Module Receive and Respond

ACHIEVING COMPETENCE
in
Receive and Respond to
Workplace Communication
(Developing Communication Skills)
Follow Routine Spoken Messages
Interpret Written Notices
This is the third of the Modular Series produced by the

Jacobo Z. Gonzales Memorial School of Arts and Trades
Technical Education and Skills Development Authority
Region IV-A
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RECEIVING AND RESPONDING TO Date: June 2011
WORKPLACE COMMUNICATION By: R.K.Gonzales, T.G.Carino, C.E.Amaba
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TESDA 4A Page 1 of 54
TABLE OF CONTENTS
Content Page Number
Title Page 1
Table of Contents 2
Learning Guide Overview 3
How To Use This Learning Guide 5
Learning Activities 6
Information Sheet No. 1: What is Communication? 7

Activity Sheet No 1 9
Self Check No. 1 11
LO 1: Follow Routine Spoken Messages 12

Information Sheet No. 2: Developing Listening Skills 13
Activity Sheet No. 2 15
Self Check No. 2 16
Information Sheet No. 3: Note Taking 17
Self Check No. 3 19
Information Sheet No. 4: Vocabulary Development 20
Self Check No. 4 24
Information Sheet No. 5: Constructing Sentences 25
Self Check No. 5 29
Information Sheet No. 6: Words Commonly Misused 30
Self Check No. 6 44
LO 2: Interpret Written Notices 45

Information Sheet No. 7: Developing Reading Skills 46
Self Check No. 7 49
Information Sheet No. 8: Dealing with Paragraph 50
Self Check No. 8 53
Record of Competence 54
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LEARNING GUIDE OVERVIEW
To be an effective worker it is necessary to have skills and confidence to communicate with
others. One must develop this skill in order for him to have the edge or the advantages to pursue his
career. Filipinos today experienced difficulties in expressing themselves in English because of lack
of knowledge and lack of confidence within themselves. We often thought that English language is
only for those who belong in the elite society or high class people but the real fact is that is it the
international communication language. We cannot escape communicating and it is a part of our daily
living.
I hope that this module will bring light and enhance the learners communication skills and
confidence. Welcome to the English World!
Basic of Competency: Communication

Unit of Competency: Receive and Respond to Workplace Communication
Module Title: Receiving and Responding to Workplace Communication
Module Description: This module contains information about communication. Its
scope is effective communication, expressing ideas correctly,
vocabulary development and effective reading.
Upon studying the information sheets and performing the
activities provided, the trainees knowledge and skills will be
enhanced.
Suggested Duration: 54 Hours

Classification Level: NC I
Prerequisite: None
Summary of Learning Outcomes:
Upon the completion of this module the students/trainees will be able to:
LO1: Follow routine spoken messages
LO2: Interpret written notices
Learning Objectives 1: Follow Routine Spoken Messages

Assessment Criteria:
1. Required Information is gathered by listening attentively.
2. Ideas heard are easily grasped.
3. Construct sentences using correct pattern and grammar.
4. Use and pronounce words correctly.
Contents:
1. Developing Listening Skills
2. Note Taking
3. Vocabulary Development
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4. Constructing Sentences
5. Words Commonly Misused / Philippinisms
Conditions:
The students must be provided with the following materials:
Writing materials (notebook, pen, paper)
Modules
Methodologies:
Modular
Simulations
Assessment Method:
Demonstration
Oral Questioning
Written
Learning Objectives 2: Interpret Written Notices

Assessment Criteria:
1. Reading techniques are practiced.
2. Topic Sentences in the paragraph are identified.
3. Ideas identified in the reading materials/written notices are easily comprehended.
Contents:
1. Developing Reading Skills
2. Dealing with Paragraph
Conditions:
The students must be provided with the following materials:
Writing materials (notebook, pen, paper)
Modules
Methodologies:
Modular
Simulations
Assessment Method:
Demonstration
Oral Questioning
Written
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HOW TO USE THIS LEARNING GUIDE
This Learning Guide will lead you through a series of activities which will require you to
work at your own pace. These activities will ask you to complete associated learning and practice
activities in order to gain the knowledge and skills you need to achieve the learning objectives stated
earlier.
Refer to Learning Activity Page to know the sequence of learning tasks to undergo and the
appropriate resources to use in each task. This page will serve as your road map towards the
achievement of objectives.
Read the Information Sheets. This will give you an understanding of the work, and why
things are done the way they are.
Complete the activities as directed in the activity/practice sheets. These will test your
knowledge and give you practice of doing the tasks involved. Performance criteria for assessing
practical exercise are shown to guide you in undertaking the practical exercises. Always be aware of
safety requirements highlighted in this material. Ask for clearance in using some tools and
equipment. Should you require some assistance and clarification, consult your trainer or facilitator.
They should be available anytime you need them.
Answer self checks found in each selection of the learning guide. Do not write anything on
this learning guide; provide separate sheets for your answers. Self-checks will let you know how you
are going. To know how you fared with self-checks, review the answer key found at the end of the
learning guide.
A record of competency is provided on the last page to reflect how much of the required
assessment criteria have been met.
You may already have some or most of the knowledge and skills covered in this learners
guide. Talk to your trainer about having them formally recognized. If you have qualification or
certificate of competence from previous training, show it to your trainer. If the skills you acquired
are still current and relevant to the unit of competency they may become part of the evidence you
can present for Recognition of Prior Learning (RPL). If you are not sure about the accuracy of your
skills, discuss it with your trainer.
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LEARNING ACTIVITIES
In order to achieve the learning outcomes stated in the learning material, you must follow the
steps indicated below. Each step has a corresponding resource or specific instructions to be used in
accomplishing the given activities.
Note: Upon accomplishing the activities, the instructor will observe the following:
In reading activities:
1. Proper intonation
2. Correct pronunciation
In writing activities:
1. Capitalization
2. Spelling
3. Proper use of punctuation marks
Learning Steps Resources/Specific Instructions

1. The trainees will ask the modules from 1. Communication Instructor will give the
the instructor. learning materials.
2. Read: Information Sheet No. 1 2. Information Sheet No. 1: What is
Communication?
3. Follow the instructions given in the 3. Activity Sheet No. 1: What is
Activity Sheet No. 1 Communication?
4. Answer Self Check 1 4. Self Check No. 1
Note: Follow the same steps No. 1-4 mentioned Activity Sheet No. 2 to 8
above to accomplish the Information Sheet Nos. Self Check No. 2 to 8
2-8
Information Sheet No. 2
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INFORMATION SHEET NO. 1
What is Communication?
Communication n. Latin communis, which means commonness; the giving and receiving of
communication signals or messages by talking, writing, gestures and signals.
Is a process through which two or more human beings share each others thoughts, ideas,
feelings, insights, and information and exchange meanings. (Herman Weismann)
Is the lifeblood of every organization (Murphey and Hildebrrandt)
The basis of social existence. (Charles Wright)
To sum up all the definitions; Communication is a two-way process wherein two people will
meet and understand each other. Here is the diagram that shows how communication takes place in
every scenario:
FEEDBACK
Noise
First Person Message Second Person

Encoder Verbal Decoder
Sender Non-Verbal Receiver
Noise
Channel
Fig 1. The Communication Model
The communicator is the source of information. We have the idea and puts across this idea
and encodes or sends it to the listener. The communicator translates the idea by using both verbal
(speech) and non-verbal (actions) messages. The receiver picks up the message and decodes it. The
decoding is not a simple process because the receiver interprets the message using personal
experience, expectation, trust, comprehension level and all other factors that affect his/her perception
or understanding. It is clear that noise may hinder clear encoding and decoding. An error may occur
in the process but the sender of the message will try to use a code that is appropriate to the receiver
who will decode the message in its context. After decoding, there is the final loop that closes the
circuit of communication which is the feedback. The receiver or listener indicates to the
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communicator that the message has been received, and the nature of the response will usually
indicate something of the quality of understanding.
Communication, as seen in the diagram is both mutual and circular and feedback offers the
opportunity for correcting or reshaping the original message. The sender can add or alter the first
message in order to clarify it. The receiver can also test the decoding to make sure that the message
sent is the message that the sender intended.
Principles of Communication
Be other-oriented. Be interested in other people specifically on what they say. You can
establish effective interpersonal relationships if you try to put yourself in other persons
shoes. It is important to establish an open communication.
Know the purpose of the communication. You communicate to express not to impress. You
need to be aware as to why the verbal exchanges are going on so that you could adjust the
method of communication that you will use putting emphasis on the tone, language, and
approach that will be appropriate to the situation.
Choose an appropriate place for communication. A corridor is not the proper place if you
will discuss important issues. Even if your intentions are good, if communication is done at
the wrong time and place it might result to miscommunication and waste of time.
Think before you speak. Consider your words before you speak. It is essential to consider
how you will put your ideas together to get the best results.
Seek second opinions. When you ask a persons advice regarding a particular topic, we feel
good. Be appreciative of the persons contribution.
~oOo~
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ACTIVITY SHEET NO. 1
Objectives:
1. To identify your strength and weaknesses as a communicator.
2. To be able to communicate with other people effectively.
3. To share their experiences as they communicate with their co-students.
Materials:
1. Notebook / Paper
2. Pen
3. CBLM
Activity no. 1
Answer the question appropriately.
1. Awareness. Reflect on your strengths and weaknesses as a communicator.

a. Are you able to put across what you think and feel?
b. Are you having difficulty expressing yourselves?
c. Do you have the self confidence to talk to different kinds of people of varying age, position
and status in life?
2. Change. Once you are aware of your communication strengths, sustain them. However, do
something about your weaknesses. Some questions that you might ask yourself to effect
change are:
a. What are you presently doing well?
b. What can you do not do well at present?
c. What do you understand about your personality and how it relates communication?
d. Are you willing to modify or change some aspects of your personality or character to become
an effective communication?
e. What will you change or modify your character or behavior? Name two.
Activity no. 2
Cooperative Learning
Forms groups of five (5) members and discuss your answers. Your instructor/professor will
write 1 to 10 on the board. The leader will tally beside each number the total of all class members
who indicated the reason for enrolling in the speech course. Discuss the results of the tally to provide
everyone with a better idea of the top five (5) goals of the Communication Training Course.
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Write the top five goals of your GROUP.
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
Activity no. 3
Compare and contrast the goals of the group to that of the whole class.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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SELF CHECK NO. 1
I. Identify the correct answer.
_______________ 1. This is the person who is responsible for creating the message.
_______________ 2. It is the response given by the 2nd person.
_______________ 3. How do you call the communication tool which is used to transfer the
message?
_______________ 4. He is the one who is decoding the message and translate it based from his/her
understanding.
_______________ 5. It is the element which block or disrupts the transfer of message.
II. Essay.
1. What is communication?
2. In your own words discuss the communication model.
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LEARNING OBJECTIVE
ONE
Follow Routine Spoken Messages
Topics:
1. Developing Listening Skills
2. Note Taking
3. Vocabulary Development
4. Constructing Sentences
5. Words Commonly Misused
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Developing Listening Skill
Since we know now the concept of communication, it is now time for us to know how we
can achieve an effective communication especially in the work place. Here are some tips:
1. Make sure it is not too noisy to hear what is being said.

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

Noise
Daydreaming
Distractions
Attitude
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Process of Listening
Step 1 Step 2 Step 3

Recognition Interpretation Evaluation
Hearing Translation of speech Weighing ideas for their
Paying Attention sounds into ideas worth
Recognizing speech
sounds
Your academic performance is affected by poor listening which results in poor grades, poor
self-esteem and others. Even your future job will be affected. Studies contend that poor listening
causes 60% of misunderstandings in business. It is clear that one of the greatest communication
problems on the job is poor listening.
Listeners Responsibilities
Pay attention to the speaker. Turn your eyes to the direction of the speaker and dont think
about anything but concentrate on his/her speech.
Adopt a new rule. Remove your perception that listening is passive. It is an active behavior
that requires a lot of efforts and thinking.
Ask the right question. Assist the speaker by asking courteous and intelligent question/s if
there is an opportunity.
Be courteous. Courtesy is a mark of mental health and human decency. Here are some
suggestion for courteous behavior:
1. Let the speaker know he has your full attention.
2. If you are taking notes, do so unnoticeably.
3. Look and act interested in what is being said.
4. Ask questions only when needed, phrasing them in friendly terms; dont heckle.
5. Avoid the kind of behavior that offends you when you are speaking.
6. And by all means:
Dont whisper to your neighbor
Dont shuffle your feet, rustle paper, jingle coins, or play with objects.
Dont chew gums or eat anything.
Dont read or do written works.
Dont make preparations to leave before the speaker has finished.
Dont perform acts of personal grooming.
Be open-minded. When you are determined not to listen to the speaker because you already
know what to think regardless of what he says, your mind is closed. Think of yourself like
you are an empty glass when listening.
Evaluate what you receive. Three (3) steps for evaluation of messages; Break Barriers,
Check Interpretation, Weigh Ideas.
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Objectives:
1. Listen to a speech.
2. Analyze and get the main idea of the material on which they have listened to.
3. Express ones opinion.
Materials:
1. Notebook / Paper
2. Pen
3. CBLM
4. Multimedia player
Activity no. 1 (See material: speech)
Listen to a speech. Use the following questions to analyze it.

(a) What is the speakers motive?
(b) Approximately, what is the percentage of feeling and reasoning?
(c) Does he make clear when he is expressing opinion and when he is using facts?
(d) Does he ever substitute opinion for fact?
Activity no. 2
Let everyone in class prepare a short talk on a subject with which he is familiar. The purpose
of this activity is to test the speakers ability and listeners ability too. Along with this talk, each
speaker should prepare a short quiz on the ideas that he has tried to put across. After the talk the test
should be given and scored. Class discussion and individual analysis of the results will reveal the
success of both the speaker and the listener.
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SELF CHECK NO. 2

I. Enumeration
1. Give at least 5 tips in achieving effective communication.

2. Write the four main causes of ineffective listening. Be able to explain each.
3. Aside from what is being mentioned in the information sheet, give at least 5 more
responsibilities of a listener.
II. TRUE or FALSE
_____ 1. Poor listening may lead to miscommunication.

_____ 2. Hearing is a process, while Listening is a skill.
_____ 3. The gestures of the speaker will not affect your listening.
_____ 4. You can ask a question to the speaker anytime you want.
_____ 5. Nodding ones head signifies that he/she listens attentively.
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Note Taking
Note taking is a skill which you have to develop. Effective note taking is important to record
information/instructions based on what we read and heard. Systematic note taking means, reading
through a passage or listening to a discussion and determining its subject and then writing them
down. They should be brief and easy to remember.
To take down notes efficiently, remember the following points:
1. Determine the usefulness of the source. Old source is not suitable for topics on recent studies.
Disregard materials that are too technical and therefore difficult to understand.
2. The most convenient material for taking down notes is the card, preferably 4x6 cards. Your
notes will be in the form of quotations, paraphrases or a combination of these. Write one
piece of information on each card. This way it will be easier for you to shuffle the card into a
suitable order when you start organizing your papers.
3. Indicate on each card the source-author-speaker, date, venue, event, number/s. The precise
acknowledgment of borrowed materials is known as attribution. If you forgot to do this you
will find it very difficult to locate your source of information. You can also label your cards
as a reminder of its contents.
Example:
Hocket, Charles F.
p. 581
Man does not live by bread alone,

his other need is communication.
4. As you take down notes your own ideas may occur to you. You may have an idea in response
to what you have read or listened to; when this happens write this also into your note cards.
Here are some few more tips regarding note taking.

1. Dont write to many words.
2. Be sure that you have enough facts and details.
3. Dont get off the track; stick to the topic.
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Note Taking
Objectives:
1. Practice note taking skill
2. Be able to retain the gathered information from what has been read or heard.
3. Recall important facts from which has been previously discussed
Materials:
1. Notebook / Paper
2. Pen
3. CBLM
4. Multimedia player
Activity no. 1 (See material: jobhunting. wav)
Listen to the article which will be played by the teacher on a multimedia player and write as
many important details or information as you can. Share and compare your notes with your class
mates.
Activity no. 2
Go the library or interview a suitable resource person about your chosen topic from below.
1. RH Bill
2. Education at present
3. Job opportunities
4. Internet Access
Make a note card for the every information that you will gather. Lastly on another sheet of
paper paraphrase or summarize all the information which you have gathered to form a meaningful
and useful information.
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SELF CHECK NO. 3
Note Taking
I. Note taking skill (See material: article)
List five (5) important information from an article which will be read by your teacher.
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
I. Essay
Why it is that note taking is an important skill that we should learn?
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Vocabulary Development
Vocabulary development is the process whereby speakers of language enhance their working
vocabularies with new words.
The average persons' active vocabulary consists of 10,000 words, regardless of native tongue.
Usually, this represents a mere fraction of the lexis of that language. English, for example, contains
approximately 600,000 words, established by the Oxford University Press.] This discrepancy,
however, is partly due to relative simplicity of spoken language to written language. Additionally,
one may understand more words than one uses, meaning that one's working vocabulary may not be
representative of one's total knowledge of a language.
Vocabulary development is not just, but it also about communication. It means saying
exactly what you mean and having the words to say it. It means learning to communicate clearly and
effectively.
Words are valuable tools and there are many people who would not have a job if it were not
for those tools. Imagine all teachers, novelists, copywriters, public relations people, scriptwriters,
songwriters, and many more. They would be out of work if they did not have the words to convey
their ideas.
We learn vocabulary in different ways, depending on our purpose and what the situation is.
There are some words that we know but do not use actively. There are other words that we want to
be able to use correctly in our daily lives. When studying new words, sometimes a word will
immediately become part of our active vocabulary and we always remember it. At other times, we
seem to forget new words very quickly. When studying new words, it is frustrating to spend a lot
time trying to memorize the words and then forget them all later.
Vocabulary can be improved by exposure to new language information. Exposure through

writing is especially effective, for it offers a greater context by which new words may become
understood.
Dictionaries and other reference works may provide additional information.
Strategy to Own New Words
In order to actively use new words, you need to know a lot more about them.
How is the word spelled?
How is the word pronounced?
What part of speech is this word?
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Is the word formal or Informal?
What kinds of situations is the word use in?
Are there any prepositions that must follow the word?
What are the other forms of the word?
Four Kinds of Meaning
1. Conceptual Meaning It is the meaning a word can have on its own. Concepts can be found
in the whole text down to a single word or morpheme. Other concepts can be expressed by
the smallest unit such as the concept of plurality, expressed in English by the suffix s among
other ways.
2. Propositional Meaning It is a meaning a sentence can have on its own. It is a meaning a
clause or sentence can have even if it is not being used in context, but is just standing on its
own.
3. Contextual Meaning It is a meaning a sentence can have only when in context. This is the
same as functional value. As soon as a sentence is used in a given situation or context, it
takes on a value derived from the writers reason for using it, and from the realtionship
between one sentence and others in the same text.
4. Pragmatic Meaning It is the meaning a sentence has only as part of tthe interaction between
the writer and the reader. This is the meaning that reflects the writers feelings, attitudes and
the like and his intention that the reader should understand these. It therefore includes the
intended effect of the expressed statement upon the reader.
Type of Context Clues
Type of Context Clue Meaning Example

Law is the set of rules that we
Outright statement of the have established to make it
Definition
meaning of a word. easier for us to live with one
another.
A word having the same or
Euthanasia or mercy killing is a
Synonym nearly the same meaning as
debatable issue.
another word in the text.
A figure of speech in which
essentially two unlike things are Her eyes are like bright stars
Simile
compared using the word like that glistened in the sky.
and as.
One that represent the group or A crime or offense such as
Exemplification whole to illustrate the meaning rape, forgery, kidnapping and
of a word. treason is punishable by law.
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Arson, a malicious burning of
A construction in which a noun
another persons property, is
Appositive or noun phrase is placed with
widely recognized as a serious
another as an explanation.
crime.
When there is a problem, her
A word meaning the opposite father is silent, but her mother
Antonym
of another word. is so garrulous that the whole
neighborhood knows about it.
Word parts that give direct
clues to meaning. These are The manager did not get the
Structural Analysis roots, prefixes, suffixes, money in the envelope which
compounds that are broken proves that he is incorruptible.
down into parts and analyze.
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Objectives:
1. Explain the importance of developing vocabulary
2. Apply the vocabulary concepts learned in short and longer texts.
Materials:
1. Notebook / Paper
2. Pen
3. CBLM
4. Dictionary (for checking only)
Activity no. 1
Make use of the context clues to determine the meanings of the italicized words in the following
text.
It used to be thought that prehistoric peoples did little more than struggle constantly for
subsistence, but recent discoveries show that their existence involved far more than merely working
the day long just to stay alive. The presence of permanent houses and well-kept cemeteries at the
Koster site indicate that these early Indians were actually a sedentary folk living in the valley all
year round or returning to it regularly during certain seasons of the year.
The evidence indicates that these prehistoric people did indeed hunt and eat big game, as was
believed, but they gathered plants as well. In many cases they depend on their viands more on plants
than on animals. Strangely enough, they seem to have known about agriculture for at least 2,000
years before they finally turned to an agrarian way of life. By studying the different layers of
cultures, archaeologists hope to learn about the inception and development of agriculture that is,
how and when it started and why.
Evidence proves that these people had a good deal of leisure time to enjoy the amenities or
pleasant aspects of civilization, such as breeding and training dogs, carving flutes and whistles, and
manufacturing jewelry. Furthermore, there is no evidence of warfare for thousands of years until
about A.D. 800. Ione of the things archeologists want to know is whether there are universal
prerequisites to warfare in human history; that is to say, whether certain conditions must exist before
conflict begins and what set these forces in motion. If we can determine how and why warfare
started, then we might be able to extrapolate some theory of how to prevent wars today.
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SELF CHECK NO. 4
I. Matching Type
Select the word in Column B that means nearly the same as the italicized word in Column A. Write
the letter of your answer in the blank before each number.
A B
_____1. You can always count on Dante to add some a. postive

levity to the class with one of his puns.
_____2. Even though the business executive was born b. to lessen in confidence
into penury, he became wealthy through hard work.
_____3. Your paper is too verbose; you can say the same c. wordy
thing in half the words.
_____4. The headache I had turned out to be just a d. lighted-heartedness
transient one, not lasting more than a minute.
_____5. Alfon is an optimistic person, in that he can usually e. to relieve
see the good side of a bad situation.
_____6. You will enjoy the luxurious accommodations at f. unskilled
the island resort.
_____7. He was inept at balancing his checkbook. g. poverty
_____8. Her ego will deflate once she reads the teachers h. declared clearly
comments on her paper.
_____9. His hardy constitution will keep him strong from i. passing
catching my flu.
_____10. Maria asserted that her research would prove to j. extremely comfortable
be correct.
k. strong
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Constructing Sentences
Sentences
In the field of linguistics, a sentence is an expression in natural language, often defined to

indicate a grammatical unit consisting of one or more words that generally bear minimal syntactic
relation to the words that precede or follow it. A sentence can include words grouped meaningfully
to express a statement, question, exclamation, request or command.
As with all language expressions, sentences may contain both function and content words,
and contain properties distinct to natural language, such as characteristic intonation and timing
patterns.
Complete Sentences
A simple complete sentence consists of a single clause (subject and predicate). Other
complete sentences consist of two or more clauses (see below).
Classification of Sentences
By structure
One traditional scheme for classifying English sentences is by the number and types of finite
clauses:
A simple sentence consists of a single independent clause with no dependent clauses.

A compound sentence consists of multiple independent clauses with no dependent clauses.
These clauses are joined together using conjunctions, punctuation, or both.
A complex sentence consists of at least one independent clause and one dependent clause.
A complex-compound sentence (or compound-complex sentence) consists of multiple
independent clauses, at least one of which has at least one dependent clause.
By purpose
Sentences can also be classified based on their purpose:
A declarative sentence or declaration, the most common type, commonly makes a statement:
I am going home.
An interrogative sentence or question is commonly used to request information when are
you going to work? But sometimes not; see rhetorical question.
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An exclamatory sentence or exclamation is generally a more emphatic form of statement
expressing emotion: What a wonderful day this is!
An imperative sentence or command tells someone to do something: Go to work at 7:30
tomorrow morning.
Major and minor sentences
A major sentence is a regular sentence; it has a subject and a predicate. For example: I have
a ball. In this sentence one can change the persons: We have a ball. However, a minor sentence is an
irregular type of sentence. It does not contain a finite verb. For example, "Mary!" "Yes." "Coffee."
etc. Other examples of minor sentences are headings (e.g. the heading of this entry), stereotyped
expressions (Hello!), emotional expressions (Wow!), proverbs, etc. This can also include nominal
sentences like The more, the merrier. These do not contain verbs in order to intensify the meaning
around the nouns and are normally found in poetry and catchphrases.
Sentences that comprise a single word are called word sentences, and the words themselves
sentence words.
Basic Sentence Pattern #1: Intransitive Verb
Subject + Vi (Intransitive Verb)
Examples:
John fell.
The red house on the hill would have deteriorated rapidly into a shambles.
Basic Sentence Pattern #2: Direct Object
Subject + Vt (Transitive Verb) + Direct Object (DO)
Examples:
Carol threw the ball.
The swarthy old man in the dirty sweatshirt and torn slacks has been eating a
slimy lunch of fried worms and pickled beets.
Basic Sentence Pattern #3: Indirect Object
Subject + Vt + Indirect Object (IO) + DO
Examples:
Carol threw John the ball.

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Big boys and little boys often give their mothers trouble
Basic Sentence Pattern #4: Adjectival Subject Complement
Subject + VL (Linking Verb) + Subject Complement (SC) Adjectival (Adj)
Examples:
Eagles are large.
Basic Sentence Pattern #5: Nominal Subject Complement
Subject + VL + SC Nominal (Nom)
Examples:
Teachers are professionals.
To dance is to live.
(Notice that the subject and complement in this example are
infinitive phrases.
Basic Sentence Pattern #6: Object Complement (Adjectival)
Subject + Vt + DO + Object Complement (OC) (Adj)
Examples:
Sheila made Karen angry.
Poor brakes make deadly auto accidents on America's highways and byways
inevitable.
Basic Sentence Pattern #7: Object Complement (Nominal)
Subject + Vt + DO + OC (Nom)
Examples:
They crowned Victoria queen.
The students and the faculty have unanimously elected Willy outstanding
male athlete of the year.
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Objectives:
1. Construct their own sentences.
2. Express ideas using correct sentences.
Materials:
1. Notebook / Paper
2. Pen
3. CBLM
Activity no. 1
Using the dictionary, identify the meaning of the words written at the box below. Construct
your own sentences using the given words.
Nocturnal Alacrity Shrivel

Impede Belligerent Forbearance
Chicanery Accolades Moot
Fidelity Impair Transient
Surmise Vestige Ubiquitous
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SELF CHECK NO. 5
Application: Write two (2) examples for each classification of sentences. Be sure that your examples
follow the basic sentence pattern.
According to purpose:
Declarative Sentences
1. ________________________________________________________________________
2. ________________________________________________________________________
Interrogative Sentences
3. ________________________________________________________________________
4. ________________________________________________________________________
Imperative Sentences
5. ________________________________________________________________________
6. ________________________________________________________________________
Exclamatory Sentences
7. ________________________________________________________________________
8. ________________________________________________________________________
According to purpose:
Simple Sentences
1. ________________________________________________________________________
2. ________________________________________________________________________
Compound Sentences
3. ________________________________________________________________________
4. ________________________________________________________________________
Complex Sentences
5. ________________________________________________________________________
6. ________________________________________________________________________
Compound-Complex Sentences
7. ________________________________________________________________________
8. ________________________________________________________________________
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Words Commonly Misused

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

Incorrect: "I didn't ask for your advise."
Correct: "I didn't ask for your advice."
Advise is a verb. Advice is a noun. You can advise someone, but you can't advice him.
Affect vs. Effect

Incorrect: "The rain has a bad affect on my mood."
Correct: "The rain has a bad effect on my mood."
The one that starts with an a, affect, is a verb. This is when something is ACTING upon something
else. For example, "We don't know how the rising cost of pizza will affect the economy."
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Effect is a noun. It's passive, not doing anything in particular; it's just there. For example, "The
rising cost of pizza didn't have much effect."
Tip for remembering the difference: A is for Action! Action = Affect.
All Right vs. Alright

Sorry, but alright is incorrect. It's correctly spelled as two words: All right.
However, it could be argued that alright is appropriate for dialogue. It's closer to the way it sounds.
Also, nobody should beat you up for writingalright in an online forum or chat room.
All right?
Alternately vs. Alternatively

Incorrect: "Alternately, we could buy a jet instead of a helicopter."
Correct: "Alternatively, we could buy a jet instead of a helicopter."
Alternatively is a word you use when you refer to an option, an alternative.
Alternately is where you do one thing after another in turn.
A Lot vs. Alot

A lot is correct. Alot, on the other hand, is NOT a real word.
Sorry, I can't even bring myself to defend alot from a creative writing standpoint.
Assume vs. As Soon

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

Incorrect: "Bare with me."
Correct: "Bear with me."
Hardly anyone chooses the wrong word if they're talking about grizzlies or teddy bears. But
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remember, the word bear has multiple meanings: It can refer to the animal, or it can mean carrying a
burden. When you ask someone to bear with you, that means you're asking them to be patient.
Bare, on the other hand, means uncovered or naked. So when you write "Bare with me," you're
really asking your readers to get naked. How embarrassing.
Bazaar vs. Bizarre

Incorrect: "There's something bazaar about that duck."
Correct: "There's something bizarre about that duck."
A bazaar is a marketplace.
Bizarre is another word to describe something that looks weird or outlandish.
Breach vs. Breech

Incorrect: "Failing to remove your shoes in a Japanese home is a seriousbreech of etiquette."
Correct: "Failing to remove your shoes in a Japanese home is a seriousbreach of etiquette."
Breech refers to your bottom, or to something that covers your bottom, i.e. a pair of pants.
Breach refers to an opening, a gap, or a vulnerability. It can also refer to infraction of some law or
custom.
You could have a breach in your breeches, but not the other way around.
Censor vs. Censure

Incorrect: "The president was censored."
Correct: "The president was censured."
Censure is a strong, often formal reprimand.
Censor describes when something is suppressed or banned. It might also mean editing out things
that people find offensive, such as swearing or racial slurs. Classic books such as To Kill a
Mockingbird and Huckleberry Finn have been censored by schools.
Cheap vs. Cheep

Incorrect: "I bought this parrot for a cheep price."
Correct: "I bought this parrot for a cheap price."
Cheep is a chirp or a peeping noise, something you'd expect small birds to do.
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Cheap means something that doesn't cost much. It can have negative meanings too, like miserly,
shabby, of no value, etc.
Cite vs. Sight vs. Site

Incorrect: "You're a site for sore eyes."
Correct: "You're a sight for sore eyes."
Sight refers to either your vision or to something you see. For example, seeing the sights around
town.
Site refers to a physical location, such as a house or a neighborhood. There are construction sites, for
examples.
Cite means to quote something, usually something of authority. Citing can also be a case of
mentioning supporting facts. Christians, for example, frequently cite the Bible as the foundation for
their beliefs.
Climactic vs. Climatic

Incorrect: "Kind of anti-climatic."
Correct: "Kind of anti-climactic."
Climactic is the word you use to refer to a climax, the culmination, the high point.
Climatic refers to the climate, or weather conditions.
Coach vs. Couch

Incorrect: "Cinderella's fairy godmother turned the pumpkin into acouch."
Correct: "Cinderella's fairy godmother turned the pumpkin into a coach."
A couch is a large piece of furniture you lounge around on when you watch TV.
A coach is a horse-drawn carriage.
Compliment vs. Complement

Incorrect: "I complemented her on her good cooking."
Correct: "I complimented her on her good cooking."
When you pay someone a compliment, you are expressing admiration for something. You
are complimenting someone when you tell him he gave a great speech, or when you tell him you
like his Mickey Mouse watch.
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However, a complement is something that enhances or completes something else. A nice
tie complements a suit. A dessert of pumpkin pie complements a great turkey dinner.
Conceited vs. Concerted

Incorrect: "We have to make a conceited effort."
Correct: "We have to make a concerted effort."
Conceited means arrogant, full of yourself.
Concerted means doing something through cooperation. Many people working together for a
common goal is a concerted effort.
Confidant vs. Confident

Incorrect: "I'm confidant this will work."
Correct: "I'm confident this will work."
You use the word confident when you're trying to say that you have a strong belief in something, or
when you're feeling self-assured.
A confidant, on the other hand, is someone you confide in. You tell your confidant about your
secrets and personal issues.
You just want to make sure you're confident that your confidant will keep your secrets.
Copyright vs. Copywrite

Incorrect: "He writes for a living. I think he's a copyrighter."
Correct: "He writes for a living. I think he's a copywriter."
Copyright refers to legalities and exclusive rights. If something is copyrighted, that means you can't
copy it or plagiarize it unless you want to risk getting in legal trouble.
A copywriter is someone who writes copy. Copy is written material, usually an ad of some kind.
Dessert vs. Desert

Incorrect: "We had chocolate cake for desert."
Correct: "We had chocolate cake for dessert."
Dessert refers to the scrumptious pies, cakes, and ice cream we get to eat if we finish dinner.
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A desert is a dry, barren, often hot and sandy place.
It's easy to get the two mixed up, so here's how I remember the difference: Dessert comes AFTER
dinner, so it's second. The word dessert has TWO S's.
E.G. vs. I.E.

The difference between E.G. and I.E. is subtle, but let's look at their root meanings:
E.G. stands for the Latin exempli gratia, which means "for example." So you might use it like this: "I
love many different kinds of desserts, e.g. apple pie or chocolate cake."
I.E. is Latin for id est, which stands for "that is" or "in other words." So you might use it like this:
"My favorite dessert is pie, i.e. apple pie."
Exercise vs. Exorcise

Incorrect: "We must exercise the demon!"
Correct: "We must exorcise the demon!"
Exercise is what you do on a treadmill. If you exercise a demon, it probably means you're taking
him for a nice little jog.
Exorcise is when you banish or expel demons and ghosts, usually through a religious ceremony.
Fair vs. Fare

Incorrect: "Whoever said life was fare?"
Correct: "Whoever said life was fair?"
Fair refers to being free from bias or injustice. It can also mean pale or light-colored.
Fare refers to the price of a ticket for transportation (such as airfare), or it can refer to how
something worked or played out. For example, "He fared well as a pirate."
Flair vs. Flare

Incorrect: "The dress had some flare."
Correct: "The dress had some flair."
Flair means a special talent or aptitude. It can also refer to elegance or style. You might have a flair
for playing the piano, for example, or maybe that snappy tie gives your suit a certain flair.
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Flare is something that fire does when it gets stronger. You would also use this word to describe
something that starts suddenly and violently, such as a bad argument.
Flaunt vs. Flout

Incorrect: "They flaunted the rules."
Correct: "They flouted the rules."
When you flaunt something, that means you're showing it off. Like a little girl parading around and
flaunting her doll to everyone she meets.
Flout is very different. It means showing disdain or scorn for something. While there are very few
cases where people flaunt the rules, I'm sure you can name many incidents where
someone flouted the rules.
Foul vs. Fowl

Incorrect: "I suspect fowl play."
Correct: "I suspect foul play."
Foul means something very bad, filthy, or disgusting--like a foul stench. It can also refer to ill intent
or dishonesty.
Fowl is a chicken. If you detect "fowl play," that must mean the chickens are up to something.
Hear vs. Here

Incorrect: "Here, here!"
Correct: "Hear, hear!"
Here is a location; it refers to wherever we happen to be right now.
Hear refers to one of your five senses, the ability to recognize sound.
People confuse these words. The issue mostly comes up with the phrase "Hear, hear!," which is
meant to call attention to a speaker's words. It also implies fervent agreement. It evolved from
phrases like "Hear him!" and "Hear ye!"
Its vs. It's
Incorrect: "Its mine."
Correct: "It's mine."
Its is possessive. It's is a contraction of it is. Whenever you see that apostrophe, always
translate it's to it is.
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Sound out the sentence in your head. If sounds dumb to say it is in the sentence, then it's is
incorrect.
Lay vs. Lie

Incorrect: "Now lie me down to sleep."
Correct: "Now lay me down to sleep."
Lay is used when something is being acted upon. Lie is something you do without anyone or
anything doing something to you. Example: "I decided tolie down on the floor."
Here's where things get more confusing: The past tense of lie is lay. The past tense of lay islaid.
Examples:
"I laid down the piggy bank."

"The piggy bank lay there yesterday."
Even I have a hard time keeping these words straight. Mixing up lay and laid isn't likely to get you
barbecued by grouchy grammarians.
Just remember that layed is a misspelling, which means it's flat out wrong no matter what!
Loose vs. Lose

Incorrect: "I just know I'm going to loose this race."
Correct: "I just know I'm going to lose this race."
You can't use these spellings interchangeably: Not only are the meanings subtly different, they also
SOUND different. Lose has more of a Z sound, while loose has more of a hiss to it.
Me vs. I
Incorrect: "Bob, Bill and me are going to the lake."
Correct: "Bob, Bill and I are going to the lake."
The official explanation of I vs. me makes my head hurt, so just follow this trick to figure out if "I"
or "me" is correct in the sentence: Rephrase the sentence.
Let's take "Me and Bill are going to the lake" as an example. It's incorrect. Why? Get rid of Bill from
this sentence for a minute. Does "Me is going to the lake" sound right? Of course not! "Me" does not
agree with the structure of the sentence. That's why "Bill and I are going to the lake" is correct.
What about "Bob loves fried chicken more than I?" You're saying that you don't love fried chicken
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as much as Bob does.
However, if you were to say, "Bob loves fried chicken more than me," you're implying that Bob
loves fried chicken more than he loves you. Ouch.
Moot vs. Mute

Incorrect: "The point is mute."
Correct: "The point is moot."
When you say something is mute, that means it can't speak. Moot, on the other hand, refers to
something that is debatable or has little practical value.
Naval vs. Navel

Incorrect: "It was a great navel battle."
Correct: "It was a great naval battle."
Naval refers to ships, especially warships, or anything having to do with the navy.
Navel refers to the part of your body that collects lint.
No One vs. Noone

Incorrect: "Noone visits my website."
Correct: "No one visits my website."
Noone is not a word. Unless it's a result of someone typing super fast, this one baffles me. By
mushing no one together like this, you're creating a word that would be pronounced "noon-eh" or
"noon."
Peak vs. Peek vs. Pique

Let's begin by going over what these three words mean:
Peak means the highest point of something, such as the peak of a mountain.
Peek means to take a quick, often sneaky look at something.
Pique means to excite interest, but it can also mean being irritated.
Example: "He piqued my interest in the princess who lives on top of the mountain, so I decided to
climb to the peak and have a peek for myself."
Per Say vs. Per Se
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Incorrect: "I didn't mean that, persay."
Correct: "I didn't mean that, per se."
Per se is Latin for "in and of itself."
Persay is the way it sounds, but it's not the correct way to spell it.
Raise vs. Rise

Incorrect: "That noisy cheerleader could rise the dead!"
Correct: "That noisy cheerleader could raise the dead!"
Raise is the word you use when something is being acted upon. Rise is something you do on your
own without any assistance.
If the dead come to life on their own, it would be correct to say that the dead are rising from the
graves.
However, if some necromancer (or cheerleader) brought the dead to life, it would be correct to say
that she raised the dead.
By the way, the past tense of rise is rose.
Seam vs. Seem

Incorrect: "It just seams wrong."
Correct: "It just seems wrong."
A seam is where two pieces of cloth are stitched together. It can also refer to a long, thin mark.
Seem refers to how something looks or appears. "It seems the elephant put on a tutu this morning."
Sense vs. Since

Incorrect: "I haven't had a phone sense 1995."
Correct: "I haven't had a phone since 1995."
Sense refers to your senses, such as smell, taste, sight, and touch. It can also mean detecting
something: "I sense you're unhappy with me for not owning a phone."
Since refers to a time or past event. Specifically, from then till now. It can also be a substitute for the
word because. "Since I don't have a phone, you might as well write to me more often."
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Taut vs. Tout
Incorrect: "Hold it tout..."
Correct: "Hold it taut..."
Tout means to promote or seek support for something.
Taut means tight or strained.
Then vs. Than

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

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

Incorrect: "I need to adjust the weather vain."
Correct: "I need to adjust the weather vane."
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Vain, or vanity, is when you have an excessive amount of pride in yourself.
A vane refers to a weather vane, or any similar device with spinning blades that's powered by wind,
steam, water, etc.
Veins are those things that transport blood throughout your body.
Wary vs. Weary

Just remember that wary is the word to describe suspicion or caution.Weary, on the other hand, is
the state of being tired or worn-out.
Weather vs. Whether

Incorrect: "I don't care weather you like it or not."
Correct: "I don't care whether you like it or not."
Weather refers to the state of the atmosphere, whether it's raining, snowing, windy, cold, etc.
Whether is a choice between two or more options.
Who vs. Which vs. That

Incorrect: "I saw a boy that was playing a video game."
Correct: "I saw a boy who was playing a video game."
You would use that when you're referring to a thing, although it's acceptable to use it when you're
referring to a group of people. Use whowhen you're referring to a person.
Which is a little more tricky, but it's generally used for a secondary thought or clause. For example,
"The video game, which was bloody and violent, was popular with kids."
Whose vs. Who's
Incorrect: "Whose the angry octopus guy?"
Correct: "Who's the angry octopus guy?"
Whose is possessive. We're talking about something that belongs to someone else. Sometimes it can
also refer to which rather than whom. For example, you might ask, "Whose angry octopus is this?"
Who's is a contraction. We could transform it into who is or who has. For example, the sentences
"Who's feeding the angry squid?" and "Who is feeding the angry squid?" are both correct.
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Yay vs. Yea vs. Yeah
Incorrect: "How do you vote, yay or nay?"
Correct: "How do you vote, yea or nay?"
Yea is an archaic word that is rarely used any more. It rhymes with "nay," and the only time you'd
really want to use it is when you're voting. Or when you want to say "yea verily" or something like
that.
Yeah is that casual version of "yes" that we use all the time.
Yay is an exclamation of joy or excitement.
Your vs. You're

Incorrect: "This land is you're land."
Correct: "This land is your land."
Your is possessive. There is no apostrophe in this possessive pronoun when you add an "s" at the
end. Yours is correct, your's is wrong.
You're is a contraction of "you are." If you ever get confused with your andyou're, try rewording
the sentence with you are. If you are totally changes the meaning of the sentence and makes it
sound stupid (like "This is you are book"), you know you should be using your instead.
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Words Commonly Misused / Philippinisms
Objectives:
1. Improve diction or choice of words.
2. Use correct usage of each word during communication
Materials:
1. Notebook / Paper
2. Pen
3. CBLM
Activity no. 1
Practice Exercise
Circle the correctly spelled word in each sentence.
1. I don't even want to think about it, because I (could/couldn't) care less.
2. She has two (less/fewer) cookies (then/than) I have.
3. I feel (bad/badly) about the way I was treated.
4. Chris is tired and wants to (lay/lie) down.
5. (May/can) I ask who is calling?
6. The members of the baseball team sometimes had arguments (between/among) them.
7. To help them eat (their/they're/there) carrots, rabbits have (to/too/two) big front teeth.
8. My friend (implied/inferred) that I should get her a gift for her birthday, so I (implied/inferred)
that she wants me to get her one.
9. How much (further/farther) are we going to walk?
10. Sometimes it can be (quiet/quite/quit) difficult to be (quiet/quite/quit) in the library.
11. For my letter, I'm going to need a piece of (stationary/stationery) and an (envelop/envelope).
12. My dad likes having pie for (desert/dessert).
13. My uncle is a member of the town (counsel/consul/council) and works in the (capital/capitol).
14. (Beside/besides) having a younger brother, he also has a younger sister.
15. My parents (assured/ensured/insured) our house to (assure/ensure/insure) that we would be
okay if anything happened to it.
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SELF CHECK NO. 6
Words Commonly Misused / Philippinisms
Each of the following sentences includes one or more words that are misused. Replace these misused
words with the correct ones.
1. The counsel advised the committee to resolve the issue between themselves.
2. The sight is further away then we thought it was when we decided to tour it's new
manufacturing wing.
3. There are less problems then we had expected with the affects of the new process.
4. The performance review process insures that employees are treated equitably.
5. The committee determined that the organization has the capitol to assure investors of it's
ability to pay in a timely manner.
6. Irregardless of employee's feelings about confidentiality guidelines, they must be discrete in
dealing with personal client information.
7. If your understanding of the policy is different than mine, we must work out this conflict
among us.
8. Between you and I, I don't understand how we can take on a new project beside what we are
all ready scheduled to do.
9. The assessment team believes that alot of the problems result from the amount of steps that
must be followed to complete the process.
10. She complemented the researcher for his creditable description of how the defect occurred.
11. The bundling machine can not handle stacks of more than 15 envelops, so its being replaced
by a bundling machine that will except stacks of 30 envelops at a time.
12. The machine must be built to withstand a continual flow of packages, ranging from 150 to
250 pounds apiece, everyday of the week.
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LEARNING OBJECTIVE
TWO
Interpret Written Notices
Topics:
1. Developing Reading Skills
2. Paragraph Writing
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Developing Reading Skills

What is Reading?
Reading is an active dialogue between the author and the reader, and is the basic tool for
learning in all subjects. It is a skill that helps man to discover the answer to question about existence.
Experts explain that reading is a subtle and complex process that involves five stages: sensation,
perception, comprehension, application, and integration. It is a process of thinking, evaluating,
imagining, reasoning, problem solving.
Miles Zintz (1972), however illustrates the reading process as follows;
Step 1: Word Perception. The ability to pronounce the word as a meaningful unit.
This skill involves:
1. Use sight vocabulary and configuration memory
2. Use context clues to determine pronunciation meaning
3. Determine pronunciation and meaning through an analysis of the structure or parts of a words
consisting of its root and affixes, and inflected, or derived in form.
4. Relate the sound of the spoken word to its visual or graphemic symbol, a process reffered to
as phonetic analysis; and
5. Use dictionary to determine pronunciation and meaning of words resistant to analysis
through the use of other skills.
Step 2: Comprehension. The skill in making individual words construct useful ideas as they are
read in context.
Step 3: Reaction. A judgment on what the author has said.
Step 4: Integration. The ability to assimilate idea or concept into ones background of
experience so that it is useful as part of the individuals total
experience.
A rate refers to the speed of recognition, comprehension, reaction and assimilation. Rates are
flexible. They vary according to the readers purpose and the difficulty of the materials.
Processes that Affects Reading
1. Reading is a social process. It is affected by ones attitudes, loyalties, conflicts, and

prejudices. It is augmented by social acceptance, self-reliance, and cooperation in a group.
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2. Reading is a psychological process. How one feels about oneself and about others affects the
reading process. Emotional stability determines ones comfort in the reading situation.
Defense mechanisms like inhibition, repression, projection, aggression, rationalization and
nervousness are responses to anxiety in all types of situation.
3. Reading is a physiological process. One must be able to focus on a line of print and move
along the line to make return sweeps, note likeness and differences and discriminate figure-
ground relationships. One needs skills in auditory and visual discrimination, verbal
expression, syntactical maturity, eye-hand coordination and motor skills to execute all the
mechanical skills associated with reading.
4. Reading is a perceptual process. It utilizes perceptual clues; size, shape, color, combinations
of sounds and letters, figure-ground relationships, relationships of the parts of a whole,
ordering and sequencing.
5. Reading is a linguistic process. Which requires sound-symbol relationships, understanding of
intonation, stress, rhythm,pausing, and tone sequences. Reading is dependent on context
meanings and grasping the ideas in whole thought units. It requires acceptance of social
variations in language, non-standard usage, figurative languages and slang.
6. Reading is an intellectual process. Dependent on vocabulary, memory, verbal reasoning,
percieving relationships, generalizing, critical judgement and accomodation to extreme
individualized differences.
Kinds of Reading
Skimming is reading by sign posts or clues in the selection. It gives the reader an overview
of the material.
Scanning is glancing through a page to locate a particular kind of information. It requires
the reader first to identify key words or phrases related to the information sought and then to
focus attention on just those words as he glances over a page.
Idea Reading is rapid reading for the main idea. It means making quick decisions, as to the
relative importance of the different clues and rapidly associating them with ideas assimilated
in previous experiences.
Exploratory Reading is done when one aims to get a fairly accurate picture of a whole
presentation of ideas.
Study Reading the learner gets a maximum understanding of the main ideas and their
relationship. The best example for this is the SQ3R method. S - survey, Q questioning, 3R
for Read, Recite, and Review.
Critical Reading the reader stops to consider the facts carefully.
Version No: 3
JZGMSAT
Objectives:
1. Apply the different kinds of reading.
2. Appreciate the value of reading.
Materials:
1. Notebook / Paper / Index Card
2. Pen
3. CBLM
4. Any books or written materials that can be used as a reference.
Activity no. 1 (Library Work)
1. Go to the library and look for any reading materials (related to your course).
2. Prepare six index cards which will serves as your writing material for note taking.
3. In each index card, write the kinds of reading on the upper right part.
4. Write the information in the index card which you have gathered from the reference book
that you are reading.
5. Be sure that the information you are writing in the index card is related to the kind of reading
that you should do.
Activity no. 2 (Individual Work)
Using the references that you already have from the first activity, on a clean sheet of paper,
summarize the information that you have gathered. Be ready to read your work in front of the class.
Version No: 3
JZGMSAT
SELF CHECK NO. 7

Write the letter of the correct answer in the blank provided. Choose your answer from the
word box.
a. Social process g. reaction

b. Physiological h. comprehension
c. Psychological i. affective
d. A liguistic process j. application
e. A perceptual process k. recognition
f. An intellectual process l. reflection
_____1. The reader recognizes the words and grasps the ideas presented.
_____2. He reflects on their significance, relates them, and sees their implications
_____3. He reacts thoughtfully by weighing its values and the soundness of judgments or
conclusions.
_____4. He uses the ideas to solve problems to direct his own activities.
_____5. It shows how one feels about himself and how others affect his reading performance.
_____6. They are skills in auditory and visual discrimination, verbal expression, an d eye-hand
coordination.
_____7. It utilizes cues such as combination of sounds and letters, size, shape and color.
_____8. It is dependent on vocabulary, memory, verbal reasoning, generalizing, and critical
judgments.
_____9. It requires sound-symbol relationship, understanding of intonation, stress, rhythm, and tone
sequences.
_____10. It is affected by ones attitudes, loyalties, conflicts and prejudices.
Version No: 3
JZGMSAT
Dealing with Paragraph

A paragraph is any written piece which is made up of two or more sentences joined together
in order to give a detailed thought or information.
Structure
Typically, a paragraph begins with the topic sentence which states the main idea to be
developed. The other sentences of the paragraph develop, support and clarify this central idea. But
this topic sentence may appear in the middle or it may appear last as a summary or generalization
based on material already presented. Sometime, it doesnt appear at all, in so many words, but is
implied.
Functional Purposes
The functional purposes that language service in connection with rhetorical modes are
generally the following:
1. Narrative
To tell what happened or how an incident occured
To show steps in a process or sequence in procedure
To give direction on how to reach a place or achieve an objective
2. Descriptive
To describe a person or persons
To describe an event or idea
To describe a place
An effective paragraph must have these elements:
Coherence refers to a certain characteristic or aspect of writing. Literally, the word means
"to stick together." Coherence in writing means that all the ideas in a paragraph flow
smoothly from one sentence to the next sentence. With coherence, the reader has an easy
time understanding the ideas that you wish to express.
Unity is a very important characteristic of good paragraph writing. Paragraph unity means
that one paragraph is about ONLY ONE main topic. That is, all the sentences -- the topic,
supporting sentences, the detail sentences, and (sometimes) the concluding sentence -- are all
telling the reader about ONE main topic. If your paragraph contains a sentence or some
sentences that are NOT related to the main topic, then we say that the paragraph "lacks
unity," or that the sentence is "off-topic."
Version No: 3
JZGMSAT
Patterns in writing a paragraph:
Legend: TS Topic Sentence / Main Idea

SD Supporting Details
Pattern #1: The Triangle
= TS + SDs
Pattern #2: The Inverted Triangle
= SDs + TS
Pattern #3: The Glass Hour
= SD + TS + SD
Pattern #4: The Implied TS
= SD + SD + SD (No TS)
Note: in pattern #4 no TS can be found because it is the totality of all the information given by the
SD, it means the reader should know how to read before the lines.
Version No: 3
JZGMSAT
Objectives:
1. Write your own paragraph/s
2. Share personal life experiences by means of paragraph writing
3. Obtain information from a written notice
Materials:
1. Notebook / Paper
2. Pen
3. CBLM
Activity no. 1
On a piece of yellow paper, write a narrative consisting of three (3) paragraphs with ten (10)
sentences each. The theme or paragraph will be My Past, My Present and My Future.
Version No: 3
JZGMSAT
SELF CHECK NO. 8

Read the sample memorandum and answer the questions below.
Sample Memorandum:
TO: Ms. Sanchez, Ms. Ramirez, Mr. Malabanan, Mr. Valdez

MESS: Anderson, Perez, Cortez, Aguirre
FROM: Emily Rodriguez, Secretary

DATE: June 16, 2011
SUBJECT: EXECUTIVES ROUND TABLE MEETING NOTICE
There will be a meeting of all members of the Executive Round Table Meeting on Thursday
June 30, 2011 at 11:00am, in the Beacon Room of the Tower Building in Makati City.
Luncheon will be served at 12:15pm. If you cannot be with us, please call 713-9731 no later
than June 24, 2011.
An agenda is enclosed. Also, you will find a map with complete travel directions and a
description of the parking facilities at the Tower Building.
It will be a pleasure to welcome all members to this important planning session of our
organization.
EMILY RODRIGUEZ
RF: cea
Enclosures: Agenda
Map
Questions to Answer:
1. Give the important message of the memorandum?

2. List down the related details included in the memorandum?
Version No: 3
JZGMSAT
Record of Competence
Assessment / Performance Criteria YES NO
Identified and understood the forms of communication.
Illustrated the flow of communication.
Grasped the ideas heard
Gathered and recorded information read and listened to.
Obtained new words through reading and listening.
Followed routine spoken messages.
Comprehended and identified the ideas in reading materials
Gave feedback based on the instructions information received.
Interpreted written notices
Version No: 3
JZGMSAT

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ACHIEVING COMPETENCE

(Developing Communication Skills)

Follow Routine Spoken Messages

Interpret Written Notices

This is the third of the Modular Series produced by the

Content Page Number

Information Sheet No. 1: What is Communication? 7

LO 1: Follow Routine Spoken Messages 12

LO 2: Interpret Written Notices 45

Basic of Competency: Communication

Suggested Duration: 54 Hours

Learning Objectives 1: Follow Routine Spoken Messages

Learning Objectives 2: Interpret Written Notices

Learning Steps Resources/Specific Instructions

First Person Message Second Person

Answer the question appropriately.

1. Awareness. Reflect on your strengths and weaknesses as a communicator.

Follow Routine Spoken Messages

Developing Listening Skill

1. Make sure it is not too noisy to hear what is being said.

Causes of Ineffective Listening

Step 1 Step 2 Step 3

Developing Listening Skill

Activity no. 1 (See material: speech)

Listen to a speech. Use the following questions to analyze it.

Developing Listening Skill

1. Give at least 5 tips in achieving effective communication.

II. TRUE or FALSE

_____ 1. Poor listening may lead to miscommunication.

To take down notes efficiently, remember the following points:

Man does not live by bread alone,

Here are some few more tips regarding note taking.

Activity no. 1 (See material: jobhunting. wav)

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

Vocabulary can be improved by exposure to new language information. Exposure through

Dictionaries and other reference works may provide additional information.

Strategy to Own New Words

Four Kinds of Meaning

Type of Context Clues

Type of Context Clue Meaning Example

_____1. You can always count on Dante to add some a. postive

In the field of linguistics, a sentence is an expression in natural language, often defined to

A simple sentence consists of a single independent clause with no dependent clauses.

Sentences can also be classified based on their purpose:

Major and minor sentences

Basic Sentence Pattern #1: Intransitive Verb

Subject + Vi (Intransitive Verb)

Basic Sentence Pattern #2: Direct Object

Subject + Vt (Transitive Verb) + Direct Object (DO)

Carol threw the ball.

Basic Sentence Pattern #3: Indirect Object

Subject + Vt + Indirect Object (IO) + DO

Carol threw John the ball.

Basic Sentence Pattern #4: Adjectival Subject Complement

Subject + VL (Linking Verb) + Subject Complement (SC) Adjectival (Adj)

Eagles are large.

Basic Sentence Pattern #5: Nominal Subject Complement

Subject + VL + SC Nominal (Nom)

Teachers are professionals.

Basic Sentence Pattern #6: Object Complement (Adjectival)

Subject + Vt + DO + Object Complement (OC) (Adj)

Sheila made Karen angry.

Basic Sentence Pattern #7: Object Complement (Nominal)

They crowned Victoria queen.