GENED – ENGLISH

ENGLISH: Reading

MODELS OF READING STRATEGIES

BOTTOM-UP TOP-DOWN INTERACTIVE

MODEL MODEL MODEL
Reading is a Reading is a Both models are
decoding psycholinguistic used
process guessing game
Phonic Whole Language Focused on
Approach Approach interaction
Part-to-Whole Focused on the Balance
Reader Approach to
reading
Focused on the Inside-out Model
text
From BOOK to Schema
READER
From READER to
TEXT

GRACE GOODELL’S Reading Skills Ladder

1. Basic sigh words

a. Dolch List
i. 220 frequent words in Children’s book
ii. Does not follow decoding rules
iii. Needed to be memorized
2. Using phonetic analysis
3. Using structural analysis

1
 GENED – ENGLISH
a. Breaking down unknown words into prefixes &
suffixes, then into syllables.
i. Example:
Bicyclist
bi – prefix. meaning ‘two’
cycle – root word, meaning ‘wheel’
ist – a noun suffix, meaning ‘a person who’
4. Using contextual clues
a. Synonyms (same meaning of a two words)
b. Antonyms (opposite meaning of two words)
c. Cause and effect (ex. The intrepid warrior led the
assault on the well-guarded fortress)
d. Explanation (ex. Something in the refrigerator has a
putrid odor; the smell was rotten when we opened
the door)
e. Examples (ex. There is a 30 percent chance of
precipitation, such as snow or sleet)
f. Appositive (ex. At night you can see constellations,
groups of stars, in the sky.
5. Vocabulary Reading
6. Finding the main idea
7. Finding the supporting details
8. Interfering meanings, drawing conclusions
9. Classifying and organizing facts
10. Using parts of a book
11. Using the dictionary
12. Using the encyclopedias
13. Borrowing library books
14. Private library collection
15. Reading from mass media
16. Using Reading from the internet

2
 GENED – ENGLISH
Philippine Informal Reading Inventory (PHIL-IRI)

• Determines the level of reading of the learners.

• A standardized tool developed in order to help teachers’
identity the level of reading of the learners.

LEVEL WORD COMPREHENSION

RECOGNITION
Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89-below 58-below

Personal – PEOPLE

Nominative – subject of the sentence

Ex. She is Beautiful

Possessive – shows ownership.

Ex. This book is mine.

Objective – (in) direct object, preposition

Ex. My mom gave her a gift.

Indefinite – non-specific things.

Dangling – the modifier that does not modify any word.

Ex. After playing Frisbee all evening, my English paper did

not get finished.

Drying down the street, my toddler started crying for her

teddy bear that she left at grandmother’s home.
3
 GENED – ENGLISH
Misplaced – the modifier is far from the word/s it modifies.

Ex. A large painting attracts the visitor’s eyes on the west

wall.

When fried, I like okra.

Squinting – The two-way modifier.

Ex. As the ship sank suddenly the life boats were lowered.

Eating out often pacifier her.

Getting married often changes your financial situation.

Uniformity in structure: PARALLELISM

• It is when phrases in a sentence have similar or the same

grammatical structure.
• Provides a phrase with balance and clarity.
• Serves to give phrases a pattern and rhythm.
• The repetition of two grammatical form in two or more
parts of a sentence.

Examples:

John is smart, creative, and talented. (adjectives to adjectives)

Jenny bought sushi, ramen, and Takoyaki. (nouns to nouns)

She walked to the sky train, bought a ticket, and got on the
westbound train. (verb + noun to verb + noun)

4
 GENED – ENGLISH
Faulty in Parallelism: Giving a list

Raccoons like to forage for garbage at night, play on city streets

at dusk, and during the day they sleep.

Faulty in Parallelism: Making Comparisons

I would rather choose eating vegetables than to exercise daily

just to lose weight.

I like to swimming better than to dive.

Faulty in Parallelism: with Correlative Conjunctions

She would love both to see lots of guests and eat lots of food.

As a teacher, not only you are expected to be disciplined but also

expected to be perfect.

Both – and, not only – but also, either – or, neither – nor

Faulty in Parallelism: with Linking Verbs

To succeed is opening a new opportunity.

Run-on Sentence: Comma Splice

Mary likes dogs, she has a beagle.

Run, you need to win this game.

Stress _______________________________________________________

Juncture – the temporary stoppage of the flow of speech.

Better go / naked people don’t mind.

Better go naked / people don’t mind.

5
 GENED – ENGLISH

ENGLISH: Literature

PROSE POETRY
Paragraph Stanza/ verse
Effective Communication Emotional Effect
Grammar Friendly Rhythm
Everyday Speech
Narrative Qualities

TYPES OF PROSE

- Biography – life of a person.

- Essay – opinion / viewpoint of the writer about an issue.
- Short Story – one plot and one impression.
- Novels – chapters. long story
- Anecdote – lesson, moral
- Play – stage, divided into acts.
- Legends – origin
- Fables – animals

TYPES OF POETRY

Narrative – tells a story / third person POV

- Epic – heroic / supernatural

Gilgamesh – oldest epic (Mesopotamia)

Beowulf (England)

Iliad and Odyssey (Greece by Homer)

Biag ni Lam-Ang (Ilocos)

6
 GENED – ENGLISH
Hudhud at Alim ((Ifugao by Igorot)

Bidasari (Mindanao)

- Tale - imaginative Narrative (Fairy Tales)

- Ballad – narrative song to be sung

Lyric – emotional and subjective response to experience (SUNG)

- Folksong – Awiting Bayan

- Sonnet – 14-line poem about love for someone
- Elegy – poem for the dead
- Ode – noble feelings, praise to someone
- Psalms – worship

AWIT KORIDO
Sung Recited
12 syllables 8 syllables
Realistic Fantasy
Florante at Ibong Adarna
Laura
HAIKU tanka
3 lines 5 lines
17 syllables 31 syllables
5, 7, 5 5, 7, 5, 7, 7
Nature Nature and
Love
Dramatic – tells through a character / first person POV

- Tragedy – Struggling Hero (sad)

- Comedy – amusement

7
 GENED – ENGLISH
FILIPINO WRITERS

• Jose Garcia Villa – doveglion, comma poet, First

Nationalist Artist.
• Nick Joaquin – Quijano de Manila, Filipino-Spanish culture,
belief and traditions.
• Bienvenido Santos – Filipino-American Fiction, Non-fiction
and Poetry Writer.
• Alejandro G. Abadilla – AGA, Father Modern Poetry,
Challenged Established Form.
• Genoveva Matute – kwento ni Mabuti, First Palanca
Awardee.
• Amado V. Hernandez – Labor Leader, manunulat ng mga
Manggagawa
• Aurelio Tolentino – Kahapon, Ngayon at Bukas
• Severino Reyes – Lola Basyang, Father of Tagalog Drama,
Walang Sugat.
• Lope K. Santos – Father of the Philippine Grammar, Ama ng
Balarilang Filipino, Banaag at Sikat.
• Pedro Bukaneg – Father of Ilocano Literature, Biag ni Lam-
Ang
• Francisco Baltazar “Balagtas” – Prince of Tagalog Poet

JOSE RIZAL

Noli Me Tangere El Filibusterismo

Touch Me Not The Reign of Greed
‘Uncle Tom’s Cabin’ ‘The Count of Monte Cristo’
Harriet Beecher Stowe Alexander Dumas
Romantic Novel Political Novel
Work of Heart Work of Mind
Motherland GomBurZa
Maximo Viola Valentin Ventura

8
 GENED – ENGLISH
WORLD WRITERS

• William Shakespeare – most famous writer of all time, Bard

of Avon
• Geoffrey Chaucer – pioneer in English Literature, Frame
Story, Morning Star and Father of English Literature
• Homer – Pioneers in Greek and Classical Literature, Iliad
and odyssey.
• Victor Hugo – Les Misérables, The Hunchback of Notre
Dame
• Rabindranath Tagore – Gitanjali; collection of Poetry, Songs
of Offerings
• Antoine de Saint Exupery – The Little Prince
• Robert Frost – Decision-making, Fate, The Road not Taken
• Rudyard Kipling – The Jungle Book
• George Orwell – Animal Farm
• Edgar Allan Poe – Father of American Short Story, Father of
Modern Detective Story, Horror
• Chinua Achebe – The most influential Nigerian Writer,
Things Fall Apart

9
 GENED – ENGLISH
ENGLISH: Grammar

PARTS OF SPEECH (8)

1. NOUN – name of people, places, animals, things, and

events. (ex. Ana, dog, park, pencil, birthday)

Types of Nouns

o Common – general (ex. teacher)

o Proper – specific (ex. Teacher Maica)
o Concrete – perceived by the five senses (ex. rose)
o Abstract – emotions, qualities, ideas (ex. love)
o Collective – name of groups (ex. audience)
o Count – nouns that can be counted (ex. bottle)
o Mass – cannot be counted (ex. water)

Plural – many, -s (ex. notebooks)

Possessive – ownership, ‘s/’ (ex. Joy’s dog, Hans’ cat)
Contraction – shortened form of group of words (ex. is not
– isn’t, I would/ I had – I’d)

Rules for Forming Plural Nouns

o Regular – add ‘s’ (ex. cat – cats)

o Ends with s, ch, sh, x, and z – add ‘es’ (ex. brushes,
foxes, quizzes)
o Ends with consonant + y – change ‘y’ to ‘i’ then add
‘es’ (ex. cities, communities)
o Ends with vowel + y – add ‘s’ (ex. days)
o Ends with vowel + o – add ‘s’ (ex. radios, audios)
o Ends with consonant + o – add ‘es” (ex. heroes)

10
 GENED – ENGLISH
o Ends with ‘f/fe’ – change ‘f/fe’ to ‘ves’ (ex. shelf –
shelves, knife – knives)
o Irregular – change spelling (ex. goose – geese)
o No change (ex. sheep – sheep)

Rules for Forming Possessive Pronoun

o Singular nouns ending in ‘s’ – add ‘ (ex. Tess’, Hans’)

o Singular nouns not ending in ‘s’ – add ‘s (ex. Jon’s)
o Plural nouns ending in ‘s’ – add ‘ (ex. teachers’)
o Plural nouns not ending in ‘s’ – add ‘s (ex. children’s)
o Joint ownership – add ‘s to the last noun (ex. mom
and dad’s room)
o Separate ownership – add ‘s to each noun (ex.
teacher’s and principal’s office)

2. PRONOUN – words that take the place of a noun. (ex. I, you,

me, they, them, he, she)

Types of Pronouns

o Reflexive – reflects back on the pronoun (ex. I –

myself, you – yourself/yourselves, she – herself, etc.)
o Possessive – shows possession or ownership (ex. I –
mine, we – ours, he – his, etc.)
o Relative – provide more information about the
subject it relates to (ex. who, whom, whose, which,
etc.)
o Indefinite – substitutes nouns that are not specific
(ex. anything, anyone, everyone, etc.)

11
 GENED – ENGLISH
3. ADJECTIVE – describing words.

Types of Adjectives
o Descriptive – show the kind of quality (ex. large,
beautiful, careful, etc.)
o Numeral – show how many people or thing meant
(ex. eight, few, second, some, etc.)
o Quantitative – show how much quantity meant (ex.
some, little, whole, etc.)
o Demonstrative – point out which person or thing
meant (ex. this, that, those, such, etc.)
o Interrogative – used with nouns to ask questions (ex.
what, which, whose, etc.)
o Possessive – express who owns or possesses
something (ex. my, our, your, etc.)
o Proper – formed from proper nouns (ex. British,
English, French wines, etc.)
o Exclamatory – used as exclamation (ex. what –
what a genius!)

4. VERB – action words (ex. read, sit, run, hide, fly, etc.)

Types of Verbs

o Action – expresses action (ex. give, eat) or

possession (ex. have, own). It can be either
▪ Transitive – always has a noun that receives
the action or direct object (ex. Laura raises
her hand – raises = transitive verb, her hand =
direct object)
▪ Intransitive – never has a direct or indirect
object; may be followed by an adverb or

12
 GENED – ENGLISH
adverbal phrase (ex. Laura rises slowly from
her seat)

o Linking – connects the subject of a sentence to a

noun or adjective that renames or describes the
subject. This noun or adjective is called the subject
complement. (ex. Jason became a business major.)

Action vs. Linking

John suddenly appeared. (action – intransitive)

John appeared happy. (linking)

o Helping – used before action or linking verbs to

convey additional information regarding aspects of
possibility (can, could, etc.) or time (was, did, has,
etc.). The main verb with its accompanying helping
verb is called a verb phrase. (ex. Tess is (helping)
going (main verb) to Florida.)

5. ADVERB – describes adjective (ex. he is very tall), verb (ex.

he sings loudly), and another adverb (ended too quickly);
an adverb can tell How?, Where?, When?, How much?,
How often? (ex. quietly, always, now, etc.). Adverbs often
end in -ly, but some (such as fast) look exactly the same as
their adjective counterparts.

6. PREPOSITION – used to link one part of the sentence to

another; shows position of the object or subject in a
sentence.
13
 GENED – ENGLISH
Types of Prepositions

o Prepositions of Time – shows when something is

happening (ex. We will be meeting on Friday.)
o Preposition of Place – indicates the place or position
(ex. I have kept the book on the table.)
o Preposition of Direction – denotes the direction in
which something travels or moves (ex. Ben passed
the book to Ken.)
o Preposition of Spatial Relationship – denotes an
object’s movement away from the source and
towards the source. (ex. Joy sat leaning against the
wall.)
o Prepositional Phrase – a combination of a
preposition and a noun (the object is affecting) (ex.
Make sure you fill in all the forms at once.)

7. CONJUNCTION – used to connect two different parts of a

sentence, phrases, and clauses. (ex. and, or, for, yet,
because, although, etc.)

Types of Conjunctions

o Coordinating – joins words, phrase, and clauses of

equal grammatical rank in a sentence (ex.
FANBOYS = for, and, or, but, yet, so)
o Correlative – pairs of conjunctions that work
together (ex. either/or, neither/nor, not only/but
also)
o Subordinating – joins independent and depended
clauses; can signal a cause-and-effect relationship
(ex. because, since, as, although, though, while,
etc.)

14
 GENED – ENGLISH

8. INTERJECTION – used to convey strong emotions or feelings.

(ex. oh, wow, alas, etc. / Wow! What a wonderful work of
art.)

VOCABULARY WORDS

ABATE - (v.) to become less active, less intense, or less in

amount.

Ex. As I began my speech, my feelings of nervousness

quickly abated.

ABSTRACT - (adj.) existing purely in the mind; not

representing actual reality.

Ex. Julie had trouble understanding the appeal of abstract

painting.

ABYSMAL – (adj.) extremely bad.

Ex. I got an abysmal dress from the shop.

ACCORDINGLY – (adj.) in accordance with.

Ex. All students must behave accordingly.

ACQUISITION – (n.) the act of gaining a skill or possession of

something.

Ex. Language acquisition is easier for kids than it is for

adults.

15
 GENED – ENGLISH
LANGUAGE AND LITERATURE

Communication

- Can be studied to find out exactly how it works.

- Can be done on a more “academic” level.
- The exchange of thoughts between two or more people.
- It can occur in many ways (one-on-one, small group,
bigger group, virtually, etc.)

Transmission Model of Communication

All these parts models are important in order for your

communication to be successful or a failure.

Sender – primary communicator, the sender controls the type of

communication.

16
 GENED – ENGLISH
Encoding – by using verbal/non-verbal ideas and thoughts to
process the communication.

Message – what the sender wants you to know.

Channel – the way the message is sent, the way you want the
message to be translated to.

Receiver – the person that receives the messages.

Decoding – the purpose is the for the receiver to comprehend the

sender’s message to its best of understanding.

Feedback – provides proof how well the receiver decodes the

message.

Noise – the one that interferes/prevents the message from being

received.

17
 GENED – ENGLISH
THEORIES OF COMMUNICATION

SPEECH ACT THEORY

- A minimal functional unit in communication.

- The basic unit of communication.
- A speech act is an utterance that serves a function in
communication.

John Langshaw Austin (1911-1960)

- a British philosopher of language.

- He proposed the Speech Act Theory (How to do things with
words).
- He pointed out that we use language to do things, as well
as to assert things.

Three Parts of Speech Act Theory

1. Locutionary – the literal meaning of what is said; the actual

words.
2. Illocutionary – the social function of what is said; the force
or intention of utterance.
3. Perlocutionary – the effect of what is said.

TYPES OF COMMUNICATION

1. Verbal Communication – make use of words in the process

of sending and receiving messages.
2. Non-Verbal Communication – it is sending and receiving
messages through written symbols.

18
 GENED – ENGLISH
MODELS OF COMMUNICATION

LINEAR MODEL

- A model that goes towards one direction.

CONTINUOUS LOOP MODEL

- Based upon the concept that language is a system or

machine where it acts as the “gears” for the machine to
work properly.
- The flaw of this model is that it assumes “continuous”
communication since there are times when we choose to
stop communicating.

SHANNON AND WEAVER

- Created in 1949 as they studied only what is important for

communication.
- Contains five elements:
o Information Source – information storage
19
 GENED – ENGLISH
o Transmitter
o Channel
o Receiver
o Destination
- To send the information, the message is encoded into
signals, so it can travel to its destination.

BERLO’S SMCR MODEL

- David Berlo’s SMCR Model of Communication represents

the process of communication in its simplest form.
- SMCR stands for: Sender, Message, Channel, and Receiver.
- Describes the different components that form the basic
process of communication. Because this communication
too also emphasizes the coding and decoding of the
message, it can be used for more efficient
communication.

20
 GENED – ENGLISH
TYPES OF SPEECHES

• Impromptu – delivered at the spur of the moment.

• Manuscript – prepared speech which a speaker reads;
written.
• Extemporaneous – a well-prepared speech that relies on
research, clear organization, and practiced delivery.
• Oratorical – should be prepared and not to be delivered
at the spur of the moment.

READING

- “The purpose of reading is understanding.”

- The process of constructing meaning from written texts.
- The creation of meaning.
- A complex but unitary skill.
- Requires the coordination of a number of interrelated
sources of information.
- The integration of old knowledge and new knowledge that
comes from text.
- Three Main Purpose
o To be informed
o For literary experience
o To perform task

21