ENGLISH 1: MIDTERM COVERAGE
(DOMOCAO GROUP)
LESSON 4: TYPES OF READING ACCORDING TO
PURPOSE
1. Scanning is known as reading by signposts or
the clues set by the writer. Sign posts refer to
the chapter title, section headings, boldfaced or
italicized type and underscoring. It is the fastest
rate at which a person reads.
2. Skimming is reading by getting the general
idea.
3. Intensive Reading is a reading strategy
characterized by deliberate attention and deep
concentration. It is reading for details with the
aim of perceiving implications. It requires a
profound and detailed understanding of the
text.
4. Extensive Reading is a comprehensive reading
of long text or books for discerning global
meaning. It is imaginative, creative, and critical
reading.
5.Developmental Reading is a gradual
development of the skill from pre-school to
graduate level.
6. Functional Reading is an application of the
skill in the content fields such as science,
mathematics, etc. It is known as reading for
specific purposes.
7. Recreatory Reading emphasizes reading for
pleasure through story telling, verse reading,
choir, chamber and theater.
8. Corrective or Remedial Reading is for slow or
disabled learners who have not learned or
mastered the basic reading skill.
(LUMNA GROUP)
LESSON 5: LEVELS OF READING
COMPREHENSION
Level 1: Literal Reading. It is reading the lines,
getting the information drift, answering
questions on knowledge: who, what, where, and
when.
Level 2: Interpretative Reading. This is reading
between the lines, __ information, and making
inferences and comprehending them; how and
why questions are used.
Level 3: Critical, Analytical, and Evaluation
Reading. it is reading for evaluation of
characters, plot, and style; answers to open-
ended questions regarding the behavior of the
major and minor characters and the style of
presentation.
Level 4: Application and Synthesis Reading - This
is reading beyonds, using information to express
opinions and form ideas; involves application,
and synthesis. Ex. If you were -, what would you
do?
Level 5: Creative Reading. This is reading of the
highest level. A creation of new ideas or ways of
expression emerges through the understanding
the reader got from the text.
(DAUD GROUP)
Bottom up. It is a test based reading which
begins with letters on a page that the reader
must distinguish and organize as words,
sentences, and meaningful paragraphs.
Top-down. A reader-based reading that begins
with the reader's mind set to hypothesize and
predict from paragraphs, stories, and poems to
be read. based on past experiences with
language and the world.
Interactive Reading. Reader reads back and
forth simultaneously and attends to both what
is in his mind and what's on the page and
attends to specific letters and words. Reader
uses text features and background knowledge to
understand print.
(MACAAYAN GROUP)
MAKING PREDICTIONS
It is just natural for readers to make predictions
as they read. These are manifested when the
readers were able to guess the ending of the
story being read or when they know what is
going to be the next episode while watching a
movie.
Predictions are made by using previous
knowledge based on experience, together with
the clues from the story. This is figuring out
what will happen next.
MAKING ASSUMPTIONS
In line with human activities, whether struggling
with a relationship, studying for a hard class or
meeting new people, preconceptions can make
or break one's ability to cope effectively with
the situation.
People have the tendency to make assumptions
about everything; about what others are doing
or thinking and believe them to be true.
However, assumptions are not always true and
false assumptions can get one into all sorts of
trouble.
When assuming, one sees and hears only what
he wants to see and hear. Things are not
perceived as they are and clarifications are not
made. Instead, assumptions are defended and
believed as correct though in most cases are
proven false.
In order to stop making false assumptions, one
has to check his ego at the door and keep his
mind open to new possibilities. He should ask
questions, and make sure that the
communication is clear. Once the answer is
heard, there is no need to make an assumption
because the truth is already known.
Although the effective transfer of ideas that
causes understanding is the main purpose of
communication, there are several obstacles
which may cause a breakdown of
communication, This communication
breakdown or failure of communication often
results in misunderstanding and
miscommunication. There are several barriers or
noise" that contribute to failure of
communication.
Noise originating from the speaker is a
communication barrier that includes different
factors like wrong pronunciation, inadequate
volume of voice, improper diction, insufficient
information, lack of preparation by the speaker,
speaker's lack of self-confidence and other
similar problems.
Noise originating from the environment like the
shouting of students, the sound of
footsteps ,unruly discussions, the barking at
dogs, the sound of traffic, insects biting during a
lecture and malfunctioning sound systems are
some of the many environmentally-caused
problems that hinder communication.
Noise originating from the listener is
psychological in nature like
worries,fears,anxieties,anger,frustrations and
others.They can be physical hunger,pain and lack
of interest,and inattentiveness and others.
(SAPARODIN)
LANGUAGE USE: PARALLEL STRUCTURE
PARALLELISM
Parallelism means "close resemblance,
similarity", that is, when two or more ideas in a
sentence are related and serve a similar
purpose, they can be phrased in the same
grammatical form.
When appropriately used, it is an effective
means of attaining emphasis and vigorous style
and an excellent device for correctness,
clearness and effectiveness.
Parallelism can come in two or more words, two
or more phrases, two or more dependent
clauses, or two or more independent clauses, or
two or more sentences, in a senes or even two
or more paragraphs.
Lesson 1: PARAPHRASING
Is the full- length restatement of ideas. It is a
rephrasing ,authors words into the simpler
words of the reader. It is an effective way of
developing skills in reading comprehension,
vocabulary building, and sentence construction.
Paraphrasing requires an understanding of the
meaning of each word in a sentence, the ideas
in each statement and establishing/seeing the
relationship of ideas among various statements.
A good paraphrase states the meaning of the
original text fully and exactly that may be longer
than the original text for it includes significant
details but exclude reader's ideas, comments,
and opinions. Paraphrase must preserve the
point of
view and tone of the original selection.
Paraphrasing is done by:
1) reading the selection slowly, carefully, and
repeatedly to be able to understand the
essential ideas. Consider the author's diction
and figures of speech used. Failure to
understand the meanings of these terms may
resort to distortion of the author's ideas;
2) finding out the exact meanings of the words
used in the selection; and
3) writing a paraphrase in one's own word
taking into consideration the grammatical
correctness of the statements but avoiding the
inclusion of one’s
personal view and reactions, and finally
compare the paraphrase with the original.
LESSON 2 :SUMMARIZING
Precis, abstract, digest, synopsis, resumé, and
epitome are the different kinds of summary
Précia.
A precis (pray see) is a French word that means
a pruned or a cut down statement. It is a brief
statement of the significant ideas of a long
passage or verse using the reader's own words.
Précis presents the original ideas in the same
mood and point of view without any comment
or interpretation. It is shorter than the original
material and excludes descriptive details,
statistics, narrative and illustrative examples,
and figures of speech unless these imply
essential ideas not developed in the original
material.
Précis is the rephrased statements of the reader.
Précis can be constructed by:
1.reading the selection slowly and carefully to
grasp the central idea;
2.rereading the selection to determine what
was emphasized and jotting, them down;
3.writing the précis using one's own words; and
4.comparing the précis with the original
material.
LESSON 3: OUTLINING
Outline is the framework of the research paper
that must be formal and developed consistently:
It may be a topic outline or a sentence outline.
Topic Outline. Words, phrases, and causes are
the entries in a topic outline. The entries should
be in parallel structure and should take the
same grammatical for. if, noun phrase is used for
one entry, the rest of the entries must also be in
a noun phrase.