ENG MODULE 4-9 PDF

Module 4 9 TIPS FOR LISTENING TO Skills Needed in Listening for Main Steps to Paraphrase Effectively Whatis Word Stress? DETAILS IN ENGLISH Idea  Read Thoroughly...

Module 4 9 TIPS FOR LISTENING TO Skills Needed in Listening for Main Steps to Paraphrase Effectively Whatis Word Stress? DETAILS IN ENGLISH Idea  Read Thoroughly 1. Listen Actively 1. Comprehension skills  Note Key Points Stressing means giving force to a 2. Pay attention to Body Language  Refers to the ability to  Use Synonyms word or syllable so as to give it 3. Ask Question understand, interpret, and make  Compare with Original prominence. 4. Repeat back what you`ve heard sense of what is being read,  Cite the Sources 5. Don` t interrupt heard, or seen. - Generally, the syllable with thee 6. Take notes 2. Critical Reasoning Tips for Paraphrasing primary stress constitutes the peak 7. Focus on understanding, not just  Is the process of analyzing and  Use your own words of an utterance and is usually hearing evaluating information,  Avoid Overuse of Synonyms characterized by loudness, length 8. Avoid distractions arguments, or ideas to make  Maintain original meaning and rise in pitch. 9. Practice, practice, practice! logical, well thought-out judgments. Module 8 BLENDING Listening for details is important in READING FOR INFORMATION In blending, sometimes called linking, several reasons: Listening for Main Ideas Requires refers to the process of extracting words flow along one word seeming 1. Understanding the full message 1. Draw Out Inference and understanding key details from a to blend into the next. Thus, in 2. Building stronger relationship 2. Identify Main Theme text in order to gain knowledge, connected speech, words and 3. Making Informed Decisions 3. Take Notes make decisions, or complete tasks. syllables are not pronounced as 4. Problem Solving separate units 5. Improving communication skills Structure 1. FAST READING  Refers to the organization of the Fast reading is for the following MODULE 5: LISTENING FOR Module 6 Listening for Main Idea speaker`s ideas. Understanding Purposes: DETAIL the structure helps you grasp Gain an overview or background Listening for Main Ideas how the speaker presents their information of a topic; LISTENING  Focuses on identifying the arguments or narrative Locate specific information; Listening is the act of paying central theme in spoken material. Identify if the material is attention to sound. It includes This skills is essential for Inference relevant to your needs; and listening to the sounds of nature, effective comprehension,  It involves deducing meaning Know what the content is all listening to music, and perhaps most allowing student to distinguish beyond the literal words spoken. about importantly, interpersonal listening. key points from supporting details. Module 7; Summary Completion Two Types of Fast Reading According to Barthes, listening can Main Idea SCANNING be understood on three levels:  The main idea is the central Summary Completion Done when you want to locate  Alerting point or primary message that an  Is a task in natural language specific information quickly and The first level involves detection of author or speaker conveys in a processing (NLP) where you are efficiently environmental sound cues. Certain piece of writing or spoken given partially completed Quick absorption of the content places have certain sounds content. It summarizes the summary of a text and you need Read no more than necessary associated with them. essence of the material and to fill in the missing parts. provides a clear understanding Skimming  Deciphering of what the content is about. Paraphrasing Done when you need to cover a The second level involves detecting  Involves paraphrasing text in large amount of material in a short patterns when interpreting sounds; Techniques to get the main idea your own words while retaining time and not looking for anything in through listening. the original meaning. particular  Understanding  Skim the question first Get good general impression of The third level means knowing how  Take note of the important word Why paraphrase? what the material is all about what one says will affect another.  Identify the theme  Avoid Plagiarisms Slow reading This sort of listening is important in  Try guessing the meaning of the  Clarify Meaning psychoanalysis, the study of the word you don`t understand  Integrates Sources Slow reading allows you to; unconscious mind. Analyse and understand; Evaluate and be critical;  Remember the information you Fluency refers to a mix of different TYPESOF TEXT STRUCTURE Top5 Strategies read; and factors. First, it focuses on your 1. Read the words loudly Follow instructions ability to read clearly with flow. DESCRIPTION 2. Re-read the words to gain Fluency also focuses on your ability This structure provides detailed fluency Two approaches: to decode new vocabulary quickly information about a topic, using 3. Make a summary of your reading Analytical Approach while reading. Fluency is what it descriptive language to create a 4. Ask a question on the text you Used when you need to sounds like to read, which can vivid image for the reader. It often have read understand terminology, follow directly impact your ability to includes characteristics, features, 5. Use a context clue instructions or remember what you comprehend what you read. and examples to help readers have read. visualize the subject matter Models of Communication Vocabulary - Aristotle Model Critical Approach The ability to decode or determine SEQUENCE OR -Lasswell’s model Used when you need to evaluate the meaning of new words can also CHRONOLOGICAL -Shannon-Weaver model the material you are reading influence your reading This type presents events in the -Osgood-Schramm model comprehension. When you can order they occur, which can be SQ3R quickly interpret new meanings and used for narratives or procedural Linear - one way path An active and systematic approach identify relationships between new texts. It helps readers follow Interaction - two way path to reading academic material vocabulary and familiar terms, you a timeline or a series of steps in a Transaction - multi-communication SQ3R can increase your ability to make process S = Survey assumptions, form ideas and Linguistic - study language Q = Question generally better understand the texts CAUSE AND EFFECT Semantic- origin of language/used R = Read you read. This structure illustrates the Phonetics - perhaps sounds R = Recite relationship between an event Morphology - structure of words R = Review Inference is also a key element of (the cause) and its consequences Syntax - structure of grammar reading comprehension. When we (the effect). Module 9 make inferences, we are connecting READING SKILLS ENHANCEMENT information from texts to our own COMPARE AND CONTRAST MATCHING ideas and opinions that help us The compare and contrast text identify the meaning of what we read. structure examines the similarities Reading skills are abilities that and differences between two or pertain to a person's capacity to read, Retention more people, events, concepts, and comprehend, interpret and decode Reading comprehension is typically ideas. written language and texts all about retaining what we read. Comprehension is based on the PROBLEM AND SOLUTION Essential Skills needed for retention of information. By This structure is designed to present reading comprehension practicing your summarizing skills a problem and transition into a and remembering what you have proposed solution for said problem. Decoding is a skill that relies on read, you can further strengthen The structure is designed to both your ability to sound out words your reading comprehension. create reasonable cases for why the you’ve heard but never seen written problem exists and/or is important out. It relies on phonemic awareness, TEXT STRUCTURE and why the proposed solution can which is the ability to hear individual is the way in which a writer be effective sounds in words and connect those organizes language and information sounds to letters. Making the within text to serve a specific connection between a letter or group purpose. Depending on the of letters the sounds they make and goal of the writer, text can be Learning strategies are operations is a crucial step to “sounding out” or structured in various ways to best and actions that students use in decoding words. communicate information to a reader order to optimize the processes of clearly and effectively obtaining and storing information and course concepts.