FOUR MACRO SKILLS

2. Chapter 1: Writing Skills_
Introduction.............................................................................................8-11
Lesson 1: A Guide to Basic Punctuation.................................................12-16
Activity 1: Place Commas.......................................................................17-20
Activity 2: Write out.................................................................................21-22
Lesson 2: Essay Writing.........................................................................23-27
Activity 1: Multiple Questions.................................................................28-30
Activity 2: Writing an Essay....................................................................31-32
Lesson 3: Poetry....................................................................................33-36
Elements of Poetry.................................................................................37-39
Activity 1: Make your own Poem!...........................................................40-41
Lesson 4: Short Story.............................................................................42-46
Activity 1: Developing Imagination.........................................................47-49
Table of Contents
Unit 1: FOUR MACRO SKILLS IN ENGLISH
Introduction.............................................................................................6
Unit Outcomes........................................................................................7

3. Introduction........................................................................................50-51
Pre Assessment................................................................................52-53
Lesson1:TheNature and Process of Communication........................54-56
Lesson 2: Nature of Communication.................................................57
Activity 1: Individual Activity...............................................................58-59
Lesson 3: Process of Communication...............................................60-61
Activity 2: Educational Vlog...............................................................62-64
Barriers to Communication................................................................65
Activity 3: Drama Presentation..........................................................66
Activity 4: Group Activity....................................................................67
Activity 5: KWLH Chart......................................................................68
Chapter 2: Teaching Speaking

4. Chapter 3: Teaching Reading
Introduction.......................................................................69-70
Pre Assessment (Activity 1)...............................................71
Lesson 1: What is Reading?..............................................72-82
Activity 2: Readers Theatre................................................83-84
Lesson 2: Strategies for Reading.......................................85-87
Activity 3: Look Up! ...........................................................88-89
Activity 4: Think Through....................................................90-91
Activity 5: Grand Performance.... ......................................92-94

5. Chapter 4: Listening Skills_
Introduction......................................................................................95-96
Lesson 1: Listening Process............................................................97-100
Activity 1: Rearrange me..................................................................101
Activity 2: Whispering Game............................................................102
Lesson 2: How People Listen...........................................................103-104
Activity 1: Types of Listening............................................................105
Lesson 3: Communication Process..................................................106-108
Activity 1: Let’s Check.......................................................................109-110
Activity 2: Post-Listening (Role Play)................................................111-112
Lesson 4: Stages of the Listening Process.......................................113-119
Activity 1: Active Listening.................................................................120
Reference:………………………………………………………………..121

6. INTRODUCTION:
When we learn a language, there are four skills that we need for complete
communication. When we learn our native language, we usually learn to listen
first then to speak, then to read, and finally to write. These are called the four
"language skills” also known as "macro skills'. In order to be able to
communicate effectively with native speakers, students will master the macro
skills.
This module features lessons and resources that focus on teaching the
four basic macro skills: Speaking, Listening, Reading, Writing. Mastering the
macro skills will help the learner become more competent in speaking,
pronunciation, vocabulary, grammar and spelling. Macro skills refer to the
primary, key, main, largest skill set relative to a particular to a particular context.
This is a communication technique that requires the listeners to understand,
interpret and evaluate what he or she hears. These skills are essential for the
communication process and can make a huge difference.

7. The objectives of this
Module are to:
1.Reflect on the different
aspects of
communication and
acquire skills for
effective English
instruction.
2. Adopt practical
strategies that will
enhance the students’
skill in listening,
speaking, reading and
writing.
3. Enable students to learn to
organize their ideas logically
and to present them
appropriately in various
communication situations

8. Click
me!

9. Writing is an extremely complex
cognitive activity in which the writer is
required to demonstrate control of
variables simultaneously. Strong writing
skills may enhance students’ chances for
success. The skill of writing is one of the
most effective tools of communication. It
helps to develop imaginative and critical
thinking abilities, and is often the sign of an
education. It involves the ability to write
effectively and creatively. Writing is more
prevalent than speaking, and requires
more careful organization. It is also less
spontaneous because it involves a
process, from organizing ideas in the mind
to setting the final document on paper.

10. Writing has a unique position in
language teaching since its acquisition
involves a practice and knowledge of
other three language skills, such as
listening, reading and speaking. Moreover,
it requires mastering of other skills, such
as metacognitive skills. Learners need to
set an objective for their writing, plan it
carefully, think over its layout and logical
structure, revised it.
In the process of writing they
have to use cognitive skills; they have to
analyze their sources and then synthesize
them in a compact piece of writing. One
of the best ways to attract students to
writing is to let them write at the
beginning of the learning process as freely
as possible and evoke in them the feeling
of creativity.

11. d. Provide
students an
opportunity to
practice essay
writing skills.
b. Help the students
improve their writing
and gain confidence
by learning how
some of their peer-
cope with the writing
process.
c. Identify strategies
for developing the
students’ ability to
compose written
texts for academic
purposes
The objectives of this lessons are to:
a. Write simple
sentences,
correctly using
the recognised
rules of
grammar and
punctuation.

12. A Guide to Basic Punctuation
The following section provides some simple rules to
follow when using common punctuation such as
periods, question marks, exclamation points,
commas, semicolons, colons, and apostrophes.
English grammar has many more rules for other
punctuation not covered in this section.
Parentheses, quotation marks, hyphens, dashes,
and ellipses are all part of the punctuation rules that
you may come across in English grammar books.
This will help you to write your own writings easily.
Lesson 1

13. Terminal
Punctuations
Period Exclamati
on Point
A period is used to indicate the end of a sentence.
The sentence is either declarative (makes a statement) or
imperative (the implied subject is “you”).
Examples: The three boys waited for their mother. (a declarative
sentence) Wait there. (an imperative sentence; note that you can
insert the subject “you” in this command so that it reads “You wait
there.”)

15. Sentence Punctuation
Com
ma
Colon
Semico
lon
The comma is
by far the hardest
punctuation mark
to use correctly. Do
not insert a comma
merely because
the sentence is
long and you feel
there ought to be a
comma
somewhere. Learn
where a comma is
required, and only
use one when you
know it is needed.

16. Sentence Punctuation
The semicolon is one of
the most misused
punctuation marks. This
is because many people
do not understand
sentence structure. You
will look at sentence
structure in the next
section of this module.
Use a semicolon to
separate main clauses
not joined by
coordinating
conjunctions. Co-
ordinating conjunctions
are the words and, but,
for, nor, or, so, and yet.
Colon
A colon is used after
a complete
statement, in order
to introduce one or
more directly related
ideas, such as a
series of directions, a
list, a quotation, or
some other
comment illustrating
or explaining the
statement. It often
comes after “as
follows” or “the
following.”

17. Activity 1
1. There was no question that John’s
painting a huge colourful and ugly mural was
the worst entry in the art exhibit.
1. There was no question that John’s
painting a huge colourful and ugly mural was
the worst entry in the art exhibit.
Directions: Place commas
where appropriate in the
following sentences.

21. 1.The men in question (Harold Keene
Jim Peterson and Gerald Greene)
deserve awards.
Write out the
following
sentences,
inserting commas,
semicolons,
colons, and
apostrophes
wherever they are
needed.

23. Lesson
2
The essay is a commonly assigned form of writing that every student will
encounter while in academia. Therefore, it is wise for the student to
become capable and comfortable with this type of writing early on in
her training.
Essays can be a rewarding and challenging type of writing and are often
assigned either to be done in class, which requires previous planning
and practice (and a bit of creativity) on the part of the student, or as
homework, which likewise demands a certain amount of preparation.
Many poorly crafted essays have been produced on account of a lack of
preparation and confidence. However, students can avoid the discomfort
often associated with essay writing by understanding some common
genres.
Essay Writing

24. Essays are shorter pieces of writing that often
requires the student to hone a number of skills such as
close reading, analysis, comparison and contrast,
persuasion, conciseness, clarity, and exposition. As is
evidenced by this list of attributes, there is much to be
gained by the student who strives to succeed at essay
writing.
The purpose of an essay is to encourage students
to develop ideas and concepts in their writing with the
direction of little more than their own thoughts (it may be
helpful to view the essay as the converse of a research
paper). Therefore, essays are (by nature) concise and
require clarity in purpose and direction. This means that
there is no room for the student’s thoughts to wander or
stray from his or her purpose; the writing must be
deliberate and interesting
What is an essay?

25. What is the
Writing Process?
The writing process refers to the steps
someone takes to compose text. That
said, every individual writer follows his
or her own writing process and it
usually comes naturally to them.
This is the planning phase of the writing process, when students
brainstorm, research, gather and outline ideas, often using
diagrams for mapping out their thoughts. Audience and purpose
should be considered at this point, and for the older students, a
working thesis statement needs to be started.
Stages of Writing
Process
Prewriting

28. Activity 1
Direction:
Choose the
letter of the
correct
answer.

31. Activity 2

32. Essay Writing Rubric
6 Points for Participation
Excellent
(12 points)
Very Good
(9 points)
Good
(6 points)
Score
Ideas
Ideas were
expressed in a
clear and
organized
fashion. It was
easy to figure
out what the
essay was all
about.
Ideas were
expressed in a
pretty clear
manner, but the
organization
could have been
better.
The essay
seemed to be a
collection of
unrelated
sentences. It
was very difficult
to figure out
what the essay
was all about.
/12
Introduction
& Conclusion
Well-developed
introduction
engages the
reader and
creates interest.
Thesis clearly
states a
significant and
compelling
position.
Conclusion
effectively wraps
up and goes
beyond restating
the thesis.
Introduction
creates interest.
Thesis clearly
states the
position.
Conclusion
effectively
summarizes
topics.
Introduction
adequately
explains the
background, but
ay lack detail.
Thesis states
the position.
Conclusion is
recognizable
and ties up
almost all loose
ends.
/12
Grammar &
Sentence
structure
The sentences
are clear and
easy to
understand.
Each sentence
contains one
idea. There are
at least two
grammatical
mistakes.
Some of the
sentences are
unclear and a
little difficult to
understand.
Some sentence
contains many
ideas. There are
at least five
grammatical
errors.
The sentence is
often unclear
and difficult to
understand. The
main idea is
unclear. There
are at least eight
grammatical
problems.
/12
Total score:
/40

33. Lesson 3: What is Poetry?
Poetry is a type of literature based on the interplay of words
and rhythm. It often employs rhyme and meter (a set of rules
governing the number and arrangement of syllables in each line). In
poetry, words are strung together to form sounds, images, and ideas
that might be too complex or abstract to describe directly.
Poetry was once written according to fairly strict rules of
meter and rhyme, and each culture had its own rules. For example,
Anglo-Saxon poets had their own rhyme schemes and meters, while
Greek poets and Arabic poets had others. Although these classical
forms are still widely used today, modern poets frequently do away
with rules altogether – their poems generally do not rhyme, and do
not fit any particular meter. These poems, however, still have a
rhythmic quality and seek to create beauty through their words.

40. Activity 1
Directions: Make your own poem and be
creative as you can. The topic is all about
the current issue we are facing right now,
the Corona virus pandemic. Be creative of
making a poem about exposing what is
happening in our world.

41. RUBRIC FOR WRITING POETRY
Excellent (15pts) Average (7pts) Poor (5pts)
Grammar and
Spelling
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes 1-2
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes more
than 4 errors in
grammar or
spelling that
distract the reader
from the content.
Cohesiveness The poem goes
perfectly together.
There is unity
between lines and
stanzas, which
connect with the
topic.
The poem
somewhat goes
together but needs
more
cohesiveness. The
poem’s lines and
stanzas sometimes
sway from the
topic.
The poem does not
go together. The
poem’s lines and
stanzas sway from
the topic
Use of poetic
elements
The poem uses 5
or more poetic
elements efficiently
to enlace the poem
and the reader’s
emotion.
The poem uses 3
or 4 poetic
elements but they
sometimes distract
the reader.
The poem uses no
poetic elements
Rhythm The poem uses
rhythm throughout,
which benefits the
poetic tone.
The poem
sometimes uses
rhythm but may
waver in a way that
distracts the reader
and negatively
affects the tone.
The poem does not
have any
noticeable rhythm
Creativity The poem uses 5
or more figurative
language to
describe situations,
objects and people.
The poem uses 3
or 4 figurative
language to
describe situations,
objects and people.
The poem does not
use unique
figurative language.

42. Lesson 4: Short
story
A short story is one of the forms of fiction writing,
and we all know that fiction is a series of events
made from the imagination of the author. It is a
prose writing which does not depend on verses,
rhymes or meters for the organization and
presentation of the narrative. It is a piece of
prose fiction that typically can be read in one
sitting and focuses on a self-contained incident
or series of linked incidents, with the intent of
evoking a single effect or mood. The short story
is a crafted form.

43. 1. Setting: Where and when is the
story set? Setting represents
both the physical location but
also the time (i.e. past, present,
future) and the social and cultural
conditions in which the
characters exist.
2. Character: A person or animal or
really anything personified. There
can be one main character or many,
and often there are secondary
characters, but not always.
3. Plot: It is the narrative
sequence on how the author
arranged his or her ideas. This is
a planned, logical series of event
that has its own beginning,
middle, and end. There are five
essential components of the
plot:

44. Falling action: The events and conflicts of
the story begin to resolve of themselves.
The readers will have a hint of what will
happen next and whether the conflict will
be resolved or not.
Climax: It is the highest point of
the interest and the turning point
of the story. A good climax can
make the readers wonder what
will happen next, they will ask
themselves whether the conflict
will be resolved or not. A good
climax makes the readers
wonder and read more.

45. 5. Theme: Idea, belief, moral, lesson or
insight. It’s the central argument that the
author is trying to make the reader
understand. The theme is the “why” of the
story.
4. Conflict: This is the vital element of a
short story, without the presence of
conflict, there will be no plot. It is not
merely a form of an argument between
two characters, but rather it is a form of
opposition that faces the main
character.
Denouement: It is the final outcome of
the story. The events and conflicts are
untangled and resolved.

47. Activity 1
A short, thin man was standing in front of a big box. His big eyes
were popping out and his mouth was full of saliva. He was
thinking, “This is my catch! I will no longer be hungry, skinny
and weak.”
Suddenly a large woman appeared from nowhere. She lifted
the heavy box as if it were empty, and ran away with it as fast
as the wind. Before the little man could say anything, two
policemen came running up behind him and asked, “Have you
seen a big box anywhere?”
He looked at the policemen and then turned around again, but
the woman and the box had disappeared.

49. Short Story Grading Rubric
4 Points for Participation
Excellent
(9 points)
Very Good
(6 points)
Good
(3 point)
Score
Title
Title is creative,
sparks interest and
is related to the
story and topic.
Title is related to
the story and topic.
Title is present but
does not appear to
be related to the
story and topic.
/9
Creativity
The story contains
at least (5) creative
details and/ or
descriptions that
contribute to the
reader’s
enjoyment.
The story contains
at least (3) creative
details and/ or
descriptions that
contribute to the
reader’s
enjoyment.
There is a little
evidence of
creativity in the
story. /9
Organization
The story is very
well organized.
Ideas are
chronicled well and
one scene follows
another in a logical
sequence with
clear transitions.
The story is fairly
well organized.
One idea or scene
may seem out of
place. Clear
transitions are
used, but not often
enough.
The story is a little
too hard to follow.
The transitions are
sometimes not
clear and events
seem out of order.
/9
Conventions
Correct usage of
spelling,
punctuation and
subject-verb
agreement. At least
one (1) error found.
At least three (3)
errors in spelling,
punctuation, or
subject-verb
agreement. Errors
do not interfere the
meaning.
At least five (5)
errors in spelling,
punctuation, or
subject-verb
agreement. Errors
do interfere the
meaning.
/9
Total Score /40

50. Teaching Speaking
Speaking is "the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a
variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial
part of second language learning and teaching. Despite its
importance, for many years, teaching speaking has been
undervalued and English language teachers have continued to
teach speaking just as a repetition of drills or memorization of
dialogues. However, today's world requires that the goal of
teaching speaking should improve students' communicative skills,
because, only in that way, students can express themselves and
learn how to follow the social and cultural rules appropriate in
each communicative circumstance.

51. The objectives of this module are to:
1. Explain the
nature and
process of
communication;
2. Distinguish the
relationship of the
functions of
communication to
everyday life,
explain why there is
a breakdown of
communication;
and
3. Develop oral
proficiency by
engaging
students in
communicative
activity.

52. Directions: Read each item carefully then choose the letter that corresponds to your
answer. Write your answers on a separate sheet of paper.
1. It is the idea being transmitted by the sender to the receiver. It includes three aspects
— content, structure, and style.
A. channel
B. feedback
C. message
D. sender
2. It is the response or reaction given by the receiver to the sender of the message.
A. feedback
B. message
C. receiver
D. sender
3. It is a situation where a communication takes place.
A. Both sender and receiver need to exchange messages.
B. The receiver interprets the message.
C. The sender recognizes the communication style of the other.
D. The sender translates the message into a perceivable form.

54. The Nature and Process
of Communication

55. Believe it or not, you’re coming to
your family is a great joy! Your first cry
immediately after birth announced your arrival
into this world. Afterwards, your mother
understood that when you cry, you were
hungry and gave you milk in response. Your
face also expressed your feelings. As years
passed by, you started pronouncing short
words and responded by waving your hands or
nodding your head and most of the times,
laughing out loud. Today, you can act out,
speak, and write to tell everyone what you
think and feel. These are the ways you
communicate.

56. When you exchange ideas with someone or you
send information to others, you do it in two ways.
You either use words to say what you want to say or
you express yourself through gestures and facial
expressions. Since then, people have the inherent
need to communicate. Humans are social beings.
They live to interact regularly with others. In fact,
their endurance is due to their ability to express
themselves and connect to one another and the
world they live in.
Over the years, communication has progressed
tremendously. Language developed side by side
with technology. Now in the 21st century, we realize
the power of communication in building relationships
and the community at large. Hence, we see the
importance of communication.

57. NATURE OF COMMUNICATION
Communication is a two-way
process of connecting to both living
and non-living things. It is also a
means of sharing and exchanging
messages, information, ideas, and
feelings for mutual understanding
(Gregoriom, J.C., 2015).
2. Communication is social interaction
through messages.
Think of someone telling, “It is very
warm today.” In this case, we are
communicating what ‘we experience’.
The weather being warm is what we
feel or experience physically. In this
scenario, we are sharing our feeling or
experience with someone else. Thus,
we may say that “communication is a
sharing of experience.” In our society,
we all interact with messages. Without
interactions, a society cannot survive.
Social interaction is always through
messages.

58. RUBRIC FOR
EVALUATING SPEECH
PRESENTATION

59. Look at the pictures below. Identify the different ways of
communicating with others.
1. _______________
_______________
_______________
2. _______________
_______________
_______________
3. _______________
_______________
_______________
4. _______________
_______________
_______________
5. _______________
_______________
_______________

60. PROCESS OF COMMUNICATION
Let us now try to consider the
process of communication. How does
communication take place? Who are
involved? What processes are
considered? By understanding the
communication process, we can also
duly avoid misunderstandings and / or
miscommunication.
As seen in the illustration, communication
begins when the speaker or source of
communication responds to a stimulus
and decides to encode or transmit it in
the form of a message (or a “code”)
through a particular channel or means of
communication.
The receiver decodes or interprets the
message sent and responds accordingly
based on his interpretation of the
message. This response comes in the
form of a feedback sent to the original
source of communication (sender). As the
communication transaction continues, the
sender and receiver may exchange roles
until understanding is achieved. Barriers
to communication sometimes block the
transmission of the message thereby
creating misunderstanding.
Through this process, we are able to
understand that communication is
systematic.

61. FUNCTIONS OF
COMMUNICATION
Why do we communicate?
Since communication is
certain in our lives, it comes
naturally and unknowingly.
Communication serves many
purposes. The following are
some of the many reasons
why we communicate:

62. Activity 2: Educational Vlog
Show what you have learned creatively. Students are
task to choose their own group and each group must
only have five members only. Make a video or an
educational vlog of your most important insights about
the definition, nature, process and function of
communication. Post it in your Facebook account and
don’t forget to include hashtags at the end of your post.
Be guided by the rubric in making your output.
R
U
B
R
I
C

63. Dimensions
of Performance
10pts
Excellent
8pts
Good
6pts
Satisfactory
4pts
Needs Improvement
Research,
Storyboard and
script
Students research
independently and
write a compelling and
creative script. The
storyboard is drawn
carefully with set
design and shot
compositions included.
All group members
define their roles and
use video vocabulary
and floor language
during rehearsals.
Students research and
write a compelling and
creative script. The
storyboard is drawn
carefully with shot
compositions included.
All group members
have their and use
video vocabulary and
floor language during
rehearsals.
Students need help to
research and write a
script. There is a
storyboard that is
adhered to during
production. Students
need to be reminded to
stay on task.
Students need help to
research and write a
script. The storyboard
does not match the
final production.
Students need to be
reminded to stay on
task.
Content
The project has a clear
focus related to the
chosen topic and one
or more of the following
elements; reflects
broad research and
application of critical
thinking skills; shows
notable insight or
understanding of the
topic. Excellent
evidence of student
learning and efforts are
reflected in student's
output.
The project has a focus
related to the chosen
topic and one or more
of the following
elements; reflects
broad research and
application of critical
thinking skills; shows
notable insight or
understanding of the
topic. Excellent
evidence of student
learning and efforts are
reflected in student's
output.
There is focus that is
maintained throughout
the project. The project
presents information in
an accurate and
organized manner that
can be understood by
the intended audience.
Adequate evidenced of
student learning and
efforts are reflected in
student's output.
The project has a
focus but may stray
from it at times. There
is an organizational
structure, though it
may not be carried
through in a consistent
manner. There may be
factual errors or
inconsistencies, but
they are relatively
minor. Less than
adequate evidence of
student learning and
efforts are reflected in

64. Layout/Design
Organization of
presentation is excellent.
Transitions add to the
viewer's understanding
of the topic. Titles are
added to enhance
understanding.
Storyboard shows
progression.
Sequence of project
components is clear and
evident. Transitions
provide easy movement
from one scene to
another. Titles are used
and add to the video's
flow. Storyboard shows
general outline.
Adequate preparation
and sequence is shown.
Transitions are
adequate. Titles are
present. If storyboard is
present, it shows the
project in a broad
outline.
Either lack of
preparation or illogical
sequence. Transitions
are choppy or distract
the viewer. Titles are not
present or distract from
the overall video. Does
not have a storyboard.
Technical
Elements
The camera work is
smooth and the focus is
crisp. Sound and visual
files are distortion free.
Transitions are timed for
smooth movement
between scenes. Titles
are legible. There are
few technical problems,
and none of a serious
nature.
The camera work is
generally smooth and
the focus is usually crisp.
Sound and visual files
are mostly distortion
free. Transitions provide
a smooth movement
between scenes. Titles
are mostly legible. There
are few technical
problems.
The camera work may
be choppy or panning is
too fast. Sound and
visual files may have
some distortion but it
doesn't distract the
viewer. There are some
technical problems, but
the viewer is able to
follow the presentation.
The camera work is
choppy and the scenes
are blurry or panning is
too fast. Sound and
visual files contain
significant distortion.
Transitions are awkward
between scenes. Titles
are illegible. Technical
difficulties seriously
interfere with the
viewer's ability to see,
hear, or understand
content.
Educational Value
The viewer has a chance
to learn at least three
things from your
program that are of real
educational value.
The viewer has a chance
to learn at least two
things from your
program that are of real
educational value.
The viewer has a chance
to learn at least one
thing from your program
that are of real
educational value.
The viewer does not
learn anything from your
program.

65. BARRIERS TO
COMMUNICATION
There are instances when
miscommunication and
misunderstanding occur
because of certain barriers.
To become an effective
communicator, you should
recognize these barriers that
hinder the communication
process. This will enable
you to control the situation,
reset conditions, and start
anew. The table below
presents some barriers to
effective communication
with corresponding
solutions.

66. Activity 3: Drama
Presentation
The class will be divided
into 4 groups and each
group will perform a
five-minute presentation
of your favorite scene
from an English movie,
TV series, or musical or
non-musical stage play.
The chosen scene
should show how one or
more barriers to
communication lead to
miscommunication. Be
guided by the rubric.

67. Activity 4: Group Activity
With your same group mates, discuss the following:
 Was there a lack of communication or miscommunication within
your group when you organized and performed your tasks? What
are these?
 Why do you think this happened?
 What are the barriers to communication that occurred?
 What strategies did you use to avoid barriers and
miscommunication?
Make sure that each member gives his/her answer. Overall, you
have ten minutes to exchange ideas. Afterwards, assign one person,
preferably the shyest member in your group, to share with the class
the highlights or the most important points of the discussion.

68. Activity 5: KWLH Chart
Now, based on the above
discussions, fill-in the
following KWLH Chart to
track your learning status in
this module. Write your
answer on a separate sheet
of paper.

69. CHAPTER 3
TEACHING READING
• Making every child a competent reader and a functional learner
is the ultimate goal of teaching children learn to read. To become
a competent reader, one should be able to construct meaning
from print usage appropriate active strategies to relate what he
reads with his background knowledge and experience. Through
continuous practice, and fluency and skill are enhanced and the
child’s motivation to read increases. Naturally his constant
engagement with different text exposes him to varied learnings
and insight which enable him to cope better with life situations.

70. At the end of the lesson the student should be able to:
1.Understand the five areas
of reading instruction
namely: phonemic
awareness, phonics and
decoding, vocabulary and
word recognition, fluency
and comprehension;
2.Cultivate their love for
reading, and develop their
oral and silent reading skills
also their critical reading and
thinking;
3. Demonstrate teamwork,
cooperation and enjoyment
in reading through
participating in a group
activity.

72. WHAT IS READING?
• Reading is defined as a cognitive process that involves
decoding symbols to arrive at meaning. Reading is an
active process of constructing meanings of words.
Reading with a purpose helps the reader to direct
information towards a goal and focuses their attention.
Although the reasons for reading may vary, the primary
purpose of reading is to understand the text. Reading is a
thinking process. It allows the reader to use what he or
she may already know, also called prior knowledge.
During this processing of information, the reader uses
strategies to understand what they are reading, uses
themes to organize ideas, and uses textual clues to find
the meanings of new words. Each of the three
components of reading is equally important.

73. LET US STUDY
READING WHAT IS READING?
Reading is one of the four language skills. It is a
receptive skill; the learner receives information
through written form it is the process of making
sense of a text.
What is Reading?
In order to read, we must understand
•the meaning of the letters or symbols of writing
(English Alphabet)
•individual words
•their meaning in connected speech
•their meaning in discourse

74. What are the Five Areas of Reading
Instruction ?
1.Phonemic Awareness
This is the ability to notice, think about,
and work with the individual sounds in
spoken words. Before children learn to
read print, they need to become aware
of how the sounds in words work. They
must understand that words are made
up of speech sounds, or phonemes.
There are six levels of phonemic
awareness:
Level 1: Rhymes and
Alliteration
Children develop “ear”
language as they identify and
make oral rhymes.
Examples:
• Rhymes: I once saw a cat
sitting next to a dog.
I once saw a
bat sitting next to a frog.
• Alliteration: Six snakes sell
sodas and snacks.
• Assonance: The leaf, the
bean, the peach _ all were
within reach.

75. 2.Phonics and Decoding
Phonics instruction enables beginning
readers to understand the relationship
between letters (graphemes) of written
language and the sounds (phonemes)
of spoken language. It teaches them to
use these relationships to read and
write words. Systematic and explicit
phonics instruction is most effective
when it starts in kindergarten or first
grade, thus enabling children to develop
solid word attack skills from the
beginning of their introduction to
reading. An effective program of
phonics instructions is systematic and
explicit.
Phonics instruction is not an entire
reading program for beginning
readers. Along with phonics
instruction, young children should be
solidifying their knowledge of the
alphabet, engaging phonemic
awareness tasks, and listening to
stories and informational texts read
aloud to them. They should also be
reading texts (both aloud and silently),
and writing letters, words, messages
and stories.
Phonics instruction is important
because it leads to an understanding
of the alphabetic principle, which is
the systematic and predictable
relationships between written letters
and spoken sounds.

76. Vocabulary is the meaning and pronunciation of words that we use to communicate
effectively. It is simply the number of words that we understand or can actively use to listen, speak,
read, or write. Vocabulary knowledge is among the best predictors of reading achievement (Daneman
1991). It plays a vital role in every aspect of reading from understanding the plot or gist of a simple text
to interpreting and appreciating the most complex text.
Scientifically-based research tells us that children learn the meanings of most words indirectly, through
everyday experiences with oral and written language. However, it is also important for teachers to
address word learning directly. Direct instruction in word meanings is effective, can make a significant
difference in a student’s overall vocabulary, and is critical for those students who do not read
extensively (Beck, McKeon, & Kucan, 2002). This includes providing students with specific word
instruction and teaching them word-learning strategies.
Based on the studies conducted by Robbins and Ehri (1994) the most effective methods of vocabulary
development are those instruction methods where students are given both the definition of the word
as well as examples of usage and practice with usage. Semantic webs, word maps, and graphic
organizers can help students graphically show relationships to provide a memory link as an effective
vocabulary building technique. However, merely creating these maps without discussion around the
vocabulary term is not effective. Students must discuss and work with the words for these techniques
to produce lasting vocabulary gains.
Vocabulary Instruction

77. This is the ability to read a text accurately, smoothly, quickly, and with expression.
Some students are able to read orally with speed, expression, and smooth decoding
but they do not understand what they read. These students are not yet fluent readers
because fluency also requires comprehension. To be termed “fluent reader” with a
particular text, an individual must be able to read effortlessly, use expression, and read
and recognize words quickly. He must have developed automaticity (Samuel, 1994)
and must understand how to group words quickly to gain meaning from the text.
When a student possesses automaticity, he does not have to attend to the task of
decoding and can focus his energy on comprehension. A fluent reader has a good
knowledge of vocabulary and good word identification skills. In addition, a fluent
reader can make connections between the text and his own background knowledge.
The stronger the reader’s fluency in reading a specific passage, the greater the
resulting comprehension with the material being read is.
Fluency instruction may be the missing element in reading instruction for most
teachers because most of us learn to teach reading with a focus on accuracy and
comprehension, while few of us were taught to read quickly and automatically.
Though some students will learn to read fluently, with little direct instruction from
teachers, many will require practice and support from peers and teachers to improve
their fluency and make reading a more valid activity.
FLUENCY

78. 5. Comprehension
“Reading demands a two-pronged attack. It involves cracking
the alphabetic code to determine the words and thinking about
those words to construct meaning.” (Harvey & Goudvis, 2000,
p.5). The diagram below helps illustrate this point:

79. The following activities can improve
fluency:
a. Reading with a model reader. The model reader can be a teacher,
another adult, or an older student.
b. Choral reading. In choral or unison reading, students read along as a
group with the teacher (or another fluent reader). Students follow
along as teacher reads from a book. For choral reading, choose a book
that is not too long and that can be read independently by most
students. Patterned or predictable books are particularly useful
because their repetitive style invites students to join in.
c. Tape-assisted reading. In tape-assisted reading, students read along
in their books as they hear a fluent reader read the book on an
audiotape. For tape-assisted reading, you need a book at a student’s
independent reading level and a tape recording of the book read by a
fluent reader at about 80-120 words per minute. The tape should not
have sound effects or music.

80. • d. Readers’ theater. This is rehearsing and performing before an
audience of a dialogue-rich script derived from a book. In readers’
theater, students rehearse and perform a play for peers or others.
They read from scripts that have been derived from books that are
rich in dialogue. The critical aspect of the exercise is that students
read the text repeatedly until they can recite it fluently and with
prosody.
• e. Partner reading. In partner reading, paired students take turns
reading aloud to each other. For partner reading, more fluent
readers can be paired with less fluent readers. The stronger reader
reads a paragraph or page first providing a model of fluent
reading. Teacher should assess fluency regularly (National Reading
Panel). Monitoring student progress in reading fluency is useful in
evaluating instruction and instructional goals. It can be motivating
to students to see their fluency growth reflected in graphs.

81. Profile of a Proficient Reader
What made a child a better reader than all the other children? In a study of
proficient readers, David Pearson (1970) was able to determine several
common strategies used by proficient readers that enabled them to make
sense of the text. A condensed version of this research is what is described as
the “profile” of a proficient reader (Gear, 2006). A good reader is metacognitive
– aware of and able to use and articulate the following strategies in order to
interact with the text and enhanced meaning.
1. Make connections. A good reader is able to draw from background
knowledge and personal experiences while reading to help create meaning
from the text.
2. Ask questions. A good reader asks both literal and inferential questions
before, during, and after reading to clarify meaning and deepen understanding.
3. Visualize. A good reader is able to create multi-sensory images in the
“minds eye” while reading to help make sense of the text.
4. Determine importance. A good reader is able to sort through information in
the text, select key ideas, and remember them.
5. Draw inferences. A good reader knows that not all information is included in
a text, and is able to reasonably “fill in”, hypothesize, and predict, based on the
evidence on the text.

82. • 6. Analyze and synthesize. A good reader is able to break
down information and to draw conclusions based on both
the text and his or her thinking.
• 7. Monitor comprehension. A good reader is able to stop,
go back, and reread in order for understanding to occur. If
these strategies are what research has found good
readers do to understand text, then this is what we need
to be teaching our not – so – good readers to do. We can
even trim down the seven strategies to five: connect,
questions, visualize, infer, and synthesize or transform.

83. Activity 2 Readers Theater
The student will be group into three
groups each group should perform
Readers Theater to develop fluency and
further enhance comprehension of what
they are reading. The student should
practice reading it in chorus, then present
it in front of the class. The performance
will be guided according to the rubric
indicated below.
Group 1. The legend of lightning Larry
Group 2. The Gifts of Wali dad
Group 3. The Calabash Kid
Let’s Do it

85. TECHNIQUES FOR READING
Scanning
This subskills is used for reading through a text for specific information. When
we look through the phonebook for a specific number or business, we usually
don’t read the entire text. We focus on a specific information.
Skimming
This subskills is used for reading through a text to get the gist of it, or to learn
about the overall idea. When we first open a newspaper, we might read the
headlines of all the articles and sections to get an idea of what is going on and
what we will want to read before we start reading it in detail.
Reading for detail
This subskills is used for reading in a text with the intent to get the meaning out
of every word. Someone reading a letter from a loved one will read the letter for
detail.

86. READING ACTIVITIES &
TASKS
In the language classroom, students perform reading
activities which develop different outcomes
(comprehension, identify grammar structure,
vocabulary etc.) using a variety of material.
• Identifying topics
• Predicting and guessing
• Receptive reading
• Interpreting text

87. • Identifying topics
In order to better comprehend text, students should identify the topic of the
paragraphs as they read along. They can do this by constantly asking, “What is
this about?” Identifying the topics of the paragraph aids students in getting the
main idea.
• Predicting and Guessing
Predicting will allow students to react with the text by having expectations and
ideas about the purpose of the text, as well as ideas about possible outcomes.
Predicting is used throughout the reading task on many different levels. This is
where schemata most affects reading outcomes.
• Receptive Reading
Students may read or research a text for sheer enjoyment or entertainment.
There is significant reading based on his/her desire to learn more about a topic.
Reading for pleasure is considered receptive reading.
• Interpreting Text
This type of reading involves critical reading/critiquing content.Critiquing is
common in advanced reading activities such as in comparative literature.

88. Activity 3. Look Up!
Comprehension Check! How well do you understand the lesson?
Read each item and select the correct answer. Write only the letter of
the correct answer on the blank provided.
_____1. It involves reading long pieces of texts, although you may
read in detail through some parts ad skim through others.
a. intensive reading b. extensive reading c. skimming d.
scanning
_____2. It is the ability to read a text accurately, smoothly, quickly, and
with expression.
a.Skimming b. Scanning c. Fluency d. Reading
____3. This is rehearsing and performing before an audience of a
dialogue-rich script derived from a book

89. a. Choral reading b. Readers theater c. Partner reading d.
Tape assisted reading
____4. It is a cognitive process that involves decoding symbols to
arrive at meaning.
a.Reading b. Intensive reading c. Extensive reading d.
Reading for detail
____5. A good reader is able to break down information and to
draw conclusions based on both the text and his or her
thinking.
a.Draw inference b. Monitor Comprehension c. Analyze and
Synthesize
d. Visualize
____6. It is the meaning and pronunciation of words that we use to
communicate effectively.
a.Vocabulary b. Dictionary c. comprehension d. Phonetic
awareness

90. Activity 4: Think
Through!
Reading Text 2
Motive question: How does the persona deal with the circumstances he is in?
SONNET 29
George Santayana (1863-1952)
What riches have you that you deem me poor,
Or what large comfort that you call me sad?
Tell me what makes you so exceeding glad:
Is your earth happy or your heaven sure?
I hope for heaven, since the stars endure
and bring such tidings as our fathers had.
I know no deeper doubt to make me mad,
I need no brighter love to keep me pure.
To me the faiths of old are daily bread;
I bless their hope, I bless their will to save,
And my deep heart still meaneth what they said.
it makes me happy that the soul is brave,
And, being so much kinsman to the dead,
I walk contented to the people grave.

91. Questions to answer:
1. What does the opening line of the poem mean?
2. Who is being addressed by the poet?
3. Why does the poet consider the faiths of old his
daily bread?
4. What makes the persona happy?
5. How do you view the persona’s circumstances

92. Activity 5: Grand Performance
Form a small group of five to six members perform
a chambers theater. Work with your group in
choosing the piece that your group would like to
perform. Discuss and practice the piece that you
would deliver. Let the rubrics below be your guide
in performing the culminating activity

94. Enunciation
and
Volume
All words are clearly
enunciated.
Presentation is
easily understood.
Volume projects
well.
All audience
members can easily
hear the
presentation.
Most words are
clearly enunciated.
Most of the
presentation is
comprehensible.
Volume is adequate
Some words are
clearly
enunciated
Some of the
presentation is
comprehensible.
Volume is too
low.
Words are not
clearly
enunciated.
Presentation is
incomprehensibl
e.
Volume is
inaudible.
Preparednes
s and
Professionali
sm
Students are well
prepared.
It is obvious from
the polish and ease
of the performance
that much practice
and planning has
taken place.
On time in all
rehearsals and
performances
Students have
practiced and the
outline is clear and
ordered
Most details are
planned ahead.
Attend nearly every
rehearsals and
every performance
Students have
practiced and a
general outline
with some details
are in place.
Attendance for
every rehearsals
and performance
late at times.
Students have
not practiced
and/or planned
presentation
thoroughly.
Attendance for
rehearsals and
performances
consistently late
or not at all

95. What listening is, why we do listening, and what the different types of
listening are. Listening is a familiar part of our everyday experience. Actually, most
people spend a large part of their waking hours listening, with varying degrees of
attention, to language and other stimuli. Listening as a skill may be extremely similar to
reading, but the text the listener has to do with is considerably different from the
written one. Most obviously, the listener cannot look at what he is trying to hear.
Whereas the written word stays on the page and can be looked at more than once, the
spoken word, unless recorded on tape or record cannot be repeated.
However, despite the importance of listening it is not given the attention it deserves in
the classroom. Students are not trained to listen attentively and critically since it is
assumed that listening skills will just develop as a matter of course. But that is contrary
to research findings. Due to inability to listen proficiently, communication breakdown in
oral interaction occurs. Because many fail to listen critically, miscommunication leads to
other serious problems.
It is, therefore, important that listening skills be taught to prepare students for effective
functioning outside the classroom.
Chapter 4: Listening Skills

96. At the end of this lesson, you should be able to:
a. Explain the
listening process;
b. Give reasons for
doing listening;
c. Differentiate
the types of
listening;

97. Listening is attending to what you
consider important. It is trying to get
the meaning of what you hear. To
listen successfully to spoken
language, you need to be able to
work out what speakers mean when
they use particular words in
particular ways in particular
situations. The important thing
about listening is getting the
message and interpreting it
Lesson 1: Listening Process

98. Why listen?
There are five main reasons why people listen.
1. To be able to engage in social rituals - As a social being man usually
engages in social rituals such as exchanging pleasantries, engaging in small
talk, attending meetings, and the like.
2. To get information - In school, students have to listen attentively to get
important ideas from a lecture or from class discussions.
3. To be able to respond to “controls”–There is need for attentive
listening to be able to follow directions and instructions given orally.
4. To respond to feelings – It is necessary to listen with empathy to
understand what a person means and how he or she feels. This occurs when
one listens to complaints or secrets.
5. To enjoy – Listening enables us to share a good laugh with others as
when we exchange jokes. It could also serve as a source of pleasure when
we listen to music and oral interpretations of literary pieces.

99. The Listening Process
There are five steps in the listening process (Devito,
1997) as illustrated in the figure that follows.

100. 1. Receiving the speaker’s message. Messages, both verbal and non-verbal,
consist of words as well as gestures, facial expressions, and variation in volume
and tone. The listener takes note of both the verbal and non - verbal elements of
the message.
2. Determining what the speaker means. Understanding takes into consideration
the thoughts that are expressed as well as the emotional tone that accompanies
these thoughts. It likewise includes establishing links between what the listener
knows about the topic and the new information from the speaker.
3. Retaining messages for at least some period of time. The listener actually
remembers not what was said, but what she or he thinks, as recalled, was said.
A listener seldom quotes the exact words of the speaker unless he or she finds
a word, phrase, or something worth quoting.
4. Evaluating or weighing what was said. The listener judges the worth of the
ideas shared by the speaker. He or She assesses them in the light of what he or
she knows about the topic taking into account the logic of the presentation.
5. Sending signals to let the speaker know that he is understood and responding
to him after he has stopped talking. This marks the start of a new cycle where
the listener takes his turn as a speaker.

101. Activity 1.
Rearrange the correct sequence of steps in the
listening process. Write one to five.
____ Evaluating what was said based on what the
listener knows about the topic.
____ Receiving the message sent by the speaker.
____ Responding to the speaker the moment he
stopped talking.
____ Understanding what the speaker means.
____ Recalling what the listener thinks was said by
the speaker.

102. Activity 2. Whispering Game
Steps to follow
1. The teacher will ask the students to group their selves into six,
and each group should form a circle.
2. After forming the circle, the teacher will ask the group to
select one representative to represent their group.
3. The representative will go in front and the teacher will be the
facilitator of the game and the one who will give the message to
the representative.
4. Through the signal of the teacher the message will now be
passed around the circle of each group by whispering to the next
student and the next, until it reaches the last student at the
other end of the circle.
5. The last student will be the one to represent and say the
sentence aloud. If the group will get the correct sentence and
that group will got corresponding points.
6. And the game will continue around doing the same process.

103. Lesson II.
How People Listen Listening can be classified into several types depending on how
you pay attention to what is being said or heard.
• Marginal/passive listening–Also called hearing or aiding, the listener hears the
sounds, often in the background but simply ignores them. Because he or she is
engrossed in another task.
• Attentive listening–The listener focuses attention and shows interest in what is
being said. He or she takes note of the specifics and how they relate to the
main points made by the speaker.
• Critical/analytical listening–In this type of listening one has to decide on the
truth of ideas, pass judgment on claims made and make decisions on whether
to accept what she or he hears, reject it or take it with a grain of salt.
• Appreciative listening–This type of listening gives the listener pleasure maybe
from the humor, or the blending of voices in choric arrangements.

104. There are five main reasons why
people listen:
1. To be able to engage in social rituals
2. To get information
3. To be able to respond to “controls”
4. To respond to feelings
5. To enjoy
There are five steps in the listening
process:
1. Receiving the message the
speaker sends
2. Determining what the speaker
means
3. Determining message for at least
some period of time
4. Evaluating or weighing what was
said
5. Sending signals to let the speaker
know that he is understood
and responding to him after he
has stopped talking
Listening can be classified into
several types:
1. Marginal / passive listening
2. Attentive listening
3. Critical / analytical listening
4. Appreciative listening

105. Activity 2.
Identify each by checking under the appropriate
column.
1. Paying attention selectively and constantly
varying the level of attention while engaged in
other tasks simultaneously.
2. Making judgments about which content to
select for remembering.
3. Interpreting implied information, attitude and
intention.
4. Predicting, comparing what’s heard with what
was predicted, and revising predictions.
5. Filtering out any other ambient language or
other sounds, but remaining prepared to filter
them in again as and when necessary.
6. Getting the gist of a talk.
7. Enjoying the music played over the radio
without understanding the words.
8. Performing actions in response to instruction
given orally.
9. Identifying a general topic or information given
in a listening text.
10. Interpreting music through dance.
Types of Listening
Marginal
Listening
Attentive
Listening
Critical
Listening
Appreciativ
e Listening

106. Lesson 3. Communication Process
In the communication process, listening refers to
the ability to accurately receive and interpret
messages. Effective communication necessitates
the ability to listen. Messages are easily
misunderstood if you don't know how to listen
well. As a result, communication has improved.
When communication breaks down, the sender of
the message may become frustrated or angry.

107. Seven Major Elements of Communication
Process
Communication may be defined as a
process concerning exchange of facts or ideas
between persons holding different positions in an
organization to achieve mutual harmony. The
communication process is dynamic in nature rather
than a static phenomenon. Communication process
as such must be considered a continuous and
dynamic inter-action, both affecting and being
affected by many variables.
(1) Sender:
The person who intends to convey the message
with the intention of passing information and ideas
to others is known as sender or communicator.
(2) Ideas:
This is the subject matter of the communication.
This may be an opinion, attitude, feelings, views,
orders, or suggestions.

108. (3) Encoding:
Since the subject matter of communication is theoretical and intangible,
its further passing requires use of certain symbols such as words, actions
or pictures etc. Conversion of subject matter into these symbols is the
process of encoding.
(4) Communication Channel:
The person who is interested in communicating has to choose the
channel for sending the required information, ideas etc. This information
is transmitted to the receiver through certain channels which may be
either formal or informal.
(5) Receiver:
Receiver is the person who receives the message or for whom the
message is meant for. It is the receiver who tries to understand the
message in the best possible manner in achieving the desired objectives.
(6) Decoding:
The person who receives the message or symbol from the communicator
tries to convert the same in such a way so that he may extract its meaning
to his complete understanding.
(7) Feedback:
Feedback is the process of ensuring that the receiver has received the

109. Let’s Check Activity 1. Procedure
1. Tell students they are going to hear a telephone
conversation between an American man and woman. Tell
them to put their pens down and simply listen. When
students are ready, play the recording.
2. Ask students to call out all the names they can
remember. Write them on their piece of paper.
Answers: Kevin, Anne, Dennis, Becky, Kate.
3. Put students into five groups. Write these questions
on a Power Point presentation and tell them to guess the
answers:
a. What’s the relationship between Kevin and
Anne?
b. Who is Dennis?
c. Who are Becky and Kate?
4. After a few moments, review the answers with the
class.
Answers: a. They are friends, perhaps brother and
sister, b. Anne’s husband, c. Anne and Dennis’ children

110. 5. Tell students you are going to play the recording again.
Explain they should make notes on what news Anne gives
about Dennis, Becky and Kate. Tell them also to note Kevin’s
news. Give them a few moments to try to remember any
information they can, then play the recording.
6. Tell students to compare their notes, then go through the
answers with the class. You may wish to write these down on
their paper and review the form and use of the Present perfect
tense. Answers: Dennis has won a golf competition, Becky has
had an argument with her boyfriend, Kate has passed her
driving test Kevin: has got (gotten) engaged
7. Ask students if they can remember when each of these
things happened? Tell students you will play the recording once
more and they must shout ‘Stop!’ when they hear when each
thing happened. Play the recording, stopping whenever
students call out ‘Stop!’. Answers: Dennis: last Saturday, Becky:
this morning, Kate: on Friday, Kevin: last week
8. Give each student a question sheet from Worksheet 1 and
allow them time to read the statements and check their
answers. Then play the recording as they listen and check.
Answers: 1. F, 2. DK, 3. F, 4. DK, 5. F, 6. F, 7. DK, 8. T

111. Let’s Check Activity2. Post-listening tasks (Role Play)
Put students into Five groups consists of 3 members and give each
group a copy of the recording script. Tell them to practice the
conversation with their group mates. Tell them to prepare a similar
conversation. Explain they should be two friends catching up on
news with each other over the phone. Give them time to prepare
their
CRITERIA
(2 POINTS FOR PARTICIPATION)

112. Excellent
(12 points)
Very Good
(9 points)
Good
(6 points)
Score
Accuracy of
Information
Presented
All information
presented in the
discussion was clear,
accurate, and
thorough
Most information
presented in
discussion was clear,
accurate, but was not
usually thorough
Information had several
inaccuracies or was
usually not clear.
/12
Speaking Style
Consistently used
tone of voice, and a
level of enthusiasm
in a way that kept
the attention of the
group.
Usually used tone of
voice, and a level of
enthusiasm in a way
that kept the
attention of the
group.
Rarely used tone of
voice, and a level of
enthusiasm in a way
that kept the attention
of the group. /12
Accuracy and
Believability
Point of view,
arguments, and
solution proposed
were always realistic
and consistently in
character.
Point of view,
arguments, and
solution proposed
were usually realistic
and in character.
Point of view,
arguments, and
solution proposed were
rarely realistic and in
character.
/12
Clarity of Speech
Speech is always
clear and easy to
understand
Speech is usually clear
and easy to
understand
Speech is rarely clear
and easy to understand
/12
Total score: /50

113. Stages of the Listening Process
The listening process
involves five stages: receiving,
understanding, evaluating,
remembering, and responding. These
stages will be discussed in more
detail in later sections. Basically, an
effective listener must hear and
identify the speech sounds directed
toward them, understand the
message of those sounds, critically
evaluate or assess that message,
remember what’s been said, and
respond (either verbally or
nonverbally) to information they’ve
received.
• Active Listening
Active listening is a particular
communication technique that requires
the listener to provide feedback on
what he or she hears to the speaker, by
way of restating or paraphrasing what
they have heard in their own words.
The goal of this repetition is to confirm
what the listener has heard and to
confirm the understanding of both
parties. The ability to actively listen
demonstrates sincerity, and that
nothing is being assumed or taken for
granted. Active listening is most often
used to improve personal relationships,
reduce misunderstanding and conflicts,
strengthen cooperation, and foster
understanding.

114.  The Receiving Stage
The first stage of the listening process is the receiving
stage, which involves hearing and attending. Hearing
is the physiological process of registering sound
waves as they hit the eardrum. As obvious as it may
seem, in order to effectively gather information
through listening, we must first be able to physically
hear what we’re listening to. The clearer the sound,
the easier the listening process becomes.
• The Understanding Stage
The second stage in the listening process is the understanding
stage. Understanding or comprehension is “shared meaning
between parties in a communication transaction” and
constitutes the first step in the listening process. This is the
stage during which the listener determines the context and
meanings of the words he or she hears. Determining the
context and meaning of individual words, as well as assigning
meaning in language, is essential to understanding sentences.
This, in turn, is essential to understanding a speaker’s message.

115.  The Challenges of Reception
Listeners are often bombarded with a variety of auditory
stimuli all at once, so they must differentiate which of those
stimuli are speech sounds and which are not. Effective
listening involves being able to focus in on speech sounds
while disregarding other noise. For instance, a train
passenger that hears the captain’s voice over the
loudspeaker understands that the captain is speaking, then
deciphers what the captain is saying despite other voices in
the cabin. Another example is trying to listen to a friend tell
a story while walking down a busy street. In order to best
listen to what she’s saying, the listener needs to ignore the
ambient street sounds.

116. • The Evaluating Stage
This stage of the listening process is the one during
which the listener assesses the information they
received, both qualitatively and quantitatively.
Evaluating allows the listener to form an opinion of
what they heard and, if necessary, to begin
developing a response.
 The Remembering Stage
In the listening process, the remembering
stage occurs as the listener categorizes and
retains the information she’s gathered from
the speaker for future access. The result–
memory–allows the person to record
information about people, objects, and events
for later recall. This happens both during and
after the speaker’s delivery.

117. • The Responding Stage
The responding stage is the stage of the listening process
wherein the listener provides verbal and/or nonverbal
reactions based on short- or long-term memory. Following the
remembering stage, a listener can respond to what they hear
either verbally or non-verbally. Nonverbal signals can include
gestures such as nodding, making eye contact, tapping a pen,
fidgeting, scratching or cocking their head, smiling, rolling their
eyes, grimacing, or any other body language. These kinds of
responses can be displayed purposefully or involuntarily.
Responding verbally might involve asking a question,
requesting additional information, redirecting or changing the
focus of a conversation, cutting off a speaker, or repeating what
a speaker has said back to her in order to verify that the
received message matches the intended message.

118. Effective Listening Strategies
Too many students try to get the grade just by going to class,
maybe a little note taking, and then cramming through the text
right before an exam they feel unprepared for. Sound
familiar? This approach may have worked for you in high
school where tests and quizzes were more frequent and
teachers prepared study guides for you, but colleges require
you to take responsibility for your learning and to be better
prepared.
Most students simply have not learned how to study and don’t
understand how learning works. Learning is actually a cycle
of four steps:
• Preparing
• Absorbing
• Capturing
• Reviewing

119. Principles of Active Listening
1. Focus on what is being said. Give the speaker your undivided attention.
Clear your mind of anything else.
2. Don’t prejudge or assume you already know the material. You want to
understand what the person is saying; you don’t need to agree with it.
3. Repeat what you just heard. Confirm with the speaker that what you
heard is what he or she said.
4. Ask the speaker to expand or clarify. If you are unsure you understand,
ask questions; don’t assume.
5. Listen for verbal cues and watch for nonverbal cues. Verbal cues are
things your instructor says that communicates the important. Examples are,
“this is an important point” or “I want to make sure everyone understands
this concept.” Your instructor is telling you what is most important.
Nonverbal cues come from facial expressions, body positioning, arm
gestures, and tone of voice. Examples include when the instructor repeats
herself, gets louder, or starts using more hand gestures.
6. Listen for requests. A speaker will often hide a request as a statement of a
problem. If a friend says, “I hate math!” this may mean, “Can you help me
figure out a solution to this problem?”

120. Activity 1: Active Listening
Form a small group, each group will only have ten members.
RULES:
1. Each person must speak once before anyone can speak a second (or
third) time.
2. If someone asks a question, someone else must answer it before
another comment can be made.
STEPS TO FOLLOW:
Step 1: Identify a group leader who will make sure the rules are followed.
Step 2: One person begins by saying something about the topic; the
others listen attentively and intentionally.
Step 3: Another individual asks a follow up question or comments about
what he/she heard.
Repeat Steps 2 and 3 until everyone has spoken at least twice, or for a
specific amount of time.
Step 4: The group leader, with help from the group, summarizes the
conversation and identifies any patterns or insights that emerged and
developed.

121. THE
END

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123. Era Ella Z. Hao
Hyahncent Carbon
Julie Anne Duran
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