that particular individual.
LESSON 7: 15 BODY LANGUAGE TIPS TO IMPROVE YOUR PUBLIC SPEAKING

Hate public speaking? You’re not alone. In fact, most people dislike public speaking to a
degree – from simply feeling a bit nervous, to full on glossophobia (fear of public speaking).
Even if you’re a nervous public speaker, there are some steps you can take to feel more
comfortable around it and, as a result get better at it.
Aside from making sure you’re fulling prepped for your talk or presentation (you can
read tips on writing and structuring a killer presentation here), working on your body language
can make a big difference to how you come across, and feel about speaking publicly.
15 body language tips to improve your public speaking
To help you master your body language, the London Speaker Bureau has put together 15
quick and simple tips.
1. Posture
• Keep a good posture, stand straight with shoulders back, relaxed and feet shoulder apart.
• Do not cross your arms, put your hands in your pocket or slouch.
• Face the audience as much as possible and keep your body open.
2. Breathing
• Relaxed and deep breaths ensure that your voice holds power and adequate projection.
• Use slow and measured breathing to pace your speech; pause to emphasise key points.
3. Gestures
• Use hand gestures to emphasise your words
• Keep the audience’s attention by varying your gestures.
• Use positive gestures to sway your audience.
• When using visual aids, point and look at the relevant data. The audience will
automatically follow your hands and eyes.
4. Eye contact
• Moving from face to face, making eye contact while speaking ensures that the audience is
engaged.
• When answering an audience member’s question maintain eye contact, this conveys
sincerity and credibility.
5. Movement
• Move around the presentation space, your speech will be more dynamic.
• Use movement to illustrate transitions from one subject or key point to another.
• Stepping towards the audience creates a positive feeling, use this technique when you
want to encourage or persuade your audience.
6. Facial expression
• A simple smile will make your audience feel more comfortable and at ea
LESSON 8: FOUR METHODS OF DELIVERY

The easiest approach to speech delivery
is not always the best. Substantial work goes
into the careful preparation of an interesting
and ethical message, so it is understandable
that students may have the impulse to avoid
“messing it up” by simply reading it word for
word. But students who do this miss out on
one of the major reasons for studying public
speaking: to learn ways to “connect” with
one’s audience and to increase one’s
confidence in doing so. You already know how
to read, and you already know how to talk. But
public speaking is neither reading nor talking
Speaking in public has more formality than talking. During a speech, you should present
yourself professionally. This doesn’t mean you must wear a suit or “dress up” (unless your
instructor asks you to), but it does mean making yourself presentable by being well groomed and
wearing clean, appropriate clothes. It also means being prepared to use language correctly and
appropriately for the audience and the topic, to make eye contact with your audience, and to look
like you know your topic very well.
While speaking has more formality than talking, it has less formality than reading.
Speaking allows for meaningful pauses, eye contact, small changes in word order, and vocal
emphasis. Reading is a more or less exact replication of words on paper without the use of any
nonverbal interpretation. Speaking, as you will realize if you think about excellent speakers you
have seen and heard, provides a more animated message.
The next sections introduce four methods of delivery that can help you balance between
too much and too little formality when giving a public speech.
1. Impromptu Speaking
Impromptu speaking is the presentation of a short message without advance preparation.

Impromptu speeches often occur when someone is asked to “say a few words” or give a toast on
a special occasion. Self-introductions in group settings are examples of impromptu speaking.
Another example of impromptu speaking occurs when you answer a question.
The advantage of this kind of speaking is that it’s spontaneous and responsive in an
animated group context. The disadvantage is that the speaker is given little or no time to
contemplate the central theme of his or her message. As a result, the message may be
disorganized and difficult for listeners to follow.
Here is a step-by-step guide that may be useful if you are called upon to give an
impromptu speech in public.
• Take a moment to collect your thoughts and plan the main point you want to make.

• Thank the person for inviting you to speak.
• Deliver your message, making your main point as briefly as you can while still covering
it adequately and at a pace your listeners can follow.
• Thank the person again for the opportunity to speak.
• Stop talking.
As you can see, impromptu speeches are generally most successful when they are brief
and focused on a single point.
2. Extemporaneous Speaking
Extemporaneous speaking is the presentation of a carefully planned and rehearsed

speech, spoken in a conversational manner using brief notes. By using notes rather than a full
manuscript, the extemporaneous speaker can establish and maintain eye contact with the
audience and assess how well they are understanding the speech as it progresses.
For instance, suppose you are speaking about workplace safety and you use the term
“sleep deprivation.” If you notice your audience’s eyes glazing over, this might not be a result of
their own sleep deprivation, but rather an indication of their uncertainty about what you mean. If
this happens, you can add a short explanation; for example, “sleep deprivation is sleep loss
serious enough to threaten one’s cognition, hand-to-eye coordination, judgment, and emotional
health.” Then you can resume your message, having clarified an important concept.
Speaking extemporaneously has some advantages. It promotes the likelihood that you,
the speaker, will be perceived as knowledgeable and credible. In addition, your audience is likely
to pay better attention to the message because it is engaging both verbally and nonverbally. The
disadvantage of extemporaneous speaking is that it requires a great deal of preparation for both
the verbal and the nonverbal components of the speech.
3. Speaking from a Manuscript
Manuscript speaking is the word-for-word iteration of a written message. In a manuscript

speech, the speaker maintains his or her attention on the printed page except when using visual
aids.
The advantage to reading from a manuscript is the exact repetition of original words. As
we mentioned at the beginning of this chapter, in some circumstances this can be extremely
important. For example, reading a statement about your organization’s legal responsibilities to
customers may require that the original words be exact.
However, there are costs involved in manuscript speaking. First, it’s typically an
uninteresting way to present. Unless the speaker has rehearsed the reading as a complete
performance animated with vocal expression and gestures (as poets do in a poetry slam and
actors do in a reader’s theater), the presentation tends to be dull. Keeping one’s eyes glued to the
script precludes eye contact with the audience. For this kind of “straight” manuscript speech to

hold audience attention, the audience must be already interested in the message before the
delivery begins.
It is worth noting that professional speakers, actors, news reporters, and politicians often
read from an autocue device, such as a TelePrompTer, especially when appearing on television,
where eye contact with the camera is crucial. With practice, a speaker can achieve a
conversational tone and give the impression of speaking extemporaneously while using an
autocue device. However, success in this medium depends on two factors: (1) the speaker is
already an accomplished public speaker who has learned to use a conversational tone while
delivering a prepared script, and (2) the speech is written in a style that sounds conversational.
4. Speaking from Memory
Memorized speaking is the rote recitation of a written message that the speaker has
committed to memory. Actors, of course, recite from memory whenever they perform from a
script in a stage play, television program, or movie scene. When it comes to speeches,
memorization can be useful when the message needs to be exact and the speaker doesn’t want to
be confined by notes.
The advantage to memorization is that it enables the speaker to maintain eye contact with
the audience throughout the speech. Being free of notes means that you can move freely around
the stage and use your hands to make gestures. If your speech uses visual aids, this freedom is
even more of an advantage. However, there are some real and potential costs. First, unless you
also plan and memorize every vocal cue (the subtle but meaningful variations in speech delivery,
which can include the use of pitch, tone, volume, and pace), gesture, and facial expression, your
presentation will be flat and uninteresting, and even the most fascinating topic will suffer. You
might end up speaking in a monotone or a sing-song repetitive delivery pattern. You might also
present your speech in a rapid “machine-gun” style that fails to emphasize the most important
points. Second, if you lose your place and start trying to ad lib, the contrast in your style of
delivery will alert your audience that something is wrong. More frighteningly, if you go
completely blank during the presentation, it will be extremely difficult to find your place and
keep going.
Sample Exercises
1. Find a short news article. Read it out loud to a classroom partner. Then, using only one
notecard, tell the classroom partner in your own words what the story said. Listen to your
partner’s observations about the differences in your delivery.
2. In a group of four or five students, ask each student to give a one-minute impromptu speech
answering the question, “What is the most important personal quality for academic success?”
3. Watch the evening news. Observe the differences between news anchors using a
TelePrompTer and interviewees who are using no notes of any kind. What differences do you
observe?

LESSON 9: ARTICULATION AND PRONUNCIATION
Articulation, the last step in speech production
We as humans are unique in our use of tongue, lips, and other movable parts of the
speech mechanism. The first act of speech is breathing, in which you get air into a storage
chamber; second is phonation, the process by which you force air into vibration by the action of
the vocal folds; third, resonation, in which your mouth, nose and throat cavities amplify the
sound so you can hear it; and finally there is articulation, in which you modify the sound by
movement of the teeth, tongue, and lips into recognizable patterns. There are only forty-four
sounds to master, and as young child you started making them by mastering simple sounds which
you later articulated into repetitive sound combinations and then words.
Here you are concerned with intelligibility. Can the audience comprehend what you are
saying?
Tips for Speaker
• Practice to make sure you are not substituting or omitting sounds when you say a word,
or adding sounds.
• Pay particular attention to common sound substitutions such as /t/ for /th/ so that you
don't say 'tin for thin and d for th so that you don’t say 'den for then.
• Practice reading and recording passages with the problem sounds. Listen to the practice
recording with a learning partner or tutor.
Pronunciation in spoken language
• Pronunciation refers to the ability to use the correct stress, rhythm, and intonation of a
word in a spoken language. A word may be spoken in different ways by various
individuals or groups, depending on many factors. These factors include the area in
which you grew up, the area in which you now live, whether you have a speech or voice
disorder, your ethnic group, your socio-economic class, or your education.
When we talk about pronunciation, we focus on the word rather than the individual
sound, as with articulation. The syllable is a unit of organization for a sequence of speech
sounds. For example, the word water is composed of two syllables: wa and ter. A syllable is
typically made up of a syllable nucleus (most often a vowel) with consonants around it at the
beginning and end. Syllables are often considered the phonological "building blocks" of words.
A word that consists of a single syllable (like English dog) is called a monosyllable, and is said
to be monosyllabic. Similar terms include disyllable and disyllabic, for a word of two syllables;
trisyllable and trisyllabic for a word of three syllables; and polysyllable and polysyllabic, which
may refer either to a word of more than three syllables or to any word of more than one syllable.
Your job in pronunciation involves recognizing the different syllables that make up a word,
applying the stress to the right syllable and using the right up and down pitch pattern for
intonation.

Intonation is also used in English to add function to words such as to differentiate
between wh-questions, yes-no questions, declarative statements, commands, requests, etc. You
can change the meaning by varying the intonation pattern.
Tips for Speaker
• Listen to recordings of different people you admire, to check the pronunciation.

• You can connect to one of the online dictionaries which has an audio of the preferred
pronunciations if you are unsure.
• You can download an app for your cellphone or tablet so you have it readily available to
check pronunciation and meaning of words.
• If you are using a non-English word, you can also use Google's translate function with
audio pronunciation guide with the translation.
• If you spell a word differently than other language users, you may also pronounce the
word differently. Check to determine if the word is pronounced as it is spelled. There are
forty-four sounds in English, but over five hundred spellings for the different sounds.
• You may want to practice reading a story or article aloud with a learning partner or tutor
to check your pronunciation.
LESSON 10: ORGANS OF SPEECH
1. The Lungs
The airflow is by far the most vital

requirement for producing speech sound since
all speech sounds are made with some
movement of air. The lungs provide the energy
source for the airflow. The lungs are the
spongy respiratory organs situated inside the
rib cage. They expand and contract as we
breathe in and out air. The amount of air
accumulated inside our lungs controls the
pressure of the airflow.
2. The Larynx & the Vocal Folds

The larynx is colloquially known as the voice
box. It is a box-like small structure situated in
the front of the throat where there is a
protuberance. For this reason, the larynx is
popularly called the Adam’s apple. This casing
is formed of cartilages and muscles. It protects
as well as houses the trachea (also known as windpipe, oesophagus, esophagus) and the vocal
folds (formerly they were called vocal cords). The vocal folds are like a pair of lips placed
horizontally from front to back. They are joined in the front but can be separated at the back. The

opening between them is called the glottis. The glottis is considered to be in open state when the
folds are apart, and when the folds are pressed together the glottis is considered to be in close
state.
The opening of the vocal folds takes different positions:
• Wide Apart: When the folds are wide apart, they do not vibrate. The sounds produced in
such position are called breathed or voiceless sounds. For example: /p/f/θ/s/.
• Narrow Glottis: If the air is passed through the glottis when it is narrowed then there is an
audible friction. Such sounds are also voiceless since the vocal folds do not vibrate. For
example, in English /h/ is a voiceless glottal fricative sound.
• Tightly Closed: The vocal folds can be firmly pressed together so that the air cannot pass
between them. Such a position produces a glottal stop / ʔ / (also known as glottal
catch, glottal plosive).
• Touched or Nearly Touched: The major role of the vocal folds is that of a vibrator in the
production of speech. The folds vibrate when these two are touching each other or nearly
touching. The pressure of the air coming from the lungs makes them vibrate. This
vibration of the folds produces a musical note called the voice. And sounds produced in
such manner are called voiced sounds. In English all the vowel sounds and
the consonants /v/z/m/n/are voiced.

Thus, it is clear that the main function of the vocal folds is to convert the air delivered by
the lungs into audible sound. The opening and closing process of the vocal folds manipulates the
airflow to control the pitch and the tone of speech sounds. As a result, we have different qualities
of sounds.
3. The Articulators
Articulators transform the

sound into intelligible
speech. They can be
either active or passive.
They include the pharynx,
the teeth, the alveolar ridge
behind them, the hard
palate, the softer velum
behind it, the lips, the
tongue, and the nose and its
cavity. Traditionally, the
articulators are studied with the help of a sliced human head figure like the given:
(i) The Pharynx: The pharynx lies between the mouth and the food passage, that is, just above
the larynx. It is just about 7cm long in the case of women and 8cm long in the case of men.
(ii) The Roof of the Mouth: The roof of the mouth is considered as a major speech organ. It is
divided into three parts:
a. The Alveolar Ridge/Teeth Ridge: The alveolar ridge is situated immediately after the upper
front teeth. The sounds which are produced touching this convex part are called alveolar sounds.
Some alveolar sounds in English include: /t/d/.

b. The Hard Palate: The hard palate is the concave part of the roof of the mouth. It is situated
on the middle part of the roof.
c. The Velum or Soft Palate: The lower part of the roof of the mouth is called the soft palate. It
could be lowered or raised. When it is lowered, the air stream from the lungs has access to the
nasal cavity. When it is raised the passage to the nasal cavity is blocked. The sounds which are
produced touching this area with the back of the tongue are called velar sounds. For example:
/k/g/.
(iii) The Lips: The lips also play an important role in the matter of articulation. They can be
pressed together or brought into contact with the teeth. The consonant sounds which are
articulated by touching two lips each other are called bilabial sounds. For example, /p/ and /b/
are bilabial sounds in English. Whereas, the sounds which are produced with the lip to teeth
contact are called labiodental sounds. In English, there are two labiodental sounds: /f/ and /v/.
Another important thing about the lips is that they can take different shapes and positions.
Therefore, lip-rounding is considered as a major criterion for describing vowel sounds. The lips
may have the following positions:
a. Rounded: When we pronounce a vowel, our lips can be rounded, a position where the corners
of the lips are brought towards each other and the lips are pushed forwards. And the resulting
vowel from this position is a rounded one. For example, /ə ʊ/.
b. Spread: The lips can be spread. In this position, the lips are moved away from each other (i.e.
when we smile). The vowel that we articulate from this position is an unrounded one. For
example, in English, /i: /is a long vowel with slightly spread lips.
c. Neutral: Again, the lips can be neutral, a position where the lips are not noticeably rounded or
spread. And the articulated vowel from this position is referred to as unrounded vowel. For
example, in English /ɑ: / is a long vowel with neutral lips.
(iv) The Teeth: The teeth are also very much helpful in producing various speech sounds. The
sounds which are made with the tongue touching the teeth are called dental sounds. Some
examples of dental sounds in English include: /θ/ð/.

(v) The Tongue: The tongue is divided into four parts:
a. The tip: It is the extreme end of the tongue.
b. The blade: It lies opposite to the alveolar ridge.
c. The front: It lies opposite to the hard palate.
d. The back: It lies opposite to the soft palate or velum.
The tongue is responsible for the production of many speech sounds since it can move
very fast to different places and is also capable of assuming different shapes. The shape and the
position of the tongue are especially crucial for the production of vowel sounds. Thus, when we
describe the vowel sounds in the context of the function of the tongue, we generally consider the
following criteria:
• Tongue Height: It is concerned with the vertical distance between the upper surface of the
tongue and the hard palate. From this perspective, the vowels can be described
as close and open. For instance, because of the different distance between the surface of the
tongue and the roof of the mouth, the vowel /i: /has to be described as a relatively close vowel,
whereas /æ / has to be described as a relatively open vowel.
• Tongue Frontness / Backness: It is concerned
with the part of the tongue between the front and
the back, which is raised high. From this point of
view, the vowel sounds can be classified as front
vowels and back vowels. By changing the shape
of the tongue we can produce vowels in which a
different part of the tongue is the highest point.
That means a vowel having the back of the
tongue as the highest point is a back vowel,
whereas the one having the front of the tongue as
the highest point is called a front vowel. For
example: during the articulation of the vowel / u:
/ the back of the tongue is raised high, so it’s
a back vowel. On the other hand, during the
articulation of the vowel / æ / the front of the
tongue is raised high, therefore, it’s a front vowel.
(vi) The Jaws: Some phoneticians consider the jaws as articulators since we move the lower jaw
a lot at the time of speaking. But it should be noted that the jaws are not articulators in the same
way as the others. The main reason is that they are incapable of making contact with other
articulators by themselves.
(vii) The Nose and the Nasal Cavity: The nose and its cavity may also be considered as speech
organs. The sounds which are produced with the nose are called nasal sounds. Some nasal
sounds in English include: /m/n/ŋ/.

LET’S TRY THIS
Name: _________________________________ Date: ____________

I. Read the following sentences carefully. Identify the word or group of words that
correspond/s to the following statements. Write the correct answer on the space provided
before each item.
________________1. It is determined by the speech organs in your mouth.
________________2. It is determined by the length and thickness of your vocal cords.
________________3. It is the natural alignment of the body.
________________4. It refers to the movement of the speech organs utilized in producing.
particular speech sound especially consonant sounds using articulators.
________________5. It is a consonant which is sounded with the vocal tract only partly closed,
allowing the breath to pass through and the sound to be prolonged (as with
ng,m,n,l,r,s,z,f,v,th).
________________6. It is the action of conveying information or expressing one's thoughts and
feelings in spoken language.
________________7. It is the change in pitch occurring between syllables or words.
________________8. It is the highness and lowness of a person’s voice.
________________9. These are created when the speech organs form an obstruction to the
stream of breath.
________________10.
II. SPEECHPOWER
Choose one of the four types of speech; organize and write
your thoughts and be ready to deliver in class or to record and CRITERIA
submit the video in the google classroom.
1. Ceremonial Speaking for winning a good medal Content 30%
Voice and Diction 30%
2. Demonstrative Speaking for a new Product
Delivery 30%
3. Informative Speaking about CoViD 19
Overall Impact 10%
4. Persuasive Speaking on Presidentiables
100%
LET’S SEE WHAT YOU HAVE LEARNED
1. Record a video of yourself expressing your opinion and views about the given topic below.
The minimum time for the video presentation is 5 minutes and the maximum time is 7 minutes.
You will upload your output in our official google classroom. Moreover, do not forget to
consider the criteria for rating. All the best!
Why is viewing the fifth macro skill?
CRITERIA
Content 30%
Voice and Diction 30%
Delivery 30%
Overall Impact 10%
100%
REFERENCES:
https://english.binus.ac.id/2018/10/11/the-four-speaking-skills/
https://www.thinkingclassroom.co.uk/ThinkingClassroom/ThinkingSkills.aspx#:~:text=Thinki
ng%20Skills%20are%20mental%20processes,organise%20information%20and%20create%
20objects.
https://www.thebalancecareers.com/nonverbal-communication-skills-2059693
http://www.ncvs.org/ncvs/tutorials/voiceprod/tutorial/quality.html
https://www.talentedladiesclub.com/articles/15-body-language-tips-to-improve-your-public-
speaking/#:~:text=Posture,and%20keep%20your%20body%20open.
https://open.lib.umn.edu/publicspeaking/chapter/14-1-four-methods-of-delivery/
https://lumen.instructure.com/courses/218897/pages/linkedtext54276
Harmer, Jeremy. The Practice of English Language Teaching. 3rd ed. England: Longman-
Pearson, 2001. 28-35.
Yule, George. The Study of Language. 2nd ed. Cambridge: CUP, 1996. 40-50.
Varshney, Dr. R.L. An Introduction of Linguistics & Phonetics. Dhaka: BOC, n.d. 38-42.
NB This Article is Essentially in the Tentative Stage. Further Revision is Required.
______________________________________________________________________________

MODULE 3
THE READING SKILLS
Reading is the third skill in learning English as a foreign language. You read a text,
new sentences and new vocabulary, then your brain can imitate them, producing similar
sentences to express the meaning you want. When you read a lot, paying attention to useful
vocabulary, you will soon start to use new words and phrases in your speaking and writing. It
may seem like you need more time to learn a language by reading and listening, as opposed to
learning based on grammar rules
"Reading" is the process of looking

at a series of written symbols and getting
meaning from them. When we read, we use our
eyes to receive written symbols (letters,
punctuation marks and spaces) and we use our
brain to convert them into words, sentences and
paragraphs that communicate something to us.
Reading can be silent (in our head) or aloud (so
that other people can hear). Reading is a
receptive skill - through it we receive
information. But the complex process of
reading also requires the skill of speaking, so
that we can pronounce the words that we read.
In this sense, reading is also a productive skill
in that we are both receiving information and
transmitting it (even if only to ourselves).
Reading is the third language skill we may acquire in our native language. As with
listening, it is a receptive, or passive skill, as it requires us to use our eyes and our brains to
comprehend the written equivalent of spoken language. It is one of the two artificial language
skills, as not all natural spoken languages have a writing system.
This module is composed of nine lessons.
Lesson 1: Characteristic of the Reading Process

Lesson 2: Developmental Phases of Reading
Lesson 3: Techniques in Reading
Lesson 4: The Reading Speed and Reading Comprehension
Lesson 5: Easy Steps to Effective Reading
Lesson 6: Basic Reading Skills
Lesson 7: Kinds of Reading

Lesson 8: Approaches for Teaching Themes in Reading
Lesson 9: Five Easy Steps
1. Study the effective reading strategies in order to improve reading skills in language classes..
2. Develop the knowledge, skills and strategies they must possess to become proficient and
independent readers who read with meaning.
2. Know key reading sub-skills such as a) skimming, b) scanning, c) identifying the main ideas
of texts or paragraphs, and d) guessing vocabulary.
LESSON 1: CHARACTERISTICS OF THE READING PROCESS
1. Reading is an intricate process. Once reading performance is affected by a numb of

connections son that it is not easy to explain why an individual’s reading capacity may be
satisfactory or otherwise.
2. Reading is a two- way process- between the author and the reader
3. Reading is a greatly a visual process- good eyesight is required in good reading
4. Reading is an active process- a thinking process, the reader usually reacts physically,
emotionally, or intellectually with what he reads.
5. Reading utilizes a linguistic system which enable readers to be more effective users of written
language.
6. Effective reading is most likely dependent on the reader’s previous knowledge or experience.
LESSON 2: DEVELOPMENTAL PHASES OF READING
Michaelis, et al outlined some development phases of reading as follows.
1. Prereading phase- where the individuals are engaged in a program of experiences intended to
enhance his oral language development to a level equal to or greater than the level of materials
for beginning reading. - Develop his mental, physical; emotional, and social readiness for
reading.
2. Initial Reading Phase- makes the individual begin to use picture,context and guide to
recognize words and goes on to begin instruction in phonetic and structural analysis techniques.
3. Rapid Progress Phase- the reader expands his use of a variety of word recognition techniques
(use of dictionary-meaning, spelling, and pronunciation) -extends his vocabulary and
comprehension skills.
4. Extended Reading experience and Increasing Reading Efficiency Phase.-individual uses -

recognition techniques routinely.

5. Phase of Enhancement in Reading Abilities, Attitudes, and Tastes – the reader has attained
independence in establishing and utilizing a number of materials.
Reading is an exercise for the mind. It helps kids calm down and relax, opening doors of new
knowledge to enlighten their minds. Kids who read grow up to have better cognitive skills.
Reading is good for everyone, not only children or young adults. On the internet you will find
many lists with up to 30 reasons why reading is important. Here I limit myself to 15 thoroughly
substantiated reasons.
LESSON 3: IMPORTANCE OF READING
Reading is an exercise for the mind. It helps kids calm down and relax, opening doors of
new knowledge to enlighten their minds. Kids who read grow up to have better cognitive skills.
Reading is good for everyone, not only children or young adults. On the internet you will find
many lists with up to 30 reasons why reading is important. Here I limit myself to
15 thoroughly substantiated reasons.
1. Reading improves vocabulary
Even as adults, when we read, we come

across many new words we never really heard of. And we learn from this. As
you read, you come across new words, phrases and writing styles.
This is even more so for young people. Children sometimes stumble over their words, do not
know how to pronounce them or what they mean. By reading, young people encounter new
words more frequently and sometimes repetitively and therefore can see them better in their
context. If you then pay attention to the pronunciation as a parent, these children will be better
prepared for school.
2. Better comprehension
Kids who are encouraged to read at an early age have better comprehension of things
around them. They develop smart thinking abilities and are more receptive to creativity and ideas
that other kids their age lack. As a result, they grow up to be a good deal more intelligent and
aware of their surroundings than kids who don’t read.
The more you read, the more imaginative you become; your imagination works at its best as you
try to see things in your own mind.
3. Develop critical thinking skills
One of the primary benefits of reading books is its ability to develop critical thinking
skills. For example, reading a mystery novel sharpens your mind. What elements are there in a
story to make this or that conclusion. Or if a book is non-fiction, you will sometimes ask yourself
if the author is right. Critical thinking skills are crucial when it comes to making important day to
day decisions. Reading requires an individual to think and process information in a way that
watching television can’t. The more you read, the deeper your understanding becomes about
what you’re reading and its application.

4. Improves memory
Every time you read a book, you have to remember the setting of the book, the
characters, their backgrounds, their history, their personalities, the sub-plots and so much more.
As your brain learns to remember all this, your memory becomes better. What’s more, with
every new memory you create, you create new pathways and this strengthens the existing ones.
5. Improves results at school
Kids who indulge in reading book and learning new things do better at school. They are
more creative, open to new ideas, and develop empathy for others. For instance, kids who read
about heroes idolize them, kids who love reading anatomy books dream of becoming a doctor,
etc. They learn to empathize with characters in the books and want to be like them. Not only that,
they learn valuable life lessons such as helping others and being kind. Moral codes such as goods
things will be appreciated and evils punished take root in their minds too, as a result of which
they learn to stay away from trouble.
6. Improves analytical skills
Figuring out how the story was going to end before finishing the book means you utilized
your analytical skills. Reading allows your thinking skills to become more developed in the
sense that you consider all aspects.
7. Builds confidence
In a world where competition in every walk of life prevails, we need to build a child’s
personality as to have considerable confidence in themselves. Kids who lack confidence in their
early stages often grow up to be shy, and at times suicidal, since they develop a victim mentality
owing to the lack of confidence in their own self. They find it hard to face even the smallest of
challenges life throws at them, instead simply giving up. Reading books sharpens many skills
and all together they’ll build confidence.
8. Helps you socialize
We can always share whatever we have read with our family, friends and colleagues. All
this increases our ability to socialize. Humans are social beings and in the world of smartphones,
we are losing our ability to socialize. However, reading had led to the formation of book clubs
and other forums where we get a chance to share and interact with others.
9. Broadens horizons
By reading books, you get a glimpse of other cultures and places. Books expand your
horizons, letting you see other countries, other people and so many other things you have never
seen or imagined. It’s the perfect way to visit a strange country in your mind.
When we open a book while sitting in the comfort of our rooms, like time travelling, we
transport our imaginations to a world purely based on the imaginations of the author. We learn

about everything they wants u to know, see the world through their eyes and their perspective,
learn about new people, discover their traditions, cultures and all that makes them unique and
unforgettable.
10. Improves writing skills
Reading a well-written book affects your ability to become a better writer. Just like artists
influence others, so do writers. Many successful authors gained their expertise by reading the
works of others.
Kids who learn to read also tend to develop better writing skills. The reason: they have been
introduced to a world where words are their main weapon and they are free to shoot out.
Literally! Parents must try to develop an interest for writing. Kids with good writing skills don’t
fall victim to cramming and can express themselves more candidly through their words.
11. Improves focus and concentration
In our internet-crazed world, attention is drawn in a million different directions at once as

we multi-task through every day. In a single 5-minute span, the average person will divide their
time between working on a task, checking email, chatting with a couple of people (via gchat,
skype, etc.), keeping an eye on twitter, monitoring their smartphone, and interacting with co-
workers. This type of ADD-like behavior causes stress levels to rise, and lowers our
productivity. When you read a book, all of your attention is focused on the story—the rest of the
world just falls away, and you can immerse yourself in every fine detail you’re absorbing. Try
reading for 15-20 minutes before work (i.e. on your morning commute, if you take public
transit), and you’ll be surprised at how much more focused you are once you get to the office or
school.
12. Makes you more empathetic
According to studies, losing yourself in books, especially fiction, might increase your
empathy. In a study conducted in the Netherlands, researchers showed that people who were
“emotionally transported” by a work of fiction experienced a boost in empathy. By reading a
book, you become part of the story and feel the pain and other emotions of the characters. This in
turn allows your mind to become more aware of how different things affect other people.
Eventually, this improves your ability to emphasize with other people.
13. It develops emotions
When you read a book, you are on the receiving end of knowledge. The sender, the writer
is delivering a message, imparting something of value, a fact, an opinion, a view or at the very
least an emotion. They are inviting you into their own psyche and hoping that you will care
enough to listen and respond to it.
So it won’t be wrong to say that reading actually flexes emotions. It builds a connection between
the reader and the writer you have never met or known before. Even if you disagree with what
they are delivering, you get to know them, and you connect to them on an emotional level.

14. Readers are leaders
Although not definitively proved, but almost all great leaders were readers. One reason
they are respected and known for their wisdom is because they develop a healthy reading habit.
For centuries, reading has been the source of inspiration, growth and new ideas. It is a valuable
investment in one’s own personality with uncountable and long-lasting benefits. If you want your
child to become one, you need to encourage him to read. It will keep his mind healthy and
productive. Only then they will be able to impact the world in a better way.
15. Learn at your own pace
Another benefit of reading a book is that you learn at your own pace. Since you have the
book all the time, you can always go back to a section you feel you don’t understand. You can
re-read a chapter as many times as you wish, without worry that you will miss out a section. If
it’s a self-help book, you can tackle one issue at a time. Once you handle one problem, then you
can move to the next issue whenever you feel you’re ready. Everything is done at your own pace
and most importantly, your mind is free to interpret things the way you feel.
Reading books also reduces stress, helps you sleep better, improves health, develops your
imagination and above all: it is just fun to do. Reading has a tremendous effect in fueling all
aspects of our personality and enhancing our linguistic prowess. In fact, it wouldn’t be wrong to
say that the entirety of human life depends on it. Whatever we grow up to become in our lives,
no matter where we stand, reading has somehow shaped it.
LESSON 3: TECHNIQUES IN READING
1. Scanning
This technique is automatically being used by everyone who has tried to find a person in
a telephone book. You simply browse through the book, looking for a specific piece of
information. It's helpful to have several signal words written down, e.g. snow, sledge, Coca-
Cola.
2. Skimming
Have you ever read an article in a newspaper or magazine? Well, if you didn't notice, you
are just skimming the text. Smaller details are being disregarded and you simply focus on the
main words, which is enough to get the meaning of the article. This technique is great for
obtaining a first impression of an article to see if it is actually relevant to you or not.
3. Active Reading
When you truly want to understand the text, then you have to actively read it. There is
simply no way around it. Scanning and Skimming can only do so much but to obtain an in-depth
perception you have to read actively.

4. Detailed Reading
This technique is actually a combination of Skimming and Active Reading. You skim a
text first and then you go through it in detail. Paying attention to every single word and
extracting important information from the text.
5. Speed Reading
Here, you simply try to improve your reading speed without losing any understanding of the
text. It's quite difficult and requires a lot of practice. The main aspects of Speed Reading are:
• Identifying words without focusing on each letter
• Not to sounding-out all words
• Not sub-vocalizing some phrases
• Spending less time on some phrases than others
• Skimming small sections
6. Structure-Proposition-Evaluation
This technique is only applicable to non-fiction writing. You simply have to stick to those
three steps:
• Review the table of contents, paragraphs of the article or layout of the text
• Study the statements of the text and put them in logical order or relation to each other
• Evaluate the final arguments and conclusions of the text
7. Reading Techniques: Survey-Question-Read-Recite-Review
This is the most detailed approach to read a text. Afterwards, the reader should be able to
teach the content of the text.
• Survey: Getting a quick idea of the text, e.g. reading the abstract and the summary.
• Question: The reader should note down questions before he starts reading. While reading
he should find the answer to those questions.
• Read: Attentive reading.
• Recite: The previously developed questions should be answered by the reader in his own
words and only using keywords of the text.
• Review: Once the reader is done with answering the questions, he should review the
whole product.
LESSON 4: THE READING SPEED AND READING COMPREHENSION
Reading speed is the rate at which a

person reads written text (printed or
electronic) in a specific unit of time. Reading

speed is generally calculated by the number of words read per minute.
Reading speed is determined by a number of factors, including a reader's purpose and

level of expertise as well as the relative difficulty of the text.
Stanley D. Frank has estimated that a "rate close to . . . 250 words-per-minute [is the
average] reading speed of most people, including junior high and high school students"
(Remember Everything You Read, 1990).
Comprehension
Comprehension is the reason for reading. If readers can read the words but do not
understand or connect to what they are reading, they are not really reading. Good readers are
both purposeful and active, and have the skills to absorb what they read, analyze it, make sense
of it, and make it their own.
Strong readers think actively as they read. They use their experiences and knowledge of
the world, vocabulary, language structure, and reading strategies to make sense of the text and
know how to get the most out of it. They know when they have problems with understanding and
what thinking strategies to use to resolve these problems when they pop up.
Teachers can play a critical role in helping students develop their comprehension skills. Reading
research has shown that comprehension instruction can help students do a better job of
understanding and remembering what they read. Good instruction can also help students
communicate with others, verbally and in writing, about what they’ve read.
What good readers do?
Draw on prior knowledge

• Good readers draw on prior knowledge and experience to help them understand what
they are reading.
Draw inferences
• In addition to understanding the literal points that the author is making, good readers are
able to “read between the lines” and draw inferences about a wide range of hidden
meanings, such as why events are unfolding as they do, why characters behave in a
certain way, what the characters are thinking, and what might happen next.
Self-monitor
• During reading, good readers learn to monitor their understanding, adjust their reading
speed to fit the difficulty of the text, and address any comprehension problems they have.
After reading, they check their understanding of what they have read. Students who are
good at monitoring their comprehension know when they understand what they’re
reading and when they don’t.

Form mental images
• Good readers often form mental pictures, or images, as they read. Readers (especially
younger readers) who picture the story during reading understand and remember what
they read better than readers who do not create a picture in their mind.
•
Summarize and retell
• Summarizing requires students to determine what is important in the text and then put it
into their own words by retelling, verbally or in writing. Instruction in summarizing can
help students become more purposeful as they read and more skillful in comprehending.
Summarizing can help students to:
• Identify main ideas orally or in writing
• Connect the main or central ideas orally or in writing
• Learn to weed out unnecessary information
• Remember what they have read
LESSON 5: 8 EASY STEPS TO EFFECTIVE READING
If your students (or you yourself) have trouble reading effectively—if their eyes move
over the right pages and paragraphs, but they then look blank when asked what the story was
about—forget about “speed reading” and teach them active reading. Here are the key rules:
1. Warm up your brain. Before starting your reading time, take a short break after the last task,
and let your mind relax. Then, ask yourself: What do I already know about this text? What do I
want to get from it (besides a passing grade)? How is the topic relevant to my life? Pick up the
reading itself only after considering these questions.
2. Sweep the chapter. Call it “sweeping,” “skimming,” or “scanning”—but do a quick all-over

preview before actually reading. Note what jumps out at your passing glance, especially anything
that is visually emphasized; these are points to keep in mind as you read the passage thoroughly.
3. Write as you read. Whether directly in the book or on a separate tablet, underline or write
down key points and what supports them. This not only ensures you won’t lose them entirely; the
physical action of marking helps your brain store the information on the spot.
4. Look up words you don’t understand. Don’t (as Charles Schulz put it) “bleep right over”
strange-to-you words, nor rely solely on context to decipher them; you may miss some important
nuances. Many electronic files allow you to simply tap for on-the-fly definitions; otherwise, if
you don’t want to interrupt reading flow by turning to a dictionary, add the word to your notes
and mark it “look up as soon as possible.”
5. Ask questions. Consider: Why do things unfold as they do? What weaknesses does the hero
have? Can you find points of empathy with the bad guys? (Even in nonfiction, there are “good
guys” and “bad guys,” in the form of ideas that do or don’t support the author’s viewpoint.)
Where do you agree or disagree with the points the author makes? Why?

6. Look for answers. Going beyond points 4 and 5, note what you already knew about the
subject, what new facts or perspectives you have acquired, and what else you want to look up.
Then, consider how all this will help you understand others and make your unique mark on the
world.
7. Turn chapter titles and headings into questions. To maximize your learning experience, go
over the reading once more, paying special attention to titles and other headings—and covering
any additional questions these bring to mind. “Don’t Believe the Experts”—why? “Learn to Sew
in Three Hours”—how?
8. Understand what you are reading. Finally, review your notes once more; schedule next
steps in solving any still-unanswered questions; define in 100 words or less what the author
intended and what you’ve learned—and pat yourself on the back for being an active reader!
LESSON 6: BASIC READING SKILLS
Becoming a proficient reader requires mastery of several skills that need to be applied
simultaneously. Obviously, this doesn't happen overnight. These basic skills should be learned
first in isolation, then as readers becomes more adept at each one, they can progress and
combine until they can read independently with full comprehension of what they read. Basic
reading skills encompass a range from phonics to comprehension.
Decoding
Decoding or sounding out words is the first step in reading. Children can decode when
they understand that each letter of the alphabet has a corresponding sound. Children then learn
how to look at words in print, isolate each separate sound, then blend them to read the word as
a whole. The goal of phonics instruction is to enable readers to become proficient at decoding
so they are able to read words on their own and with little effort.
Vocabulary
Good readers increase their vocabulary every time they read and are able to recall these
words when they see them again. They begin by developing a sight word vocabulary. Sight
words are words that are frequently found often in common speech and books, such as "the,"
"is," "were," "was" and "said." Generally, these words cannot be sounded out, so readers have
to memorize them. Knowledge of these words is essential because they can be found in any
book.
Fluency
Fluency is the ability to read accurately with expression and at a speed that lends itself
to comprehension. Fluent readers will be able to read smoothly without having to take a lot of
time to sound out words. They are also able to use context clues to figure out unknown words.

Fluency is most evident when a person reads aloud, but it can also be seen by the reader's
ability to understand what they read. Fluent readers are able to pay attention to the details in a
book because they don't have to spend a lot of time sounding out words.
Comprehension
Comprehension is a basic reading skill that develops as children learn to sound out
words and recognize sight words. The more they read, the easier it is for them to remember
specific things like the main characters, setting and plot. As reading skills progress, children
will develop advanced comprehension skills like inferring, evaluating and retelling.
LESSON 7: KINDS OF READING
1. Critical reading
Critical reading means engaging in what you read by asking yourself questions such as,
‘what is the author trying to say?’ or ‘what is the main argument being presented?’
2. Active reading/Comprehensive reading:
It means a comprehensive reading. To do active reading:

1. Do a survey or read for skimming.
2. Ask a question about the reading text to discover the purpose of the reading text.
3. Start reading the text critical to discover the details.
4. Recall or remember what you have read.
5. Reading for pleasure.
6. Do a review of what you have read.
3. Contemplating reading:
It means reading something with a determination to understand and evaluate it for its
relevance to your needs and desires. It means reading with a profound thinking about the content
of the reading text.
• Questions to ask of any text while reading critically:

• What is the author writing about? (The subject).
• Why is the author writing about it? (The purpose).
• Who is the author? (Authorial voice).
• Who is the author writing to? (The audience).
• Who is the author writing against? (The debate).
• What is the main point? (The thesis).
• So what? (the conclusion).

• How does the author prove it? (The evidence).
• How does the author try to convince the reader? (Persuasive technique).
• What’s behind it all? (Underlying assumptions).
LESSON 8: APPROACHES FOR TEACHING THEMES IN READING
Graphic Organizers
1. Graphic Organizers help young readers understand how authors convey messages in reading.
Using this effective tool to aid in uncovering both the simple and deeper messages of themes can
be a reliable strategy for students.
Here are some graphic organizers:

• Sequencing,
• Guided reading response,
• Overlapping concepts,
• Story maps.
2. Prepare with the other parts of the story necessary for locating the theme: Identify the main
idea, summarizing, point of view, and character traits. Scaffolding the instruction in this way
helps them to do these steps on their own in later reading.
3. Teach that completely different stories can have the same theme. Use this theme teaching tool
to connect stories with the same themes: theme chart.
4. Practice with short stories before moving on to longer texts: Every Living Thing.
5. Plan time for small groups to read a short story and answer planned questions together to
identify the events, characters, how the story changed from beginning to end, message, and big
issue and how it was resolved.
6. Teach students that the changes that the characters go through in the story are clues to finding
the themes. After all, that’s what the themes are all about, learning and changing.
LESSON 9: FIVE EASY STEPS
1. Write a summary of the plot in one sentence, including the conflict, rising action, the
climax, the falling action, and the resolution.
2. Identify the subject of the story, or what it is about.
3. Identify the insight or truth that the protagonist learned through the story.
4. Identify how the plot supported that change to the main character.
5. Write one sentence on what the character learned and how it was learned.

When first learning to find the themes of stories, it can be difficult for students as themes
seem very abstract. The temptation is just to tell them the themes when they don’t get them, but
this is ultimately not helpful because this is a skill that is necessary for higher grades and college.
By helping them understand that themes are not stated in the reading, but inferred using
the 5 easy steps above, they can begin to understand the concept of a theme. Another important
concept for them to understand is that they don’t have to agree with the theme. And, finally,
themes are big ideas that are meant to apply to real life. The author intends for people, not just
the characters, to learn from the themes of a story.
LET’S TRY THIS
Name: _________________________________ Date: ____________

I. Read each passage carefully and circle the letter of the correct answer.
In the 16th century, an age of great marine and terrestrial exploration, Ferdinand Magellan led the first
expedition to sail around the world. As a young Portuguese noble, he served the king of Portugal, but he became
involved in the quagmire of political intrigue at court and lost the king’s favor. After he was dismissed from service
by the king of Portugal, he offered to serve the future Emperor Charles V of Spain.
A papal decree of 1493 had assigned all land in the New World west of 50 degrees W longitude to Spain
and all the land east of that line to Portugal. Magellan offered to prove that the East Indies fell under Spanish
authority. On September 20, 1519, Magellan set sail from Spain with five ships. More than a year later, one of these
ships was exploring the topography of South America in search of a water route across the continent. This ship
sank, but the remaining four ships searched along the southern peninsula of South America. Finally they found the
passage they sought near 50 degrees S latitude. Magellan named this passage the Strait of All Saints, but today it is
known as the Strait of Magellan.
One ship deserted while in this passage and returned to Spain, so fewer sailors were privileged to gaze at
that first panorama of the Pacific Ocean. Those who remained crossed the meridian now known as the International
Date Line in the early spring of 1521 after 98 days on the Pacific Ocean. During those long days at sea, many of
Magellan’s men died of starvation and disease.
Later, Magellan became involved in an insular conflict in the Philippines and was killed in a tribal battle.
Only one ship and 17 sailors under the command of the Basque navigator Elcano survived to complete the westward
journey to Spain and thus prove once and for all that the world is round, with no precipice at the edge.
1. The 16th century was an age of great ______ exploration.

A. cosmic
B. land
C. mental
D. common man
E. None of the above
2. Magellan lost the favor of the king of Portugal when he became involved in a political ________.
A. entanglement
B. discussion
C. negotiation
D. problem

3. The Pope divided New World lands between Spain and Portugal according to their location on one side or the
other of an imaginary geographical line 50 degrees west of Greenwich that extends in a _________ direction.
A. north and south
B. crosswise
C. easterly
D. south east
E. north and west
4. One of Magellan’s ships explored the _________ of South America for a passage across the continent.
A. coastline
B. mountain range
C. physical features
D. islands
5. Four of the ships sought a passage along a southern ______.
A. coast
B. inland
C. body of land with water on three sides
D. border
E. Answer not available
6. The passage was found near 50 degrees S of ________.
A. Greenwich
B. The equator
C. Spain
D. Portugal
E. Madrid
7. In the spring of 1521, the ships crossed the _______ now called the International Date Line.
A. imaginary circle passing through the poles
B. imaginary line parallel to the equator
C. area
D. land mass
The following passage refers to questions 8 through 14.
Marie Curie was one of the most accomplished scientists in history. Together with her husband, Pierre, she
discovered radium, an element widely used for treating cancer, and studied uranium and other radioactive
substances. Pierre and Marie’s amicable collaboration later helped to unlock the secrets of the atom.
Marie was born in 1867 in Warsaw, Poland, where her father was a professor of physics. At an early age,
she displayed a brilliant mind and a blithe personality. Her great exuberance for learning prompted her to continue
with her studies after high school. She became disgruntled, however, when she learned that the university in
Warsaw was closed to women. Determined to receive a higher education, she defiantly left Poland and in 1891
entered the Sorbonne, a French university, where she earned her master’s degree and doctorate in physics.
Marie was fortunate to have studied at the Sorbonne with some of the greatest scientists of her day, one of
whom was Pierre Curie. Marie and Pierre were married in 1895 and spent many productive years working together
in the physics laboratory. A short time after they discovered radium, Pierre was killed by a horse-drawn wagon in
1906. Marie was stunned by this horrible misfortune and endured heartbreaking anguish. Despondently she recalled
their close relationship and the joy that they had shared in scientific research. The fact that she had two young
daughters to raise by herself greatly increased her distress.
Curie’s feeling of desolation finally began to fade when she was asked to succeed her husband as a physics
professor at the Sorbonne. She was the first woman to be given a professorship at the world-famous university. In
1911 she received the Nobel Prize in chemistry for isolating radium. Although Marie Curie eventually suffered a

fatal illness from her long exposure to radium, she never became disillusioned about her work. Regardless of the
consequences, she had dedicated herself to science and to revealing the mysteries of the physical world.
8. The Curies’ _________ collaboration helped to unlock the secrets of the atom.
A. friendly
B. competitive
C. courteous
D. industrious
E. chemistry
9. Marie had a bright mind and a ______ personality.
A. strong
B. lighthearted
C. humorous
D. strange
E. envious
10. When she learned that she could not attend the university in Warsaw, she felt _________.
A. hopeless
B. annoyed
C. depressed
D. worried
11. Marie _________ by leaving Poland and traveling to France to enter the Sorbonne.
A. challenged authority
B. showed intelligence
C. behaved
D. was distressed
12. _________ she remembered their joy together.
A. Dejectedly
B. Worried
C. Tearfully
D. Happily
E. Irefully
13. Her _________ began to fade when she returned to the Sorbonne to succeed her husband.
A. misfortune
B. anger
C. wretchedness
D. disappointment
E. ambition
14. Even though she became fatally ill from working with radium, Marie Curie was never _________.
A. troubled
B. worried
C. disappointed
D. sorrowful
E. disturbed
The following passage refers to questions 15 through 19.

Mount Vesuvius, a volcano located between the ancient Italian cities of Pompeii and Herculaneum, has
received much attention because of its frequent and destructive eruptions. The most famous of these eruptions
occurred in A.D. 79.
The volcano had been inactive for centuries. There was little warning of the coming eruption, although one
account unearthed by archaeologists says that a hard rain and a strong wind had disturbed the celestial calm
during the preceding night. Early the next morning, the volcano poured a huge river of molten rock down upon
Herculaneum, completely burying the city and filling the harbor with coagulated lava.

Meanwhile, on the other side of the mountain, cinders, stone and ash rained down on Pompeii. Sparks from
the burning ash ignited the combustible rooftops quickly. Large portions of the city were destroyed in the
conflagration. Fire, however, was not the only cause of destruction. Poisonous sulfuric gases saturated the air.
These heavy gases were not buoyant in the atmosphere and therefore sank toward the earth and suffocated people.
Over the years, excavations of Pompeii and Herculaneum have revealed a great deal about the behavior of
the volcano. By analyzing data, much as a zoologist dissects an animal specimen, scientists have concluded that the
eruption changed large portions of the area’s geography. For instance, it turned the Sarno River from its course
and raised the level of the beach along the Bay of Naples. Meteorologists studying these events have also concluded
that Vesuvius caused a huge tidal wave that affected the world’s climate.
In addition to making these investigations, archaeologists have been able to study the skeletons of victims
by using distilled water to wash away the volcanic ash. By strengthening the brittle bones with acrylic paint,
scientists have been able to examine the skeletons and draw conclusions about the diet and habits of the residents.
Finally, the excavations at both Pompeii and Herculaneum have yielded many examples of classical art, such as
jewelry made of bronze, which is an alloy of copper and tin. The eruption of Mount Vesuvius and its tragic
consequences have provided everyone with a wealth of data about the effects that volcanoes can have on the
surrounding area. Today, volcanologists can locate and predict eruptions, saving lives and preventing the
destruction of other cities and cultures.
15. Herculaneum and its harbor were buried under _________ lava.
A. liquid
B. solid
C. flowing
D. gas
16. The poisonous gases were not _________ in the air.
A. able to float
B. visible
C. able to evaporate
D. invisible
E. able to condense
17. Scientists analyzed data about Vesuvius in the same way that a zoologist _________ a specimen.
A. describes in detail
B. studies by cutting apart
C. photographs
D. chart
18. _________ have concluded that the volcanic eruption caused a tidal wave.
A. Scientists who study oceans
B. Scientists who study atmospheric conditions
C. Scientists who study ash
D. Scientists who study animal behavior
E. Answer not available in article
19. Scientists have used _________ water to wash away volcanic ash from the skeletons of victims.
A. bottled
B. volcanic
C. purified
D. sea
E. fountain
The following passage refers to questions 20-24.

Conflict had existed between Spain and England since the 1570s. England wanted a share of the wealth
that Spain had been taking from the lands it had claimed in the Americas.
Elizabeth I, Queen of England, encouraged her staunch admiral of the navy, Sir Francis Drake, to raid
Spanish ships and towns. Though these raids were on a small scale, Drake achieved dramatic success, adding gold
and silver to England’s treasury and diminishing Spain’s supremacy.
Religious differences also caused conflict between the two countries. Whereas Spain was Roman Catholic,
most of England had become Protestant. King Philip II of Spain wanted to claim the throne and make England a
Catholic country again. To satisfy his ambition and also to retaliate against England’s theft of his gold and silver,
King Philip began to build his fleet of warships, the Spanish Armada, in January 1586.
Philip intended his fleet to be indestructible. In addition to building new warships, he marshaled 130
sailing vessels of all types and recruited more than 19,000 robust soldiers and 8,000 sailors. Although some of his
ships lacked guns and others lacked ammunition, Philip was convinced that his Armada could withstand any battle
with England.
The martial Armada set sail from Lisbon, Portugal, on May 9, 1588, but bad weather forced it back to port.
The voyage resumed on July 22 after the weather became more stable.
The Spanish fleet met the smaller, faster, and more maneuverable English ships in battle off the coast of
Plymouth, England, first on July 31 and again on August 2. The two battles left Spain vulnerable, having lost
several ships and with its ammunition depleted. On August 7, while the Armada lay at anchor on the French side of
the Strait of Dover, England sent eight burning ships into the midst of the Spanish fleet to set it on fire. Blocked on
one side, the Spanish ships could only drift away, their crews in panic and disorder. Before the Armada could
regroup, the English attacked again on August 8.
Although the Spaniards made a valiant effort to fight back, the fleet suffered extensive damage. During the
eight hours of battle, the Armada drifted perilously close to the rocky coastline. At the moment when it seemed that
the Spanish ships would be driven onto the English shore, the wind shifted, and the Armada drifted out into the
North Sea. The Spaniards recognized the superiority of the English fleet and returned home, defeated.
20. Sir Francis Drake added wealth to the treasury and diminished Spain’s _________.
A. unlimited power
B. unrestricted growth
C. territory
D. treaties
E. Answer not available in article
21. King Philip recruited many ______ soldiers and sailors.
A. warlike
B. strong
C. accomplished
D. timid
E. inexperienced
22. The ______ Armada set sail on May 9, 1588.
A. complete
B. warlike
C. independent
D. isolated
23. The two battles left the Spanish fleet _________.
A. open to change
B. triumphant
C. open to attack
D. defeated

E. discouraged
24. The Armada was ______ on one side.
A. closed off
B. damaged
C. alone
D. circled
E. Answer not available in this article
The following passage refers to questions 25-29.
The victory of the small Greek democracy of Athens over the mighty Persian Empire in 490 B.C. is one of
the most famous events in history. Darius, king of the Persian Empire, was furious because Athens had interceded
for the other Greek city-states in revolt against Persian domination. In anger the king sent an enormous army to
defeat Athens. He thought it would take drastic steps to pacify the rebellious part of the empire.
Persia was ruled by one man. In Athens, however, all citizens helped to rule. Ennobled by this
participation, Athenians were prepared to die for their city-state. Perhaps this was the secret of the remarkable
victory at Marathon, which freed them from Persian rule. On their way to Marathon, the Persians tried to fool some
Greek city-states by claiming to have come in peace. The frightened citizens of Delos refused to believe this. Not
wanting to abet the conquest of Greece, they fled from their city and did not return until the Persians had left. They
were wise, for the Persians next conquered the city of Eritrea and captured its people.
Tiny Athens stood alone against Persia. The Athenian people went to their sanctuaries. There they prayed
for deliverance. They asked their gods to expedite their victory. The Athenians refurbished their weapons and moved
to the plain of Marathon, where their little band would meet the Persians. At the last moment, soldiers from Plataea
reinforced the Athenian troops.
The Athenian army attacked, and Greek citizens fought bravely. The power of the mighty Persians was
offset by the love that the Athenians had for their city. Athenians defeated the Persians in both archery and hand
combat. Greek soldiers seized Persian ships and burned them, and the Persians fled in terror. Herodotus, a famous
historian, reports that 6,400 Persians died, compared to only 192 Athenians.
25. Athens had _________ the other Greek city-states against the Persians.
A. refused help to
B. intervened on behalf of
C. wanted to fight
D. given orders for all to fight
E. defeated
26. Darius took drastic steps to ________ the rebellious Athenians.
A. weaken
B. destroy
C. calm
D. irritate
27. Their participation _________ to the Athenians.
A. gave comfort
B. gave honor
C. gave strength
D. gave fear
E. gave hope
28. The people of Delos did not want to ______ the conquest of Greece.
A. end
B. encourage
C. think about
D. daydream about

29-30. The Athenians were _________ by some soldiers who arrived from Plataea.
A. welcomed
B. strengthened
C. held
D. captured
Read the following sentences carefully. Identify the words or group of words that
correspond/s to the following statements.
_______________1. It is the first step in reading.
_______________2. This technique is automatically being used by everyone who has tried to
find a person in a telephone book.
_______________3. It is a two-way process between the author and the reader
_______________4. It is an exercise for the mind.
_______________5. It is a basic reading skill that develops as children learn to sound out
words and recognize sight words.
_______________6. This technique is great for obtaining a first impression of an article to see if
it is actually relevant to you or not.
_______________7. It means engaging in what you read by asking yourself questions such as,
‘what is the author trying to say?’ or ‘what is the main argument being
presented?’
_______________8. It helps young readers understand how authors convey messages in reading.
_______________9. It is the rate at which a person reads written text in a specific unit of time.
_______________10. It is the ability to read accurately with expression and at a speed that
lends itself to comprehension.
III. Enumerate the following
A. Characteristics of the Reading Process C. Importance of Reading

1. 1. 13.
2. 2. 14.
3. 3. 15.
4. 4.
5. 5.
6. 6.
B. Developmental of Reading Phase 7.
1. 8.
2. 9.
3. 10.
4. 11.
5. 12.

LET’S SEE WHAT YOU HAVE LEARNED
BookTalk
Choose one from the following novels. Read and enjoy, the novel and be ready to do a booktalk
in order to encourage your classmates/audience to read good reading materials.
a. The Little Prince by Antoine De-Saint Exupery

b. The Giver by Lois Lowry
c. Night by Ellie Wiesel
d. The Diary of a Young Girl by Anne Frank
REFERENCES:
https://www.howtolearn.com/2012/08/different-reading-techniques-and-when-to-use-them
https://www.thoughtco.com/reading-speed-1691898
https://www.readingrockets.org/teaching/reading-basics/comprehension
https://shadyoakprimary.com/8-easy-steps-to-effective-reading/
http://lms.vocalerasmus.eu/mod/wiki/view.php?pageid=5
______________________________________________________________________________

MODULE 4
THE WRITING SKILLS
"Writing" is the process

of using symbols (letters of the
alphabet, punctuation and
spaces) to communicate
thoughts and ideas i n a readable
form.To write clearly it is
essential to understand the basic
system of a language. In English
this includes knowledge of
grammar, punctuation and
sentence structure. Vocabulary
is also necessary, as is correct
spelling and formatting.A writer
may write for personal
enjoyment or use, or for an
audience of one person or more.
The audience may be known
(targeted) or unknown. Taking notes for study purposes is an example of writing for one's self.
Blogging publicly is an example of writing for an unknown audience. A letter to a friend is an
example of writing for a targeted audience. As with speaking, it is important to consider your
audience when writing. There are many different styles of writing, from informal to formal.
The exercises have been devised to motivate the students to use and improve their writing
skills. Most of them are done as pair work or group work, which facilitates communication
between the students. The exercises usually consist of two or three parts, so that they are not too
long and boring. The students must do the first part well in order to accomplish the second. Most
important of all, they require the students to exercise imagination. The exercises require the
students to establish relationships between concepts, ideas, and words outside of normal use,
which forces them to review their primary use. This is a further semantic step. All these reasons
can be summed up in one: the exercises are an imaginative approach to teaching varieties of
writing.
Writing is the fourth language skill we may acquire in our native language. As with
speaking, it is a productive, or active skill, as it requires us to use our hands and our brains to
produce the written symbols that represent our spoken language. Along with reading, it is one of
the two artificial language skills, as not all natural spoken languages have a writing system:

This module is composed of eight lessons.
Lesson 1: The Writing Purposes Understanding the Four Major Purposes of Writing
Lesson 2: Writing a First Draft
Lesson 3: How to Write a Thesis Statement
Lesson 4: Writing a First Draft
Lesson 5: Revising the Drat
Lesson 6: Revising the Draft
Lesson 7: Paragraphs and Sentences
Lesson 8: Tips on Writing an Effective Essay
1. Compose a topic sentence that would control a paragraph on each of the given subtopics.
2. Revise and supply adequate detail to all weak paragraphs.
3. Learn techniques on how to organize events/ details.
4. Write an essay about COVID-19 Pandemic.
LESSON 1: THE WRITING PURPOSES UNDERSTANDING THE FOUR MAJOR

PURPOSES OF WRITING
Purpose is the goal or aim of a piece of writing: to express oneself, to provide

information, to persuade, or to create a literary work. There are four purposes writers use for
writing. When someone communicates ideas in writing, they usually do so to

express themselves, inform their reader, to persuade a reader or to create a literary work. In
college, we mostly rely on two purposes for composition style writing, and those are to inform or
to persuade the audience.
LESSON 2: CHARACTERISTICS OF GOOD WRITING
The Characteristics of Good Writing
So, what constitutes good writing? Opinions on the matter vary widely. There will be
different traits that make good fiction versus good poetry or good nonfiction. However, we can
pull together a general list of the characteristics of good writing (in no particular order):
1. Clarity and focus: In good writing, everything makes sense and readers don’t get lost or have
to reread passages to figure out what’s going on. Focused writing sticks with the plot or core idea
without running off on too many tangents.
2. Organization: A well-organized piece of writing is not only clear, it’s presented in a way that
is logical and aesthetically pleasing. You can tell non-linear stories or place your thesis at the end
of an essay and get away with it as long as your scenes or ideas are well ordered

3. Ideas and themes: Is the topic of your paper relevant? Does your story come complete with
themes? Can the reader visualize your poem? For a piece of writing to be considered well
crafted, it has to contain clearly identifiable ideas and themes.
4. Voice: This is what sets you apart from all other writers. It’s your unique way of stringing
words together, formulating ideas, and relating scenes or images to the reader. In any piece of
writing, the voice should be consistent and identifiable.
5. Language (word choice): We writers can never underestimate or fail to appreciate our most
valuable tools: words. Good writing includes precise and accurate word choices and well-crafted
sentences.
6. Grammar and style: Many writers would wish this one away, but for a piece of writing to be
considered good (let alone great), it has to follow the rules of grammar (and break those rules
only when there’s a good reason). Style is also important in ensuring that a piece of writing is
clear and consistent. Make sure you keep a grammar book and style guide handy.
7. Credibility or believability: Nothing says bad writing like getting the facts wrong or
misrepresenting oneself. In fiction, the story must be believable (even if it’s impossible), and in
nonfiction, accurate research can make or break a writer.
8. Thought-provoking or emotionally inspiring: Perhaps the most important quality of good

writing is how the reader responds to it. Does she come away with a fresh perspective and new
ideas? Does he close the cover with tears in his eyes or a sense of victory? How readers react to
your work will fully determine your success as a writer.
LESSON 3: THE WRITING PROCESS
The writing process is something that no two people do the same way. There is no "right
way" or "wrong way" to write. It can be a very messy and fluid process, and the following is
only a representation of commonly used steps.
Steps of the Writing Process

STEP 1: PREWRITING
THINK AND DECIDE
• Make sure you understand your assignment.
• Decide on a topic to write about.
• Consider who will read your work.
• Brainstorm ideas about the subject.
STEP 2: RESEARCH
• List places where you can find information.
• Do your research.
• Make an Outline to help organize your research.

STEP 3: DRAFTING
• Put the information you researched into your own words.
• Write sentences and paragraphs even if they are not perfect.
• Read what you have written and judge if it says what you mean.
• Write some more.
• Read it again.
• Write some more.
• Read it again.
• Write until you have said everything you want to say about the topic.
STEP 4: REVISING
• Read what you have written again.
• Rearrange words, sentences or paragraphs.
• Take out or add parts.
• Do more research if you think you should.
• Replace overused or unclear words.
• Read your writing aloud to be sure it flows smoothly.
STEP 5: EDITING AND PROOFREADING

• Be sure all sentences are complete.
• Correct spelling, capitalization, and punctuation.
• Change words that are not used correctly or are unclear.
• Make sure you are using the appropriate Style formatting.
LESSON 4: HOW TO WRITE A THESIS STATEMENT
Step 1: Formulate a research question

Come up with a research question that you want to answer, or extract the question from
your assignment prompt. In the examples given above, that question would be:
What were the main factors that led to the result of the 2016 Brexit referendum?
Step 2: Find an answer and take a position

After some initial research, you can formulate a tentative answer to this question. At this
stage it can be simple, and it should guide the process of researching and writing.
If you’re writing an argumentative paper, the answer should pick a side and take a strong
position on the issue. In the first example above, the initial thesis statement might be:
Brexit was driven by political frustration.
Step 3: Support your answer with reasoning and evidence

This is the research process! The answer to your question is likely to change as you
discover more evidence and sources. As you write the paper, keep developing and
refining your thesis statement.

In the example above, the final thesis statement doesn’t just state a position but
summarizes the overall argument:
The Brexit referendum result was driven by working-class frustration with the political
elite, caused by austerity policies that have eroded public services and fragmented
communities; the referendum offered an alternative to the status quo.
What makes a strong thesis statement?
The best thesis statements are concise, contentious and coherent.
Concise
A good essay or research paper builds up to a central argument. Your reader wants to
know what that argument is and how you will make it – your thesis statement should tell them in
a sentence or two.
Contentious
A thesis statement is not a simple statement of fact that your reader will easily accept. A
good thesis statement is a claim that requires further evidence, analysis or argument to back it up
– your audience needs a reason to keep reading! Particularly in an argumentative paper, if you
can imagine someone questioning or disagreeing with your statement, that’s a sign of its
strength.
Coherent
Your thesis statement might have several parts, but they should all add up to a coherent
whole, and it should clearly relate to the rest of your paper. Make sure that the main points of
your thesis statement appear in your section headings or topic sentences.
LESSON 5: WRITING A FIRST DRAFT
Now that you have a topic

and/or a working thesis, you have
several options for how to begin
writing a more complete draft.
Just write. You already have at least

one focusing idea. Start there. What do
you want to say about it? What
connections can you make with it? If
you have a working thesis, what points
might you make that support that
thesis?

Make an outline. Write your topic or thesis down and then jot down what points you might
make that will flesh out that topic or support that thesis. These don’t have to be detailed. In fact,
they don’t even have to be complete sentences (yet)!
Begin with research. If this is an assignment that asks you to do research to support your points
or to learn more about your topic, doing that research is an important early step (see the section
on “Finding Quality Texts” in the “Information Literacy” section). This might include a range of
things, such as conducting an interview, creating and administering a survey, or locating articles
on the Internet and in library databases.
Research is a great early step because learning what information is available from
credible sources about your topic can sometimes lead to shifting your thesis. Saving the research
for a later step in the drafting process can mean making this change after already committing
sometimes significant amounts of work to a thesis that existing credible research doesn’t support.
Research is also useful because learning what information is available about your topic can help
you flesh out what you might want to say about it.
Essay Structure
You might already be familiar with the five-paragraph essay structure, in which you
spend the first paragraph introducing your topic, culminating in a thesis that has three distinct
parts. That introduction paragraph is followed by three body paragraphs, each one of those going
into some detail about one of the parts of the thesis. Finally, the conclusion paragraph
summarizes the main ideas discussed in the essay and states the thesis (or a slightly re-worded
version of the thesis) again.
This structure is commonly taught in high schools, and it has some pros and some cons.
Pros
• It helps get your thoughts organized.

• It is a good introduction to a simple way of structuring an essay that lets students
focus on content rather than wrestling with a more complex structure.
• It familiarizes students with the general shape and components of many essays—a
broader introductory conversation giving readers context for this discussion,
followed by a more detailed supporting discussion in the body of the essay, and
ending with a sense of wrapping up the discussion and refocusing on the main idea.
• It is an effective structure for in-class essays or timed written exams.
Cons
• It can be formulaic—essays structured this way sound a lot alike.

• It isn’t very flexible—often, topics don’t lend themselves easily to this structure.
• It doesn’t encourage research and discussion at the depth college-level work tends to
ask for. Quite often, a paragraph is simply not enough space to have a conversation
on paper that is thorough enough to support a stance presented in your thesis.
So, if the five-paragraph essay isn’t the golden ticket in college work, what is?
That is a trickier question! There isn’t really one prescribed structure that written college-
level work adheres to—audience, purpose, length, and other considerations all help dictate what
that structure will be for any given piece of writing you are doing. Instead, this text offers you
some guidelines and best practices.
There’s No “Right” Number of Supporting Points
There is no prescribed number of supporting points. You don’t have to have three!
Maybe you have two in great depth, or maybe four that explore that one element from the most
salient angles. Depending on the length of your paper, you may even have more than that.
There’s More than One Good Spot for a Thesis
Depending on the goals of the assignment, your thesis may no longer sit at the end of the
first paragraph, so let’s discuss a few places it can commonly be found in college writing.
It may end up at the end of your introductory information—once you’ve introduced your
topic, given readers some reasonable context around it, and narrowed your focus to one area of
that topic. This might put your thesis in the predictable end-of-the-first-paragraph spot, but it
might also put that thesis several paragraphs into the paper
Some college work, particularly work that asks you to consider multiple sides of an issue
fully, lends itself well to an end-of-paper thesis (sometimes called a “delayed thesis”). This thesis
often appears a paragraph or so before the conclusion, which allows you to have a thorough
discussion about multiple sides of a question and let that discussion guide you to your stance
rather than having to spend the paper defending a stance you’ve already stated.
These are some common places you may find your thesis landing in your paper, but a thesis truly
can be anywhere in a text.
Writing Beginnings
Beginnings have a few jobs. These will depend somewhat on the purpose of the writing, but here
are some of the things the first couple of paragraphs do for your text:

• They establish the tone and primary audience of your text—is it casual? Academic?
Geared toward a professional audience already versed in the topic? An interested
audience that doesn’t know much about this topic yet?
• They introduce your audience to your topic.
• They give you an opportunity to provide context around that topic—what current
conversations are happening around it? Why is it important? If it’s a topic your
audience isn’t likely to know much about, you may find you need to define what the
topic itself is.
• They let you show your audience what piece of that bigger topic you are going to be
working with in this text and how you will be working with it.
• They might introduce a narrative, if appropriate, or a related story that provides an
example of the topic being discussed.
The most important thing at this point in the drafting process is to just get started, but when
you’re ready, if you want to learn more about formulas and methods for writing introductions,
see “Writing Introductions,” presented later in this section of the text.
Writing Middles
Middles tend to have a clearer job—they provide the meat of the discussion! Here are
some ways that might happen:
• If you state a thesis early in the paper, the middle of the paper will likely provide
support for that thesis.
• The middle might explore multiple sides of an issue.
• It might look at opposing views—ones other than the one you are supporting—and
discuss why those don’t address the issue as well as the view you are supporting
does.
Writing Endings
Endings, like beginnings, tend to have more than one job. Here are some things they
often need to do for a text to feel complete:
• Reconnect to the main idea/thesis. However, note that this is different than a simple
copy/paste of the thesis from earlier in the text. We’ve likely had a whole
conversation in the text since we first encountered that thesis. Simply repeating it, or
even replacing a few key words with synonyms, doesn’t acknowledge that bigger
conversation. Instead, try pointing us back to the main idea in a new way.

• Tie up loose ends. If you opened the text with the beginning of a story to
demonstrate how the topic applies to average daily life, the end of your text is a
good time to share the end of that story with readers. If several ideas in the text tie
together in a relevant way that didn’t fit neatly into the original discussion of those
ideas, the end may be the place to do that.
• Keep the focus clear—this is your last chance to leave an impression on the reader.
What do you want them to leave this text thinking about? What action do you want
them to take? It’s often a good idea to be direct about this in the ending
paragraph(s).
As mentioned about writing introductions above, the most important thing at this point in
the drafting process is to just get started (or in this case, to get started concluding), but when
you’re ready, if you want to learn more about formulas and methods for writing conclusions, see
“Writing Conclusions,” presented later in this section of the text.
LESSON 6: REVISING THE DRAFT
Having drafted your essay, you have gained the perspective of hindsight. Was the subject
matter more complex than you anticipated? Did your preconceived ideas prove less interesting
than discoveries you made while writing? Would you like to revise, but feel uncertain about how
to do so?
How to revise:
• Put your draft aside. Time away from your essay will allow for more objective self-
evaluation.
• Get feedback. Since you already know what you're trying to say, you aren't always the
best judge of where the draft is clear or unclear. Let another reader tell you. Then discuss
aloud what you were trying to achieve. In articulating for someone else what you meant
to argue, you will clarify ideas for yourself.
• Construct a backward-outline of your essay. Identify the main idea(s) in each paragraph.
Rank their importance in advancing your thesis. Consider connections between and
among ideas.
• Rethink your thesis. Based on what you did in the previous step, restructure your
argument: reorder your points, cut irrelevancies or redundancies, add complications and
implications. You may want to return to the text for additional evidence.
• Now that you know what you're really arguing, work on the introduction and conclusion.
Make sure to begin your paragraphs with topic sentences, linking idea(s) in each
paragraph to those proposed in the thesis.
• Proofread. Aim for precision and economy in language. Read aloud so you can hear
stylistic infelicities. (Your ear will pick up what your eye has missed.)
• Revision entails rethinking your thesis. Because clarity of vision is the result of
experience, it is unreasonable to expect to come up with the best thesis possible—one
that clearly accounts for the complexities of the issue at hand—before beginning a draft,
or even during a first draft. The best theses evolve; they are the products of the kind of

precise thinking that is only possible to achieve by writing. Successful revision involves
bringing your thesis into focus—or, changing it altogether.
• Revision entails making structural changes. Drafting is usually a process of discovering
an idea or argument. Your argument will not become clearer if you only tinker with
individual sentences. Successful revision involves bringing the strongest ideas to the front
of the essay, reordering the main points, cutting irrelevant sections, adding implications.
It also involves making the argument's structure visible by strengthening topic sentences
and transitions.
• Revision takes time. Avoid shortcuts: the reward for sustained effort is a clearer, more
persuasive, more sophisticated essay than a first draft can be.
LESSON 7: PARAGRAPHS AND TOPIC SENTENCES
A paragraph is a series of sentences that are organized and coherent, and are all related to
a single topic. Almost every piece of writing you do that is longer than a few sentences should be
organized into paragraphs. This is because paragraphs show a reader where the subdivisions of
an essay begin and end, and thus help the reader see the organization of the essay and grasp its
main points.
Paragraphs can contain many different kinds of information. A paragraph could contain a
series of brief examples or a single long illustration of a general point. It might describe a place,
character, or process; narrate a series of events; compare or contrast two or more things; classify
items into categories; or describe causes and effects. Regardless of the kind of information they
contain, all paragraphs share certain characteristics. One of the most important of these is a topic
sentence.
TOPIC SENTENCES
A well-organized paragraph supports or develops a single controlling idea, which is

expressed in a sentence called the topic sentence. A topic sentence has several important
functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a
paragraph and directs the order of the sentences; and it advises the reader of the subject to be
discussed and how the paragraph will discuss it. Readers generally look to the first few sentences
in a paragraph to determine the subject and perspective of the paragraph. That’s why it’s often
best to put the topic sentence at the very beginning of the paragraph. In some cases, however, it’s
more effective to place another sentence before the topic sentence—for example, a sentence
linking the current paragraph to the previous one, or one providing background information.
Although most paragraphs should have a topic sentence, there are a few situations when a
paragraph might not need a topic sentence. For example, you might be able to omit a topic
sentence in a paragraph that narrates a series of events, if a paragraph continues developing an
idea that you introduced (with a topic sentence) in the previous paragraph, or if all the sentences
and details in a paragraph clearly refer—perhaps indirectly—to a main point. The vast majority
of your paragraphs, however, should have a topic sentence.

PARAGRAPH STRUCTURE
Most paragraphs in an essay have a three-part structure—introduction, body, and

conclusion. You can see this structure in paragraphs whether they are narrating, describing,
comparing, contrasting, or analyzing information. Each part of the paragraph plays an important
role in communicating your meaning to your reader.
Introduction: the first section of a paragraph; should include the topic sentence and any other
sentences at the beginning of the paragraph that give background information or provide a
transition.
Body: follows the introduction; discusses the controlling idea, using facts, arguments, analysis,
examples, and other information.
Conclusion: the final section; summarizes the connections between the information discussed in
the body of the paragraph and the paragraph’s controlling idea.
The following paragraph illustrates this pattern of organization. In this paragraph the
topic sentence and concluding sentence (CAPITALIZED) both help the reader keep the
paragraph’s main point in mind.
SCIENTISTS HAVE LEARNED TO SUPPLEMENT THE SENSE OF SIGHT

IN NUMEROUS WAYS. In front of the tiny pupil of the eye they put, on Mount
Palomar, a great monocle 200 inches in diameter, and with it see 2000 times farther into
the depths of space. Or they look through a small pair of lenses arranged as a microscope
into a drop of water or blood, and magnify by as much as 2000 diameters the living
creatures there, many of which are among man’s most dangerous enemies. Or, if we want
to see distant happenings on earth, they use some of the previously wasted
electromagnetic waves to carry television images which they re-create as light by
whipping tiny crystals on a screen with electrons in a vacuum. Or they can
bring happenings of long ago and far away as colored motion pictures, by arranging
silver atoms and color-absorbing molecules to force light waves into the patterns of
original reality. Or if we want to see into the center of a steel casting or the chest of an
injured child, they send the information on a beam of penetrating short-wave X rays, and
then convert it back into images we can see on a screen or photograph. THUS ALMOST
EVERY TYPE OF ELECTROMAGNETIC RADIATION YET DISCOVERED HAS
BEEN USED TO EXTEND OUR SENSE OF SIGHT IN SOME WAY.
George Harrison, “Faith and the Scientist”
COHERENCE
In a coherent paragraph, each sentence relates clearly to the topic sentence or controlling
idea, but there is more to coherence than this. If a paragraph is coherent, each sentence flows
smoothly into the next without obvious shifts or jumps. A coherent paragraph also highlights the

ties between old information and new information to make the structure of ideas or arguments
clear to the reader.
Along with the smooth flow of sentences, a paragraph’s coherence may also be related to its
length. If you have written a very long paragraph, one that fills a double-spaced typed page, for
example, you should check it carefully to see if it should start a new paragraph where the original
paragraph wanders from its controlling idea. On the other hand, if a paragraph is very short (only
one or two sentences, perhaps), you may need to develop its controlling idea more thoroughly, or
combine it with another paragraph.
A number of other techniques that you can use to establish coherence in paragraphs are
described below.
Repeat key words or phrases. Particularly in paragraphs in which you define or identify an
important idea or theory, be consistent in how you refer to it. This consistency and repetition will
bind the paragraph together and help your reader understand your definition or description.
Create parallel structures. Parallel structures are created by constructing two or more phrases
or sentences that have the same grammatical structure and use the same parts of speech. By
creating parallel structures you make your sentences clearer and easier to read. In addition,
repeating a pattern in a series of consecutive sentences helps your reader see the connections
between ideas. In the paragraph above about scientists and the sense of sight, several sentences
in the body of the paragraph have been constructed in a parallel way. The parallel structures
(which have been emphasized) help the reader see that the paragraph is organized as a set of
examples of a general statement.
Be consistent in point of view, verb tense, and number. Consistency in point of view, verb
tense, and number is a subtle but important aspect of coherence. If you shift from the more
personal "you" to the impersonal “one,” from past to present tense, or from “a man” to “they,”
for example, you make your paragraph less coherent. Such inconsistencies can also confuse your
reader and make your argument more difficult to follow.
Use transition words or phrases between sentences and between paragraphs. Transitional
expressions emphasize the relationships between ideas, so they help readers follow your train of
thought or see connections that they might otherwise miss or misunderstand. The following
paragraph shows how carefully chosen transitions (CAPITALIZED) lead the reader smoothly
from the introduction to the conclusion of the paragraph.
I don’t wish to deny that the flattened, minuscule head of the large-bodied "stegosaurus"
houses little brain from our subjective, top-heavy perspective, BUT I do wish to assert that we
should not expect more of the beast. FIRST OF ALL, large animals have relatively smaller
brains than related, small animals. The correlation of brain size with body size among kindred
animals (all reptiles, all mammals, FOR EXAMPLE) is remarkably regular. AS we move from
small to large animals, from mice to elephants or small lizards to Komodo dragons, brain size
increases, BUT not so fast as body size. IN OTHER WORDS, bodies grow faster than brains,
AND large animals have low ratios of brain weight to body weight. IN FACT, brains grow only
about two-thirds as fast as bodies. SINCE we have no reason to believe that large animals are

consistently stupider than their smaller relatives, we must conclude that large animals require
relatively less brain to do as well as smaller animals. IF we do not recognize this relationship, we
are likely to underestimate the mental power of very large animals, dinosaurs in particular.
Stephen Jay Gould, “Were Dinosaurs Dumb?”
SOME USEFUL TRANSITIONS
To show addition:
• again, and, also, besides, equally important, first (second, etc.), further, furthermore, in
addition, in the first place, moreover, next, too
To give examples:
• for example, for instance, in fact, specifically, that is, to illustrate
To compare:
• also, in the same manner, likewise, similarly
To contrast:
• although, and yet, at the same time, but, despite, even though, however, in contrast, in
spite of, nevertheless, on the contrary, on the other hand, still, though, yet
To summarize or conclude:
• all in all, in conclusion, in other words, in short, in summary, on the whole, that is,
therefore, to sum up
To show time:
• after, afterward, as, as long as, as soon as, at last, before, during, earlier, finally, formerly,
immediately, later, meanwhile, next, since, shortly, subsequently, then, thereafter, until,
when, while
To show place or direction:

• above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to the left
(north, etc.)
To indicate logical relationship:

• accordingly, as a result, because, consequently, for this reason, hence, if, otherwise,
since, so, then, therefore, thus
LESSON 8: TIPS ON WRITING AN EFFECTIVE ESSAY
1. Pick a topic.
You may have your topic assigned, or you may be given free reign to write on the subject
of your choice. If you are given the topic, you should think about the type of paper that you want

to produce. Should it be a general overview of the subject or a specific analysis? Narrow your
focus if necessary.
If you have not been assigned a topic, you have a little more work to do. However, this
opportunity also gives you the advantage to choose a subject that is interesting or relevant to you.
First, define your purpose. Is your essay to inform or persuade?
Once you have determined the purpose, you will need to do some research on topics that
you find intriguing. Think about your life. What is it that interests you? Jot these subjects down.
Finally, evaluate your options. If your goal is to educate, choose a subject that you have
already studied. If your goal is to persuade, choose a subject that you are passionate about.
Whatever the mission of the essay, make sure that you are interested in your topic.
2. Prepare an outline or diagram of your ideas.
In order to write a successful essay, you must organize your thoughts. By taking what’s
already in your head and putting it to paper, you are able to see connections and links between
ideas more clearly. This structure serves as a foundation for your paper. Use either an outline or
a diagram to jot down your ideas and organize them.
To create a diagram, write your topic in the middle of your page. Draw three to five lines
branching off from this topic and write down your main ideas at the ends of these lines. Draw
more lines off these main ideas and include any thoughts you may have on these ideas.
If you prefer to create an outline, write your topic at the top of the page. From there,
begin to list your main ideas, leaving space under each one. In this space, make sure to list other
smaller ideas that relate to each main idea. Doing this will allow you to see connections and will
help you to write a more organized essay.
3. Write your thesis statement.
Now that you have chosen a topic and sorted your ideas into relevant categories, you
must create a thesis statement. Your thesis statement tells the reader the point of your essay.
Look at your outline or diagram. What are the main ideas?
Your thesis statement will have two parts. The first part states the topic, and the second
part states the point of the essay. For instance, if you were writing about Bill Clinton and his
impact on the United States, an appropriate thesis statement would be, “Bill Clinton has
impacted the future of our country through his two consecutive terms as United States
President.”
Another example of a thesis statement is this one for the “Winning Characteristics”
Scholarship essay: “During my high school career, I have exhibited several of the “Winning
Characteristics,” including Communication Skills, Leadership Skills and Organization Skills,

through my involvement in Student Government, National Honor Society, and a part-time job at
Macy’s Department Store.”
4. Write the body.
The body of your essay argues, explains or describes your topic. Each main idea that you
wrote in your diagram or outline will become a separate section within the body of your essay.
Each body paragraph will have the same basic structure. Begin by writing one of your
main ideas as the introductory sentence. Next, write each of your supporting ideas in sentence
format, but leave three or four lines in between each point to come back and give detailed
examples to back up your position. Fill in these spaces with relative information that will help
link smaller ideas together.
5. Write the introduction.
Now that you have developed your thesis and the overall body of your essay, you must
write an introduction. The introduction should attract the reader’s attention and show the focus of
your essay.
Begin with an attention grabber. You can use shocking information, dialogue, a story, a
quote, or a simple summary of your topic. Whichever angle you choose, make sure that it ties in
with your thesis statement, which will be included as the last sentence of your introduction.
6. Write the conclusion.
The conclusion brings closure of the topic and sums up your overall ideas while
providing a final perspective on your topic. Your conclusion should consist of three to five
strong sentences. Simply review your main points and provide reinforcement of your thesis.
7. Add the finishing touches.
After writing your conclusion, you might think that you have completed your essay.
Wrong. Before you consider this a finished work, you must pay attention to all the small details.
Check the order of your paragraphs. Your strongest points should be the first and last
paragraphs within the body, with the others falling in the middle. Also, make sure that your
paragraph order makes sense. If your essay is describing a process, such as how to make a great
chocolate cake, make sure that your paragraphs fall in the correct order.
Review the instructions for your essay, if applicable. Many teachers and scholarship
forms follow different formats, and you must double check instructions to ensure that your essay
is in the desired format.

Finally, review what you have written. Reread your paper and check to see if it makes
sense. Make sure that sentence flow is smooth and add phrases to help connect thoughts or ideas.
Check your essay for grammar and spelling mistakes.
LET’S TRY THIS
Name: _________________________________ Date: ____________

Directions: Select five of the subjects below. Tapping your personal resources and prior
knowledge, name one topic suggested by each. For each topic, list 3 questions.
1. Life in the City 6. A Religious Experience

2. Parents 7. Leisure Activities
3. Saving Money 8. A Best-Selling Book
4.The Energy Crisis 9. COVID -19 Pandemic
5. Human Rights 10. The Pains and Joys of Online Classes
COVID 19 Pandemic
1.
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2.
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3.
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4.
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5.
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Directions: Write a topic sentence that will control a paragraph in each of the following.
1. How to be productive while on home quarantine
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2. Advantage of having your own room
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3. Responsible use of social media
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4. The problem with long-distance relationship
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5. Choosing a course for college course
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The following paragraphs are weak because they lack adequate detail. Revise these
paragraphs to incorporate adequate detail.
1. The first time I went hiking, I couldn’t believe how lovely the woods were. I was unused to
such picturesque surroundings. I remembered blinking and staring very hard at everything.
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2. The restaurant was old and dirty, I couldn’t think of a worst place to eat dinner. I ordered food
anyway, but I couldn’t eat it. After drinking a cup of watered-down coffee, I paid my bill and
left.
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Place the number (starting with 1) on the lines below to correctly order the events as they
happened.
A. Life Before Humans Roamed the Earth

_____ the sun returned after being dormant for 6 months.
_____ the animals sensed a long cold winter ahead of them.
_____ the weather made it difficult to find food.
_____ the sun went dormant.
_____ the animals cooperatively lived with one another and
shared resources.
B. Dirt Bike Danger!

_____ The riders enter the first corner.
_____ The racers have 4 laps left.
_____ The race starts
_____The doctors speak to Todd about his injury.
_____ The riders take their marks (line-up).
_____Todd crashes into the wall.
Let’s See What You Have Learned
Write an essay about “COVID-19 Pandemic”.

Rubric
• Ideas 10%
• Organization 20%
• Sentence Fluency 30%
• Conventions 20&
• Presentation 20%

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REFERENCES:
https://www.bing.com/search?q=syllabus+on+teaching+and+assessing+macroskills&qs=n&form=QB
RE&sp=-1&pq=syllabus+on+teachin
https://sites.newpaltz.edu/owrc/wp-content/uploads/sites/16/2014/01/Purpose-Handout.pdf
https://www.writingforward.com/better-writing/characteristics-of-good-writing
https://writing.ku.edu/writing-process
https://openoregon.pressbooks.pub/wrd/chapter/writing-a-first-draft/
Copyright Laura Saltz, 1998, and the President and Fellows of Harvard College, for the
Writing Center at Harvard University.
https://wts.indiana.edu/writing-guides/paragraphs-and-topic-
sentences.html#:~:text=Paragraphs%20%26%20Topic%20Sentences-
,Paragraphs%20%26%20Topic%20Sentences,should%20be%20organized%20into%20para
graphs.&text=One%20of%20the%20most%20important%20of%20these%20is%20a%20topi
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https://www.fastweb.com/student-life/articles/essay-tips-7-tips-on-writing-an-effective-essay
Macro Skills in English Uy and Valdez 2007
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Baliwag Polytechnic College

Dalubhasaan Kong Mahal

Adopted and Prepared by:

MA. CLARA R. SEPACIO, LPT. MTBE

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 1

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 2

COURSE EVALUATION/ GRADING SYTEM:

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 3

This module is composed of ten lessons.

Lesson 1 Listening Process

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 5

1. Identify active listening in different situations

LESSON 1: LISTENING PROCESS

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 6

II. During listening:

III. Post listening extension:

LESSON 3: KINDS OF LISTENING

1. One-Way Communication - In one-way communication, information is transferred in one

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 7

2. Two-Way Communication - is when one person

Two-way communication is essential in the business

LESSON 4: TYPES OF LISTENING

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 8

LESSON 5: IMPORTANCE OF LISTENING

• Communication is not complete without effective listening.

LESSON 6: THE BENEFITS OF BEING A GREAT LISTENER

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 9

Becoming a great listener

• Briefer conversations – Good listening leads to understanding and accuracy. It reduces

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 10

Here are the four types of listeners or preferences:

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 11

• Inadequate language base

LESSON 9: TEN BAD LISTENING HABITS

1. Calling the subject uninteresting

LESSON 10: 6 CREATIVE LISTENING ASSESSMENT IDEAS

1. Assessing the Listening of Absolute Beginners

Activity: Total Physical Response (TPR)

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 12

2. Assessing the Listening of Elementary-level Students

Activity: Blending Boards

3. Assessing the Listening of Pre-intermediate Students

Activity: Cloze exercises

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 13

4. Assessing the Listening of Intermediate Students

Activity: Minimal pairs

5. Assessing the Listening of Upper-intermediate Students

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 14

6. Assessing the Listening of Advanced Students

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 15

Name: _________________________________ Date: ____________

I. Directions: Circle the letter of the correct answer.

1. Which of the following situations calls for active listening skills?

2. What is "active listening"?

3. Which one is NOT part of active listening?

4. Which work situation would require active listening?

6. Which is NOT a good reason to use active listening?

EL107 I TEACHING AND ASSESSMENT OF MACRO SKILLS 16

Name: _____________________ Date:

Name: _____________________ Date: