 English M1 – M2

Info listening - Make sure you receive the same thoughts which speakers are
trying to convey.

Don't judge or argue prematurely - Try to understand the speaker's ideas

before judging
them.

Look for key ideas - Listen carefully to the speaker to find out the main ideas
that he or she
is trying to convey.

Paraphrase - Restate in your own words the message of the speaker. Repeating
the speaker’s
words as he or she says them will strengthen his or her message and help you to
stay
attentive.

Knowledge of Vocabulary - The more words we know, the more we can

understand.
Therefore, increasing mastery of vocabulary through techniques like learning a
new word a
day or reading books can contribute in being a good informational listener.

Concentration - We must know that in order to concentrate, we need to be

motivated to focus,
stay disciplined in the face of distractions, actively and mentally say no to
distractions, and
accept responsibility in getting the task at hand accomplished. Informational
listening requires
immense concentration.

Memory - With good memory, we can recall experiences and information from
our lives to help
make sense of information in informational listening.

Refraining from Judgment - This skill requires an open mind. If we begin

judging and jumping
to conclusions when attempting to properly listen and retain information, our mind
will wander
and possibly miss valuable pieces of information.
Organization - This means identifying key concepts from auditory information
and mentally
organizing them into an outline so that you can better understand and remember
material.

Asking Questions - If listening to a panel discussion, asking mental questions to

further grasp
the information as the speakers are talking can mean that the listener is truly
comprehending
the information that is being said.

Taking Notes - This is a common skill that enhances informational listening in

school. One
valuable tip in taking notes is to only write down key concepts and terms instead
of trying to
write down everything that is being said.

- Gonzalez (2017) defined informational listening as listening with the goal

of learning,
- Tay (2020) identifies some of the effective informational listening
approaches
- Gonzalez (2020) also added that informational listening helps us learn,
become
keener, and become better at what we do in life.

 Textual aids refer to non-textual elements that help readers understand

the
content of the text. They also refer to elements that stand-out from the main text
such as titles and subtitles, bold, italicized and underlined texts. Non-textual
elements include illustrations, maps, tables, graphs and charts.

 These aids have two main functions, namely: first, to direct the readers’
attention to important ideas in the text and second, to provide more
information as
a supplement to what is already written.

Types of textual Aid

1.) Titles and Subtitles

- Provide initial idea on what the text is all about
- Activate prior knowledge on the topic
- “Represent the key concepts (title) and supporting ideas (subtitles) in the
 paper” (Elite Editing, 2015)
- Layering or positioning of these aids convey the ideas’ level of importance

2.) Illustration
- Visual representation of a subject
- Facilitates better retention of the information presented

3.) Tables
- Information (facts and figures) that are organized and arranged in columns
and rows
- Used to show patterns and relationships that still appeals to the readers’
verbal system, meaning tables are supposed to be read like a text
(Nussbaumer,2011)
 Two types of table
- Column headings - found on top of the columns; used to identify the
contents of a specific column
- Row headings – used to define or identify the contents of a specific row

4.) Graphs
- Used “when a simple table cannot adequately demonstrate important
relationships” of and within data (Mind Tools Content Team, 2020)
 4 types of graph
- bar graph – uses either vertical or horizontal bars to show the data it
represents but SkillsYouNeed.com (2020) emphasized that these bars do
not touch each other; height of the bar indicates the value it represents: the
longer the bar, the higher the value it represents, the shorter the bar, the
lower the value it represents
- line graph – used to show how numerical data have changed over time
and it is best used to show trend
- pie graphs – show “how a whole is divided into different parts”
(SkillsYouNeed.com, 2020)
- Pictograph - “similar to bar chart but use pictures to symbolize a
countable unit of items” (Google Sites, n.d.).

5.) Maps
- Visual representations of selected characteristics of a place, usually drawn
on a flat surface
 2 types of Map
- physical map - includes labels for features such as mountain ranges and
bodies of water
- political map - usually includes labels for features such as cities and
major towns, units such as states or provinces, and bodies of water
  English M3
- Elements of a story

Characters – In every story, there are different types of characters.

They may be human beings in conflict with each other such as the
protagonists and the antagonists
 Characterization – This is the process by which a writer reveals the
personality of a character. This is achieved by the writer directly
telling the viewers what a character is like.
 Indirect characterization - relies on the reader to discover what the
character is like. It doesn’t use verbal descriptions of a character,
rather it relies on the behavior, speech, and appearance of the
character.
Setting
- Setting can be a combination of a place of occurrence, the time
in which the event takes place, a historical period, and even the
weather described in the story.
- plays an important role in communicating the writer’s purpose.
This is because it serves to anchor the story plot and
characterization of actors. In other words, it gives context to
the film.

Plot
- The plot is the story sequence where the characters
systematically plays their roles. It is also where the setting acts a
supporting element in the development of the story.

- film genre is the term categorizing a film based on some

stylistic criteria. From there, sub-genres are developed.
The category of a film indirectly assists in shaping the char-
acters and the story of the movie. The shaping determines
the plot and setting used. Here are the basic film genres.

Genre Descrip-
tion
Comedy It is generally meant to make people laugh. Its sub-
genres include
 slapstick comedy and romantic comedy.
Horror It aims to evoke viewers’ nightmares, fears, and
terrors of the
unknown. Its subgenres include zombie horror and
folk horror.
Action This has tremendous impact, continuous high en-
ergy, lots of physical stunts and activity. Some of its
subgenres are war & military action, spy & espi-
onage action, and martial arts action.
Sci-fi Uses visionary, fictional science-based depictions
through fanciful imaginative settings. Some of its
subgenres are space travel, time travel, robot and
monster films, and alien invasion.
Romance The plot revolves around the love of its main char-
acters such as courtship, forbidden love, or love tri-
angles. Its subgenres include historical romance,
romantic drama, romantic comedy, and chick flick.
Thriller Induces strong feelings of excitement, tension, sus-
pense and other similar emotions. Some of its sub-
genres are conspiracy thriller, crime thriller, and spy
thriller.
Drama This is a serious presentation or stories with settings
or real- life situations that portray realistic characters
in conflict with either themselves, others, or forces of
nature. Its subgenres include political drama, romantic
drama, and melodrama.
Fantasy A film genre that most likely overlaps with sci-fi and
other genres, but it bases its content on some degree
of scientific truth, fairy- tale experiences and mystical
beings.

 The General purpose of the Author

- Stephen king stated that “Description begins in the writer’s

imagination, but should finish in the reader’s.”
- A film has the purposes of to entertain and to inform. It
goes hand in hand with why an audience want to watch a film
– to be entertained and to be informed.

Screenplay writer – the one scripting the story for a film

Spec script - is short for “speculative screenplay.” You write a spec
on the speculation that what you wrote is good enough to be taken
by film producers and eventually be used to produce a film.
Subtext
- A subtext is an underlying message, theme, or metaphor being
conveyed through the dialogues, images, background music, or
even the whole film itself.
- These are not directly stated but rather realized by the audience
as they appraise the characterizations, the settings, and the
story plot.

 English M4
 The Gorgon’s Head

● Acrisius - King of Argos

● Danae - Daughter of king Acrisius
- Was locked up in a bronze sunk underground
- Mother of Perseus
● Perseus - Demigod, son of Zeus and Danae
- Drifted in a wooden chest ( coffin in Clash of the titans )
- Married to Andromeda
- Beheaded Medusa
- Killed the sea serpent
● Andromeda - Daughter of King Cepheus and Queen Cassiopeia
- Wife of Perseus
- Was chained off a cliff as a punishment to her mother when she
said that she is more beautiful than the 50 lovely daughters of Nereus.
● Dictys - Lives in the Island of Seraphos - works as a fisherman
● Polydectes - Dictys’s brother
- Fell in love with Danae
 - Sent Perseus to kill Medusa as a way of killing him because of his
jealousy towards the love of Danae to Perseus.
● Medusa - Snaky hair and metal scaled skin, those who look directly in
her eyes will turn into a stone.
● Gray Women - Three old ladies who shares only one eye
● Hermes - The messenger of the gods
- Gave Perseus a sword(sicke or Harpe)
● Nymphs of the North - the one who possess the three essential thing
Perseus needs
- Added winged sandals, The helmet of invisibility and magic
wallet
● Athena - Goddess of war and wisdom
- Gave Perseus a shield ( Aegis - reflected mirror like )
● Queen Cassiopeia and King Cepheus - The ruler of the Kingdom of
ethiopian ( The parents of Andromeda )
● Oracle - “ he will not have a son but a grandson from whose hands he
will be killed “
● Discus - throw = A game played at Larissa

 The Clash of the Titans

● Zeus, Poseidon, and Hades - betrayed their parents ( the titans )

- The three of them splitted the universe, namely;
- Zeus = skies
- Poseidon = Seas
- Hades = Underworld
● Spyros and Marmara - Adopted parents of Perseus
● Draco - Imprisoned Perseus but later on became a part of his group
● Io - The guardian of Perseus
● Ozal and Kucuk - Ottoman monster Hunters
● Djinn - A band of Arabic dessert sorcerers led by Sheikh Sulieman. Saved
Perseus from the scorpiochs
● The group of Perseus - Perseus, Io, Draco, and His men ( Solon, Euse-
bios, and Ixas )
● Cult of Hades - led by the insane Prokopion
● Calibos - he was Acrisius, Zeus punished him with his lightning and be-
came a monster
● King Kepheus and Queen Cassiopeia - The ruler of Argos
● Drachma - A fare for Charon ( the ferryman of the underworld )

❖ Soldiers from the city of Argos, destroyed the statue of Zeus

❖ As a punishment, the Gods released the Furies(flying beasts who pur-
sue mortal sinners)
❖ Hades proclaims that in the upcoming solar eclipse, he will unleash the
Kraken against Argos unless Princess Andromeda is offered as a sacrifice.
❖ Perseus went to the stygian witches learns that the only way to kill the
kraken is through Medusa’s power
❖ Shortly after, they were attacked by Calibos. Draco severs Calibos hands
which causes him to run away.
❖ Then, Scorpiochs - Scorpions were summoned by Calibos’s bloods.
Thankfully, they were saved by the Djinn
❖ Perseus, Io, Sulieman, Draco and his remaining men Solon, Eusebios
and Ixas arrive at the Underworld and the men enter Medusa's Lair while
Io remains outside, unable to enter. Medusa kills Solon, (who was shot and
falls into the fire), Eusebios and Ixas (who have turned to stone), and
wounds the shotDraco.Sulieman and Draco wound Medusa and turn to
stone, making the ultimate sacrifice.
❖ After the fight, Perseus saw Calibos creep up behind Io and murdered her.
❖ After they defeated the Kraken, the falling debris killed Prokopion and
Kepheus
❖ Then he went to mount olympus and confronts Zeus

 English M5

❖ Sources provide you with helpful background information that sup-

port your own work.
● Print Source
- Material that has been printed and can be produced in a hard
copy
-
● Examples : Books, Magazines, Journals and newspapers
 ● Web Source
- Include anything you can find on the internet, which contains a
wealth of high-quality information if you know where to look
- One device is the CRAAP test developed by the Meriam Library
at California State University
- Scholarly articles are published in scholarly journals and are
sometimes called Peer-reviewed articles.
- The CRAAP test can help you determine its Credibility and Suit-
ability

● C.R.A.A.P
C - Currency
- The timeliness of the information
- “ When was the item of information published or produced? “
R - Relevance
- The importance of the information for your needs
- “ How does this source contribute to my research paper? “
A - Authority
- Source of information
- “ Is the person, organization, or institution responsible for the intel-
lectual content of the information knowledgeable in that subject? “
A - Accuracy
- Reliability, truthfulness, and correctness of the information
- “ How free from error is this piece of information? “
P - Purpose
- Reason the information exists
- “ Who is this information written for or why was the information pub-
lished? “

 English M6

 According to (Adler, Elmhorst & Lucas, 2012)

45% - Listening
30% - Speaking
16% - Reading
9% - Writing
30% - (Non – Communication)
 Four types of listening
Appreciative – is when you listen for appreciation you are listening for
enjoyment so this is
appreciative listening.
Empathic – is when you listen empathically you are doing so to show mutual
concern.
Comprehensive – is when you are listening to understand or listening to
comprehend the message that is being sent. This is comprehensive listening
wherein you do active listening.
Critical/Analytical – Analytical listening is listening to evaluate the content of
the message.

 Tips to be a good listener

1. Withhold judgement - It is often difficult to understand another person’s ideas
especially when you have a strong opinion about something but you have to
listen first before you evaluate.
2. Talk and interrupt less - Sometimes the best approach to listening is to let
the speaker talk. Speak only when necessary. In this way, quality communication
is achieved and your level of understanding improved.
3. Ask Questions - Sincere questions are genuine requests for information to
gather facts and details, clarify meanings and encourage a speaker to elaborate.
4. Paraphrase - Paraphrasing involves restating speaker’s ideas in your own
words to make sure you have understood them correctly.
5. Attend to non-verbal cues - Focusing on a speaker’s non-verbal cues may
tell you more than his or her words. Non-verbal cues include gestures, postures,
vocal tones, facial expression, and more.
6. Take Notes - When the conversation involves details or ideas you need to
remember, notes can be essential.
7. Analyze the speaker’s evidence - As a good listener, you need to ask
yourself about evidences a speaker gives to support his or her statements. Once
you’ve identified the evidence, you need to make sure it is valid. When do we say
that evidences/proofs are valid or invalid?
- The validity of evidences means details given were research- based, true, and
supported by statistics.
- Evidences are invalid on the other hand if they are opinionated and not
supported research.
8. Examine emotional appeals - Sometimes emotional reactions are a
valid basis for action. In some cases though, emotional appeals can obscure
important logical considerations.
  Analytical listening involves problem solving or decision making. You
have
to ask yourself questions like ‘what is the speaker trying to say?’, or
‘what is the main argument being presented?’, ‘how does what I hear differ
from my beliefs or opinions?’ Remember your values and opinions are
based on your ability to process information to be able to solve problems
or make informed decisions after weighing pros and cons.

 Analytical listening is listening to evaluate.

 Yes/No answers does not fully support good analysis.
 Learn to withhold judgment to be a critical listener

 English M7

literary (fictional pieces such as poems, epic, and short stories)

informational texts (nonfiction writing such as essays, newspaper articles,
reference books and the like.)

 According to Thomson, De Bartoli and Buckley (2013),

successful reading involves the following:
- retrieving
- interpreting
- integrating
reflecting
- evaluating information.

 Myth

- A myth is an ancient story created to explain

natural events, present a lesson on how to live, or serve as warning to
follow the rules
of the society.

 Short story

1. There is a powerful setting that transports the reader into the tale by
 appealing to all of the senses. It also plays an important role in
advancing the plot as well as in character development.
2. The characters, including characterization, are well-drawn and
welldeveloped. The readers should find them relatable in terms of the
values they embody and the principles they live by.
3. The plot of the story is original and not predictable. It should be
interesting enough for the reader to find himself drawn to it. Also, the
plot is best enhanced by literary techniques such as suspense,
foreshadowing (using hints or signs that a threat may lie ahead in the
story), flashback, cliffhanger (abruptly ending the story without a clear
resolution for the characters)and plot twist.
4. There should also be an interesting conflict that will move the plot. It
should clearly show how the opposing forces (such as man versus
himself, man versus society, etc.) confront one another and how it can
be resolved.
5. The story should have a relevant theme — one that provides profound
insights about life. The theme is generally timeless, which means that
it will remain true for different generation of readers and across
different backgrounds.

 Myth
 Myths generally share the same characteristics with short stories, but they
differ in terms of the added features such as having gods and goddesses
as
characters, heroes possessing special abilities, and humans transforming
into a
different creature. Specifically, these are the characteristics to look for in a
myth:
 The characters are comprised of a hero with special skills, monsters
who play the villain, and gods and goddesses who may help, reward, or
punish the hero. The hero must be a well-drawn character, showing
relatable traits while displaying great feats.
 The plot and conflict usually revolve around the hero’s adventure or
quest, and his success or failure will determine whether he really is a
true hero. One of the common twists in the plot of a myth is
metamorphosis, or the transformation of a character into a different
creature such as a bird, a monster, or a plant. These transformations
are, of course, the gods’ doing. On the sidelines, the plot may also
present a tradition or local belief of the community where the myth
originated.
 The setting plays a very important role in helping the readers visualize
the hero’s environment especially during his quest. It should be very
 vivid for the reader to picture places such as the Underworld, the forest,
or the abode of the gods.
 The myth should leave the readers with a life lesson. Anchored on the
general theme that good deeds are rewarded and evil is punished, the
lessons are usually about moral conduct.

 Persuasive Essay

- refers to the kind of writing, which presents reasons and

examples to effect thought and/or action.
- It requires the clear statement of an
opinion and reasons or specific examples to support said opinion.

 Structure
1. Statement of the thesis, or the theme/topic of an argument. It usually
presents a controversial topic and the writer’s stand about it. A good
thesis should state a truth (e.g. Divorce is not allowed in the
Philippines.) or advocate a cause of action (e.g. English should be used
as the medium of instruction in all public and private
institutions.)Likewise, the thesis should be something that can be
proven.
2. Enumeration of a set of reasons supporting the thesis. This part
elaborates on the necessity of the proposal, its advantages and
workability.
3. Presentation of evidences that substantiate the reasons and
strengthen
the thesis. Evidences and arguments must be laid down carefully for a
persuasive effect. They should appeal to reason or logic, to ethics, and
to emotions.
4. Conclusion which reinforces the thesis and calls for action

 TELLS
T - Thesis
E - Evidence
L - Logic
L – Language and style
S - Style
 English M8

 Speaking with one another is part of life, whether in a formal or informal

setting. And to be able to respond well, an individual must have good lis-
tening skills.
 Enhancing one’s listening skill is a must.
 When a person’s listening skill is excellent, it will not be difficult to evaluate
whether the text heard conveys fluency, tone, cohesion, and correctness.

 FLUENCY
 Fluency in speaking starts with fluency in reading.
 Fluency is speaking effortlessly, reasonably fast, and without unneces-
sary
stops or pauses.
 Fluency encompasses two concepts - speech rate and speech continu-
ity.
 Speech rate, which is measured by words per minute, indicates how fast
or how slow a speaker delivered the text.
 The speech rate depends on the context of the text. Speech continuity
goes hand in hand with coherence.
 Reading fluency has three elements, namely; accuracy, rate, and
prosody.
 Accuracy is pronouncing words correctly that result to the ability to grasp
the meaning of words in the existing vocabulary of an individual.
 reading rate is defined as, “the speed with which a reader processes
an extended text and grasp the meaning of each sentence without
skipping any words”
 Prosody on the other hand is reading with expression.
 COHERENCE
 Coherence is centered on the general sense and organization/logical se-
quence of thoughts/ideas in a text – meaning, whether or not the text
makes sense.
 COHESION
 Cohesion is the linking of words and sentences by using correct
transitional/cohesive devices, such as conjunctions (e.g., FANBOYS),
and adverbial conjunctions (e.g., even, although, and instead). By us-
ing proper cohesive devices, coherence is achieved.
 TONE
 Tone is the attitude of the writer/speaker regarding a subject.
 the tone of a speaker is dependent on the purpose of the
talk and who the audience are
 It is vital that the audience use their higher order thinking skills to be able
to identify the tone employed by the speaker.
 CORRECTNESS
 Correctness in a spoken text is focused on grammar, vocabulary, and
pronunciation. It is important that the speaker follows grammatical rules
accurately, uses relevant and appropriate vocabulary, and demonstrates
clear pronunciation.
 Debates, news reports, and interviews are perfect examples for evalua-
tion in
terms of fluency, cohesion, tone, and correctness.

 DEBATERS SHOULD BE CAPABLE OF:

 First, they can deliver their speech fluently, quickly (since debate
speeches are timed depending on the format), and without difficulty.
 Second, debaters also advised to use sign posting which link words and
sentences to establish cohesion and achieve a smooth flow of ideas that
are understandable by the other debaters, judges, and spectators of the
debate.
 Third, manifest an appropriate overall tone that coincides with the purpose
and audience of the debate.
 Lastly, it is a given that debaters use correct grammar, good pronuncia-
tion, and wide range of vocabulary.
 A debater’s tone relies on how the debater attacks the argument and
what the team stands for.

 Evaluating spoken text in terms of fluency, cohesion, tone, and cor-

rectness is not an easy task. But with practice and enhance listening
skill it is doable