FRANCIS SAM L.

SANTAÑEZ
Earning Units in English Major
Subject: Teaching and Assessment of Literature Studies

MODULE 1
Current Principles and Concepts in Teaching Macro Skills

ELICIT

1. The process of transmitting information from one person to another is

known as communication. The goal of communication is to convey
knowledge. Whatever one wishes to communicate with another person
must be clearly understood by him, otherwise the communication's
intent will be defeated.

As a result, communication aids in better understanding people,

eliminating misunderstandings and promoting clarity in thinking and
language. People are also trained as a result of it. Interpersonal,
intrapersonal, interdepartmental, and intra-organizational
correspondence may be written or oral, formal or informal, upward,
downward, lateral, diagonal, interpersonal, intrapersonal,
interdepartmental, and intra-organizational.

2. They are honest.

They are proactive.
They ask good questions. ...
They listen. ...
They are concise. ...
They are reliable.

3. Clear.
Every message from your contact should be transparent, so that
the receiver does not have to make assumptions and return to you for
more details. More time would be spent on emails as a result of this. Do
not attempt to convey too much detail in a single post. The reader's
interest would be diluted as a result of this.

Correct
You must ensure that you address people properly and correctly
spell their names. Furthermore, you must ensure that the reader has the
necessary skills and education to comprehend the technical terms you
use in your correspondence.

Complete
 A full message will include all of the details the reader requires in
order to answer or act. If you want the reader to do something, make
sure you have a "call-to-action" and that you express the value of the job.
Iterations, a lot of back-and-forth, and a waste of time and effort on both
ends result from incomplete communications.

Concise
People sometimes compose shorter sentences in places where they
should have completed the message. This wastes the sender's and
receiver's time and, as a result, their efficiency.

Concrete
You must believe in yourself and the message you wish to
communicate to the audience. Concreteness is a quality that should be
highlighted. There must be information that pique the audience's interest
rather than bore them.

Coherence
The flow of your message must be logical. Every sentence should
be linked to the one before it and should stay on subject. The reader can
quickly lose track of what you've said if your writing isn't coherent.

Courteous
Being courteous is extremely important. Individuals who work
together are not always friends, but being courteous is essential for
maintaining a healthy working relationship. Individuals would be
troubled by hidden insults and harsh voices, resulting in lower morale
and efficiency.

4. Perhaps the most valuable life skill is the ability to communicate

effectively. It is what allows us to communicate with others and
comprehend what is said to us. The ability to convey information
accurately, clearly, and as intended is an important life skill that should
not be underestimated. It's never too late to develop your communication
skills, and you might just find that doing so improves your overall quality
of life.

ENGAGE

Communication is the act of transmitting information from one person to

another. Ideas, concepts, feelings, perceptions, and viewpoints are shared
through the use of written and spoken words. Miscommunication is arises
when the listener or reader does not understand what is said or written.
 Some causes of the miscommunication are word choice, competitive
conversation, misaligned meaning, the medium being used, negative
perception, information overload, communication skills and mental capacity of
both the speaker and receiver.
The best way to eradicate miscommunication is to:

1. Recognize the differences between passive hearing and active

listening. Engage with other people's input, both verbal and
nonverbal, and adjust the message to make it easier to understand.
2. Use your eyes, ears, and common sense to listen.
3. When you try to be understood, take your time to learn. Be sensitive
to what the other person has to say.
4. Be conscious of your own perceptual filters. Don't make the mistake
of thinking your interpretation is the objective reality.

EXPLAIN

1. In certain ways, oral and written contact are close. They both depend on
the basic communication mechanism, which has eight key components:
source, recipient, message, channel, receiver, input, meaning, and
interference. Oral and written modes of communication can also be
separated into verbal and nonverbal groups, which is another way they
are similar. Nonverbal communication refers to the way you say things,
such as your tone of voice, facial expression, and body language. There
are both verbal and nonverbal aspects of written communication.

The verbal component is determined by the words you pick. The

nonverbal dimension refers to how you represent or view them, which
may include the medium (e-mail or a printed document), typeface or font,
or the presence of your signature on a message. Oral and written
communication are identical in this respect, despite the fact that they are
used in somewhat different ways.

2. Reading is a two-way process between the author and the reader. While
the author gives knowledge and information, the reader applies reading
as an active thinking process. The reader usually reacts physically,
emotionally, or intellectually with what he reads. That is why reading is
considered as a two-way process.

3. Speaking, writing, reading, and listening are the four forms of

communication skills learned in an English language. These four distinct
language abilities are also known as the productive and receptive
abilities.
 Reading and listening are known as the receptive skills, while speaking
and writing are known as the productive skills since they both require
some sort of language production. The productive skills are often referred
to as active skills, while the receptive skills are referred to as passive
skills.

4. Decoding, comprehension, and perception are the three subprocesses of

L2 listening. Attending, perceiving expression, understanding sentences,
and parsing grammar are all examples of decoding. The activation of
schema, the representation of propositions, and logical inference are all
part of comprehension. The term "interpretation" refers to the process of
matching meaning to previous perceptions and assessing discourse
meanings.

EVALUATE

1. Writing, whether in print or non-print, is a dynamic method of putting

ideas into text. It is considered a non-linear, exploratory, and generative
process. To be able to write proficiently, writers must do a lot of reading
to discover and reformulate ideas. Writing is more than just a means of
conveying information. Not only does writing construct the object of
writing, but it also constructs the subject. When you write, you're
presenting or re-presenting yourself. It's a perfect way to express
yourself.

2. The five approaches to teaching writing are product approach, process

approach, genre approach, process genre approach, and post-process
approach. The product approach focuses on the final piece of writing and
tests it using parameters such as vocabulary usage, grammar,
mechanics, content, and organization. This method avoids the students'
actual process for creating a piece of writing and instead focuses on
imitation and producing a flawless product on the first draft. Grammar
has been pushed to the background in writing texts and technique books
in the four remaining approaches, with grammar testing typically
considered a post-writing procedure.

3. Lower-level reading processes that teach students to create meaning

from the most basic units of language, such as letters, letter clusters,
and sentences, are incorporated into bottom-up strategies. Bottom-up
reading strategies begin with letter-sound correspondences (the bottom)
to achieve comprehension. Beginning with letters and sounds, bottom-up
processing progresses to morpheme and word recognition, then to
grammatical structure detection, sentences, and longer texts. Bottom-up
processes are aided by a phonics-based approach to reading instruction.
Rather than learning bottom-up skills, top-down tactics training focuses
on behaviors that construct meaning. Students establish context by
using prior knowledge, making assumptions, and then searching the text
to affirm or refute those predictions. The reader is in charge of
understanding in this method. The reader utilizes pre-reading techniques
such as previewing the text, anticipating, and enabling background
knowledge, as well as utilizing background knowledge, beliefs,
perceptions, and questions.