Instructor : RENIEL BELMES GERERO

Course and Code Name : Major 8 (The Teaching & Assessment of Macro Skills)
Term : First Semester Academic Year 2020-2021
Consultation Time : 6:30- 7:30 1 hour/MWF
Consultation Venue : NB 8
References : www.bchmsg.yolasite.com/skills.php
Teaching Strategies I

Study Guide No.3

SPEAKING and READING

B e t t e r P u b l i c S p e a k i n g a n d Presen tati on

Ensure Your Words Are Always Understood

Think of the last really memorable talk or presentation that you attended. Now, was that easy to do, or did you really have to rack your
brains to remember one? Sadly, too many presentations are easy to forget. And that's a big problem because the only reason the
presenter gave the talk was to communicate something to you! However, there are three basic things that you can do to ensure that
your verbal messages are understood – and remembered – time and time again.

Although somewhat obvious and deceptively simple, these are:

•Understand the purpose of the presentation
•Keep the message clear and concise
•Be prepared
•Be vivid when delivering the message
Understand what you want to achieve
Before you start working on your talk or presentation, it's vital that you really understand what you want to say, who you want to tell
and why they might want to hear it. To do this, ask yourself:

Who? What? How? When? Where? Why? Who

are you speaking to? What are their interests, presuppositions and values? What do they share in common with others; how are they
unique?

What do you wish to communicate? One way of answering this question is to ask yourself about the ‘success criteria’. How do you
know if and when you have successfully communicated what you have in mind?
How
can you best convey your message? Language is important here, as are the nonverbal cues discussed earlier. Choose your words and
your nonverbal cues with your audience in mind. Plan a beginning, middle and end. If time and place allow, consider and prepare
audio-visual aids.

When?
Timing is important here. Develop a sense of timing, so that your contributions are seen and heard as relevant to the issue or matter at
hand. There is a time to speak and a time to be silent. ‘It’s better to be silent than sing a bad tune.’ 
Where?
What is the physical context of the communication in mind? You may have time to visit the room, for example, and rearrange the
furniture. Check for availability and visibility if you are using audio or visual aids.
Why?
In order to convert hearers into listeners, you need to know why they should listen to you – and tell them if necessary. What disposes
them to listen? That implies that you know yourself why you are seeking to communicate –the value or worth or interest of what you
are going to say.
Keep it simple
When it comes to wording your message, less is more. You're giving your audience headlines. They don't need to and are usually not
expecting to become experts on the subject as a result of hearing your talk. If you're using slides, limit the content of each one to a few
bullet points, or one statement or a very simple diagram
Be prepared
Preparation is underrated. In fact, it is one of the most important factors in determining your communication successes. When
possible, set meeting times and speaking and presentation times well in advance, thus allowing yourself the time you need to prepare
your communications, mindful of the entire communication process (source, encoding, channel, decoding, receiver, feedback and
context). By paying close attention to each of these stages and preparing accordingly, you ensure your
Communications will be more effective and better understood. Of course, not all communications can be scheduled. In this case,
preparation may mean having a good, thorough understanding of the office goings-on, enabling you to communicate with the
knowledge you need to be effective, both through verbal and written communications.
Unforgettable delivery
Your delivery of your speech or presentation will make or break it, no matter how well you've prepared and crafted your clear, concise
message. Some useful tips for keeping your presentation vivid include:
•Use examples to bring your points to life
•Keep your body language up-beat – don't stay stuck behind a rostrum
•Don't talk to fast. Less is more here too. Pauses are effective.
•Use a variety of tones of voice
•Use visual aids.

Most important speaking skill

Recently, a test taker asked me this about the speaking test in IELTS (International English Language Testing System): “Can you tell
me what the most important skill for speaking is? How is pronunciation marked?” My reply was: Regarding your question about the
most important speaking skill, there’s no simple answer. Four areas are assessed in the speaking test, and you need to be good at all
four. Having good vocabulary, for example, is not going to help you get a satisfactory band score if your grammar is weak or your
Fluency is poor.

Areas assessed
Here are the four areas assessed by examiners in the speaking module and an outline of the factors influencing your band score:
Fluency and Coherence
: Can you talk at a normal rate of speech (not too fast and not too slow), with normal effort, and without too many pauses or
corrections? Can you present and link ideas in an understandable and connected way?
Lexical Resource
: How clearly can you present your information, ideas and opinions through the words you choose to use? How
Appropriate are those words? How broad is your range of words? How well can you get round any lack of vocabulary by using other
words?
Grammatical Range and Accuracy
: How broad is your range of grammatical structures? How complex are those structures, and how long are your answers? How
accurate and appropriate are the structures? How much do any grammatical errors affect the examiner’s ability to understand what
you’re talking about?

Pronunciation
: How difficult is it for the examiner to understand what you’re saying because of the way you’re pronouncing words? How well do
you communicate meaning by using pronunciation features (such as the use of a rising tone to show you’re asking a question)?

Pronunciation scoring
 “Pronunciation” refers to the way a word or a language is usually spoken. IELTS examiners use a nine-band scale to measure test
taker’s pronunciation skills. The scale considers how easily an examiner can understand a candidate plus a number of features of
spoken English. Here’s a brief introduction to some of the features of English pronunciation:
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Word and sentence stress

: “Word stress” relates to the stress given to one syllable within a word. “Sentence stress” relates to the stress that is given to the key
words in a sentence: the words that communicate the sentence’s main meaning.

Intonation: This refers to the use of rising or falling tones to indicate different meanings. For example, different tones can show
whether the speaker has a positive or negative attitude, is certain or unsure, or is asking a question.
The linking of words : The pronunciation of a word can change a little when it’s part of a phrase or sentence. This allows that word and
the following word to be said together more quickly.

Rhythm : This is a combination of stress, intonation, linking and the speed of talking. In a stress-timed language like English,
syllables are stressed at roughly regular

Intervals : As it is the key words in sentences that are stressed, the words in between get shortened and weakened so that two or three
of them together take up the same amount of time as the single, stressed syllables before and after them. This produces the rhythm, or
“beat,” of spoken English.

Phrasing : This refers to the appropriate use of pauses to show the correct meaning of groups of words.

Nine-band scale
Here’s my simplified version of the band scores for pronunciation:

Band 1: Any English that the test taker tries to produce is impossible to understand.
Band 2: The candidate’s English is often impossible to understand as pronunciation is so poor.
Band 3: The test taker’s pronunciation shows some of the features of Band 2 and some, but not all, of the positive features of Band
4.
Band 4: Although the candidate uses a limited range of pronunciation features, his or her overall control of spoken English is poor.
There are often pronunciation errors that make it difficult for the examiner to understand what the candidate is trying to say.
Band 5: The test taker’s pronunciation shows all the positive features of Band 4 and some, but not all, of the positive features of
Band 6.
Band 6: The candidate uses a range of pronunciation features with mixed control, and can only produce some
pronunciation features effectively for a short while. Although individual words or sounds are
Occasionally Pronounced incorrectly, causing brief difficulty for the examiner, the candidate can generally be understood
throughout the test.
Band 7: The test taker’s pronunciation shows all the positive features of Band 6 and some, but not all, of the positive features of
Band 8.
Band 8: The candidate uses a wide range of features of spoken English with only occasional errors. The candidate is easy to
understand throughout the test (even if there’s an accent from his or her first language).
Band 9: The test taker uses a full range of pronunciation features with great
Precision and skill. The examiner can understand the candidate without any effort.

Strategies for Developing Speaking Skills

Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the
language learning process. Effective instructors teach students speaking strategies – using minimal responses, recognizing scripts, and
using language to talk about language -- which they can use to help themselves expand their knowledge of the language and their
confidence in using it. These instructors’ help students learn to speak so that the students can use speaking to learn.
1. Using minimal responses
Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others
do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that
they can use indifferent types of exchanges. Such responses can be especially useful for beginners. Minimal responses are predictable,
often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what
another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without
having to simultaneously respond.

2. Recognizing scripts
Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies,
compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do
the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the
relationship between a speaker's turn and the one that follows it can often be anticipated. Instructors can help students develop
speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they
will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the
language that different scripts contain.

3. Using language to talk about language

Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize
that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that
misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels.
Instructors can also give students strategies and phrases to use for clarification and comprehension check. By encouraging students to
use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an
authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will
gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.

Public Speaking Skill

Jerry Seinfeld said, "According to most studies, people's number one fear is public speaking. Number two is death. That would mean
at a funeral, people are five times more likely to want to be in the casket than giving the eulogy." Speaking in public is often cited as
the number one fear of adults. People get a perception about how competent you are by how you present yourself when you stand and
speak in front of the public. A person who is confident in front of a group gives off an air of competence, whereas a person who
fumbles might leave a negative impression in the audience. Self-confidence is the basic foundation towards public speaking. But how
can you look and feel confident when faced with the challenge of giving a presentation or speech to a large number of people? No one
is born as an excellent public speaker. Most of the famous speakers have gone through the same experience what you have when
doing first speech. What made them successful is

their effort in preparing and practicing. If you deliver a good speech, you become lovable to audience. And, to be capable you have to
learn the skill of doing it and master it. When you feel that you are Lovable and Capable, your self-esteem will rise and become
confident. Your feelings and confidence are connected. If you feel confident it will show and the reaction you get from your audience
will be a positive boost to your self-esteem which will spur you on to success. Preparation is most important in public speaking. It
means getting all information such as, who is your audience and what is you are going to talk about, where and how long your speech
going to be, what message your audience must take away from you and your Key points what your audience should remember at end
of your speech. Story telling is an excellent tool in public speaking. Stories build rapport with your audience and gain credibility.
Audience will remember your stories longer than your key points of your speech. You must be able to connect your key points to the
story and deliver it. Your audience will love your stories and remember your key points. Tell your personal experiences and avoid
white lies. Be prepared to inject relevant story at appropriate part of your speech. Let your audience see you and your enthusiasm, and
you will have a great speaking performance. Dale Carnegie said, "There are always three speeches, for every one you actually gave.
The one you practiced, the one you gave, and the one you wish you gave. "I believe in success principles and attracting what I want in
life. My life is an example of how law of attraction works. I am blessed father of two beautiful daughters. I am living in Singapore
with my wife and children.

More on Speaking Skill

The Department and School provide many opportunities for students to practice their speaking skills. Here are just a few:
•Research area seminar series (AI, CS, Logic, POP, PS, Theory)
•Research unit seminar series (CALD, HCII, LTI,Robotics)
•SCS Cultural Exchange Series
•Regular lunchtime talks (e.g., SDI lunch, Graduate Student Seminar Series)
•Research area group meetings (e.g., Machine Learning, SSSG, Multicomputer)
•Oral presentations in regular graduate courses or as part of a project course
•Recitations, tutorials, and guest lectures (as a teaching assistant) to satisfy the oral communication skill requirement each student
should give a public talk at Carnegie Mellon. The talk is scheduled so that members of the standing committee, the Speakers Club, can
attend, evaluate the student's talk, and provide oral and written feedback to the student. This talk must be accessible to a general
Computer Science audience. It should be advertised as ``In Partial Fulfillment of the Speaking Requirement'' so the audience knows
what kind of feedback the student is seeking and so all interested and available Speakers Club members can mark their calendars
accordingly. Students should be able to use existing forums (e.g., those listed above) to give their talk, and thereby avoid having to
schedule a special talk. Of course it is acceptable if the student wants to schedule a special time and date. The only requirement is that
at least two faculty members and one graduate student member of the Speakers Club be present at the talk. The Speakers Club ``robot''
helps students schedule their talks, ensures a quorum of Speakers Club members is met, and reminds Speakers Club members of their
responsibility and commitment to attend talks. All Speakers Club members are welcome to attend the advertised talk. Immediately
after the talk, those members in attendance confer among themselves (with the student absent) about the talk. They also each fill out a
Speaking Review Form, available from the Associate Department Head. If at least two faculty members and one graduate student
member of the Speakers Club grade the student's talk to be ``Good'' or better, then the student passes. If not, the attending members
should come to a consensus as to what further action is necessary: to give another talk or to do a ``remedial'' (equivalent to a
conditional pass). After a decision has been made, one of the attending faculty members volunteers to discuss the feedback and
outcome privately with the student. If the student passes, the student takes all signed forms to the Associate Department Head who
keeps copies in the student's file and marks in the student's records the completion of this requirement. Much of this part of the process
is like what happens after a thesis proposal presentation or thesis defense; the focus here, however, is on oral communication skills.
As with writing, speaking well takes practice. Satisfying this requirement might take a few tries on the student's part. For students
who are naturally good speakers or are already experienced speakers, one try may suffice. No stigma is attached to those who have to
try more than once.
Read i n g sk i l l
Reading can develop independently of listening and speaking skills, but often develops along with them, especially in societies with a
highly-develop literary tradition. Reading can help build vocabulary that helps listening comprehension at the later stages, particularly.

Micro-skills
Here are some of the micro-skills involved in reading. The reader has to: decipher the script. In an alphabetic system, this
means establishing a relationship between sounds and symbols. In a pictograph system, it means associating the meaning of the words
with written symbols:

 recognize vocabulary.
 pick out key words, such as those identifying topics and main ideas.
 figure out the meaning of the words, including unfamiliar vocabulary, from the
 (written) context. recognize grammatical word classes: noun, adjective, etc.
 detect sentence constituents, such as subject, verb, object, prepositions, etc.
 recognize basic syntactic patterns.
 reconstruct and infer situations, goals and participants.
 use both knowledge of the world and lexical and grammatical cohesive devices to make the foregoing inferences, predict
outcomes, and infer links and connections among the parts of the text. get the main point or the most important information.
 distinguish the main idea from supporting details.
 adjust reading strategies to different reading purposes, such as skimming for main ideas or studying in-depth.
Application
• Read something every day: Children's books, simplified readers (Penguin), newspapers, magazines, Internet sites, novels, and much
more...• Read what interests you.• Read at the appropriate level• Review Who, What, Where, When, Why for each story you read•
Always have an English-English dictionary nearby• Record vocabulary in a personal dictionary

Ch i ll ’s S tages of Read i n g D e v e l o p m e n t

Jeanne Chill’s model of the stages of reading acquisition is well-known.(Ransack, pg. 38) In Chill’s model, each stage builds on skills
mastered in earlier stages; lack of mastery at any level can halt the progress beyond that level.

Stage 0. Pre-reading
: The learner gains familiarity with the language and its sounds. A person in this stage becomes aware of sound similarities between
words, learns to predict the next part in a familiar story, and may start to recognize a few familiar written words. Chill’s Stage 0 is
considered comparable to what is often called "reading readiness." Typically developing readers achieve this stage about the age of 6.

Stage 1. Initial reading stage, or decoding stage
: The learner becomes aware of the relationship between sounds and letters and begins applying the knowledge to text. This
demonstrates the reader has achieved understanding of the critical concept of the alphabetic principle and is learning sound-symbol
correspondences, the alphabetic code. Typically developing readers usually reach this stage by the age of 6 or 7.

Stage 2. Confirmation
: This stage involves confirming the knowledge acquired in the previous two stages and gaining fluency in those skills. Decoding
skills continue to improve, and they begin to develop speed in addition to accuracy in word recognition. At this point, the reader
should be able to give attention both to meaning and to the print, using them interactively to build their skills and fluency. This stage
is critical for the beginning reader. If the developing reader stops making progress during this stage, the individual remains, in Chill’s
words, "glued to the print." Typically developing readers usually reach this stage around the age of 8.

Stage 3. Reading to learn

: At this stage, the motivation for reading changes. The reader has enough reading skill to begin to read text in order to gain
information. Readers' vocabulary development accelerates at this point resulting from increased exposure to the written word.
Typically developing children usually achieve this stage in 4th grade, around the age of 9.

Stage 4. Multiple viewpoints
: The reader at this stage begins to be able to analyze what they read, understand different points of view, and react critically to what
they read. Typical readers are developing this skill set during the high school years, around ages 14 to 19.

Stage 5. Construction and judgment
: At this stage ,readers have learned to read selectively and form their own opinions about what they read; they construct their knowledge
from that of others. This highest level of reading development is not usually reached until college age, or later, and may in fact be
achieved only by those who have an intellectual inclination.
Other views

Phase 1
:Uta Frith's view of phase 1 as the logographic phase. Linnea Ehri calls it the visual-cue phase.

Phase 2
: Ehri's phonetic cue, or rudimentary alphabetic, stage.

Phase 3
: Gough and Hillinger's cipher or alphabetic phase

Phase 4
:Orthographic phase
S kil l s requi red for profi ci ent readi ng

According to the National Reading Panel, the ability to read requires proficiency in a number of language domains: phonemic
awareness, phonics (sound-symbol correspondence), fluency, vocabulary, and text comprehension.

Phonemic awareness
: The ability to distinguish and manipulate the individual sounds of language. The broader term, phonological awareness, also includes
rhymes, syllables, and on sets and rimes.

Phonics
: Method that stresses the acquisition of letter-sound correspondences and their use in reading and spelling. This helps beginning
readers understand how letters are linked to sounds (phonemes), patterns of letter-sound correspondences and spelling in English, and
how to apply this knowledge when they read.

Fluency
: The ability to read orally with speed, accuracy, and vocal expression. The ability to read fluently is one of several critical factors
necessary for reading comprehension. If a reader is not fluent, it maybe difficult to remember what has been read and to relate the
ideas expressed in the text to his or her background knowledge. This accuracy and automaticity of reading serves as a bridge between
decoding and comprehension. For struggling readers, traditional phonics instruction can have the unintended consequence of
promoting dysfluency. The difficulty lies in the co-articulated nature of speech. Speech sounds are overlapping while print is discrete
and sequential. This can be appreciated if one places his/her mouth in position to begin to produce the word cat vs cot. The initial hard
c is colored by the subsequent vowel even before speech begins, i.e., the smiling position as one prepares to say cat vs the more limp
position as one prepares to say cot. As the early reader works from left to right, beginning with the onset consonant, s/he typically
does not yet know the vowel with which it must be co-articulated. And, the vowel sound itself cannot be known until the remaining
rime (the rime is the portion of the syllable beginning with the vowel and extending to its end: ig in rig vs ight in right) is fully
encountered. The following example illustrates the dysfluency that this can create. Without looking ahead, begin to sound out the
following word, left to right, using letter-sound knowledge. The first letter is b, the sound of which is- try to say it. The second letter is
o. If you said the sound of b was buh, you have some revision to do since you have ended in a vowel sound that does not allow for
blending with the o. But how does the o sound? Now you have bo. What does it sound like? The o could be long or short. Try bou,
bough. At this point you might have begun to appreciate that the vowel is not knowable until you reach the end of the syllable,
i.e.,until you have considered the full rime. Now try bought. For these reasons, teaching reading through orientation torime first and
then adding the onset (ought-bought) can be helpful in promoting fluency through supporting the phonological problems of co-
articulation. Emphasis on the rime also supports the development of an intuitive, and therefore more fluent, awareness of orthographic
patterns.

Vocabulary
: A critical aspect of reading comprehension is vocabulary development. When a reader encounters an unfamiliar word in print and
decodes it to derive its spoken pronunciation, the reader understands the word if it is in the reader's spoken vocabulary. Otherwise, the
reader must derive the meaning of the word using another strategy, such as context.

Reading Comprehension
:The NRP describes comprehension as a complex cognitive process in which a reader intentionally and interactively engages with the
text. Reading comprehension is heavily dependent on skilled word recognition and decoding, oral reading fluency, a well-developed
vocabulary and active engagement with the text.

Rapid automatized naming
: The ability to quick say the name of both letters, objects and colors predicts an individual's ability to read. This might be linked to the
importance of quick retrieval of phonological representations from long-term memory in reading and the importance of object-naming
circuits in the left cerebral hemisphere that are recruited to underpin a child word-recognition abilities.
 

Top 10 Ways to Improve Reading Skills

Nothing is more important to academic achievement than being a good reader. Parents know their children best and can provide the
one-on-one time and attention that will lead them to success in reading. Here is a list of ways to help your children become more
effective readers.

1. Set aside a regular time to read to your children every day.

Studies show that regularly reading out loud to children will produce significant gains in reading comprehension, vocabulary, and the
decoding of words. Whether your children are preschoolers or preteens, it will increase their desire to read independently.
2. Surround your children with reading material.
Children with a large array of reading materials in their homes score higher on standardized tests. Tempt your kids to read by having
a large supply of appealing books and magazines at their reading level. Put the reading materials in cars, bathrooms, bedrooms, family
rooms, and even by the TV.
3. Have a family reading time.
Establish a daily 15 to 30 minute time when everyone in the family reads together silently. Seeing you read will inspire your children
to read. Just 15 minutes of daily practice is sufficient to increase their reading fluency.

4. Encourage a wide variety of reading activities.

Make reading an integral part of your children's lives. Have those read menus, roadside signs, game directions, weather reports, movie
time listings, and other practical everyday information. Also, make sure they always have something to read in their spare time when
they could be waiting for appointments or riding in a car.
5. Develop the library habit.
Entice your children to read more by taking them to the library every few weeks to get new reading materials. The library also offers
reading programs for children of all ages that may appeal to your children and further increase their interest in reading.
6. be knowledgeable about your children's progress.
Find out what reading skills they are expected to have at each grade level. The school's curriculum will give you this information.
Track their progress in acquiring basic reading skills on report cards and standardized tests.
7. Look for reading problems.
Teachers do not always detect children's reading problems until they've become serious. Find out if your children can sound out
words, know sight words, use context to identify unknown words, and clearly understand what they read.
8. Get help promptly for reading problems.
Reading problems do not magically disappear with time. The earlier children receive help, the more likely they will become good
readers. Make sure your children receive necessary help from teachers, tutors, or learning centers as soon as you discover a problem.
9. Use a variety of aids to help your children.
To help your children improve their reading, use textbooks, computer programs, books-on-tape, and other materials available in stores.
Games are especially good choices because they let children have fun as they work on their skills.
10. Show enthusiasm for your children's reading.
Your reaction has a great influence on how hard they will try to become good readers. Be sure to give them genuine praise for their
efforts.
R eadi ng St rat egi es
Reading Efficiently by Reading Intelligently
Good reading strategies help you to read in a very efficient way. Using them, you aim to get the maximum benefit from your reading
with the minimum effort. This section will show you how to use six different strategies to read intelligently.
Strategy 1: Knowing what you want to know
The first thing to ask yourself is: Why you are reading the text? Are you reading with a purpose or just for pleasure? What do you
want to know after reading it? Once you know this, you can examine the text to see whether it is going to move you towards this goal.

An easy way of doing this is to look at the introduction and the chapter headings. The introduction should let you know at whom the
book is targeted, and what it seeks to achieve. Chapter headings will give you an overall view of the structure of the subject. Ask
yourself whether the book meets your needs. Ask yourself if it assumes too much or too little knowledge. If the book isn't ideal, would
it be better to find a better one?
Strategy 2: Knowing how deeply to study the material
Where you only need the shallowest knowledge of the subject, you can skim material. Here you read only chapter headings,
introductions and summaries. If you need a moderate level of information on a subject, then you can scan the text. Here you read the
chapter introductions and summaries in detail. You may then speed read the contents of the chapters, picking out and understanding
key words and concepts. At this level of looking at the document it is worth paying attention to diagrams and graphs .Only when you
need detailed knowledge of a subject is it worth studying the text. Here it is best to skim the material first to get an overview of the
subject. This gives you an understanding of its structure, into which you can fit the detail gained from a full, receptive reading of the
material. SQ3Ris a good technique for getting a deep understanding of a text.
Strategy 3: Active Reading
When you are reading a document in detail, it often helps if you highlight, underline and annotate it as you go on. This emphasizes
information in your mind, and helps you to review important points later.

Doing this also helps to keep your mind focused on the material and stops it wandering. This is obviously only something to do if you
own the document! If you own the book and find that active reading helps, then it may be worth photocopying information in more
expensive texts. You can then read and mark the photocopies. If you are worried about destroying the material, ask yourself how much
your investment of time is worth. If the benefit you get by active reading reasonably exceeds the value of the book, then the book is
disposable.
Strategy 4: How to study different sorts of material
Different sorts of documents hold information in different places and in different ways. They have different depths and breadths of
coverage. By understanding the layout of the material you are reading, you can extract useful information much more efficiently.
Reading Magazines and Newspapers:
These tend to give a very fragmented coverage of an area. They will typically only concentrate on the most interesting and glamorous
parts of a topic - this helps them to sell copies! They will often ignore less interesting information that may be essential to a full
understanding of a subject. Typically areas of useful information are padded out with large amounts of irrelevant waffle or with
advertising. The most effective way of getting information from magazines is to scan the contents tables or indexes and turn directly to
interesting articles. If you find an article useful, then cut it out and file it in a folder specifically covering that sort of information. In
this way you will buildup sets of related articles that may begin to explain the subject.

Newspapers tend to be arranged in sections. If you read paper often, you can learn quickly which sections are useful and which ones
you can skip altogether.
Reading Individual Articles:
Articles within newspapers and magazines tend to be in three main types:
•News Articles:
Here the most important information is presented first, with information being less and less useful as the article progresses. News
articles are designed to explain the key points first, and then flesh them outwit detail.
•Opinion Articles:
Opinion articles present a point of view. Here the most important information is contained in the introduction and the summary, with
the middle of the article containing supporting arguments.
•Feature Articles:
These are written to provide entertainment or background on a subject. Typically the most important information is in the body of the
text. If you know what you want from an article, and recognize its type, you can extract information from it quickly and efficiently.
Strategy 5: Reading 'whole subject ‘documents
When you are reading an important document, it is easy to accept the writer's structure of thought. This can mean that you may not
notice that important information has been omitted or that irrelevant detail has been included. A good way of recognizing this is to
compile your own table of contents before you open the document. You can then use this table of contents to read the document in the
order that you want. You will be able to spot omissions quickly.

Strategy 6: Using glossaries with technical documents

If you are reading large amounts of difficult technical material, it may be useful to photocopy or compile a glossary. Keep this beside
you as you read. It will probably also be useful to note down the key concepts in your own words, and refer to them when necessary.
Usually it is best to make notes as you go. Effective ways of doing this include creating Concept or using the Cornell Note Taking
System.
Key points:
This section shows six different strategies and techniques that you can use to read more effectively. These are:
•Knowing what you need to know, and reading appropriately.
•Knowing how deeply to read the document: skimming, scanning or studying.
•Using active reading techniques to pick out key points and keep your mind focused on the material.
•Using the table of contents for reading magazines and newspapers, and clipping useful articles.
•Understanding how to extract information from different article types.
•Creating your own table of contents for reviewing material.
•Using indexes, tables of contents, and glossaries to help you assimilate technical information.
 

Student’s Name : Franchie G. Glomar

Course and Code Name : Major 8 (The Teaching & Assessment of Macro Skills)
Term : First Semester Academic Year 2020-2021
Consultation Time : 6:30 - 7:30 / 7:30 – 8:30 1 hour/MWF
 MID TERM
Learning Task No. 3

A. Fill in each blank with an appropriate answer. (for Quiz)

( Note: A little detail about Listening is also included)

1. Macro Skills are generally the skills that refer to the language skills. Thus the measuring stick of a person’s
communicative competence.
2. This particular skill is a communication technique that requires one to understand, interpret and evaluate what he
or she hears. Listening
3-4. These are skills known to be “receptive” because while the first one requires good auditory nerves for
understanding; the second one needs a retentive mind to comprehend the written symbols. Listening and reading
5-6. Two other skills known to be “productive” the first one requires the ability to gain fluency in spoken interaction.
The second one requires the knowledge to put into prints or symbols what he or she hears and reads. Speaking ,
Writing

*Tell whether the statement is TRUE or FALSE

7. Listening, speaking, reading and writing are most commonly referred to as Micro skills. True
8. Reading is an input receptive skills which means receiving language prevails producing it. False
9. Finding yourself responding emotionally to what one has said, say so and ask for is an indicative for being an active
listener. True
10. Meaning cannot just be transmitted as a tangible substance by the speaker. It must also be stimulated or aroused in
the receiver. True
11. To communicate properly, it is not so much important to study a balance of the four basic language skills, it’s
enough to have fluency. False

*The following items are flawed. Pick out the word or words that makes or make the sentence incorrect and
replace it the right one. ( for Two (2) points each)

12-13. Without the needed listening skills, a student would be well-equipped for his college
lessons.
Wrong: Well-equipped
Correct: ill-equipped
14-15. Reading for the introduction and conclusion of a lecture is not a problem because of sequencing…
Wrong: Reading
Correct: Listening
16-17. _____________________copying helps you make sense of what you hear and read… it facilitates information
recall.
Wrong: Copying
Correct: Writing
18-19. Communication anxiety is considered to be an external distraction in a speaking engagement.
Wrong: External distraction
Correct: Internal distraction
20-21. It is always the reading ability that is the problem in public speaking or intense communication.
Wrong: Reading ability
Correct: Speaking ability
22-23. Standing alone in front of a mirror to soliloquize as means of mental rehearsal is a good practice to entrance
the listening skill.
Wrong: Listening skill
Correct: Speaking skill
24-25. Listening is also one way to gauge how wide is someone’s range of vocabulary.
Wrong: Listening
Correct: Speaking

A. Write an essay titled “How can I be a Transformational English Teacher in the Future?”
Please observe the following:
 … should be a three-paragraph Essay ( INTRO, MIDDLE/BODY, END)
 … with proper Indention, Margin…
 … with good penmanship
Note: Do not submit output with a sloppy handwriting.