English Lab 1st Quarter Examination Reviewer PDF

ENGLISH LAB SKILL BUILDER 1: The Nature and Psychology of Reading READING - It is dynamic interaction between the reader and the text. - a complex process and ability to read is one of the most important skills you must have acquired. - related in various ways to other lang...

ENGLISH LAB SKILL BUILDER 1: The Nature and Psychology of Reading READING - It is dynamic interaction between the reader and the text. - a complex process and ability to read is one of the most important skills you must have acquired. - related in various ways to other language skills. DEFINITIONS OF READING (3 VIEWS OF READING) Traditional - Reading is seen as a straightforward process of decoding written symbols to understand words and sentences. - It focuses mainly on recognizing letters, words, and grammar, with an emphasis on correct pronunciation and basic comprehension of the text. Cognitive - Reading as a mental process that involves thinking and understanding. - The reader actively constructs meaning by using their prior knowledge, making connections, and interpreting the text. - Reading involves higher-order thinking skills, such as analysis, inference, and synthesis. Metacognitive - Reading goes beyond comprehension and focuses on the reader's awareness and control of their reading strategies. - It involves thinking about how one reads, such as monitoring understanding, adjusting strategies when faced with difficulties, and reflecting on what has been learned. READING ACTS 1. Perception - the ability to recognize word read, and the letters that make up the word. 2. Understanding - the ability to tell what the word stands for in relation to the other words or to its context. 3. Interpretation - the ability to react to new knowledge that the words convey in relation to past experiences. 4. Use - the ability to apply what is read in appropriate situations. GENERAL EFFECTS OF READING (WAPLES, BERELSON, AND BRADSHAW (1940)) Instrumental - practical use of knowledge/information Example: A person reads a "how-to" book on gardening to learn how to grow vegetables at home. The knowledge gained directly helps them improve their gardening skills. Prestige - increase in self-esteem/ approval of others. Example: A student reads a classic novel like War and Peace to discuss it with peers and earn respect as someone well-versed in literature, rather than for personal enjoyment. Aesthetic - beauty of expression/ love of the beautiful Example: Someone reads a collection of poems by Rainer Maria Rilke because they appreciate the poet’s use of imagery, metaphors, and language that evokes deep feelings. Respite - relieve one’s tension/ leisure. Example: After a stressful day at work, a person reads a light, entertaining fantasy novel like Harry Potter to unwind and escape into a different world. Reinforcement - reaffirm or uphold one’s attitude or benefits. Example: A person with strong environmental values reads books on climate change or sustainability to reaffirm their commitment to eco-friendly practices. The content reinforces their already established beliefs. TERMS FOR EYE MOVEMENTS FIXATION - refers to the pause or stop of the eyes at a point or a word. INTERFIXATION - the quick movement of the eyes from one fixation to the next fixation. SPAN OF RECOGNITION/ EYE SPAN - the number of letters or words recognized every time the eyes stop. RETURN SWEEP - the long slanting lines or quick eye movement from the end of one line to the beginning of the next line. REGRESSION - the backward or right-to-left eye movements or eye movements made in a reverse direction. ANTICIPATION SPAN/ EYE-VOICE SPAN - the forward sweep of the eyes ahead of the point of interpretation. - In oral reading, this means the distance measured between the point reach by the eyes in a line and the point at which the voice is enunciating the words. SKILL BUILDER 2: Reading Efficiently EFFICIENT READER - are able to maximize learning because they employ strategies that help them identify key points in the materials they read. FACTORS INFLUENCE ONE’S READING EFFICIENCY A. THE READER 1. Language Background - If a reader is familiar with the language, they can read faster. Example: A native English speaker may read an English text more efficiently than a non-native speaker. 2. Auditory and visual perception - Good hearing and vision help process words better. Example: A student with poor eyesight might struggle to read small print 3. Physical well-being - A healthy person reads better than someone tired or sick. Example: For instance, reading with a headache slows you down. 4. Emotional stability - Calm readers can focus better. Example: If you're stressed, it's harder to concentrate on a book. 5. Intellectual development - The more knowledge a reader has, the easier it is to understand complex texts. Example: A well-read person might grasp difficult ideas faster. 6. Interest or attitude - Readers who are interested in a topic read with more focus. Example: A student who loves history might quickly finish a history book. B. THE READING MATERIAL 1. Language structure - Simple language is easier to read than complex sentences. Example: A children's book with short sentences is easier than an academic paper. 2. Content or subject matter - Familiar topics are easier to understand. Example: A sports enthusiast might find sports-related articles easier to read. 3. Type or print - Large, clear fonts are easier to read than small or fancy ones. Example: Text in a clear typeface like Arial is easier than text in a decorative font. 4. Vocabulary - Known words make reading smoother. Example: If a text is full of unfamiliar words, like scientific terms, it slows down reading. WAYS OF READING Extensive reading - to read for leisure as well as entertainment. - The reader build his/her reading speed and fluency by reading texts for enjoyment. Intensive reading - involves getting detailed information. 3 TYPES OF INTENSIVE READING Study Reading - Get maximum understanding of main ideas and their relationships. Critical Reading - Check accuracy of ideas to make judgments, draw conclusions, make predictions, and identify irrelevant ideas. Analytical Reading - Have questioning mind while reading the material; pay attention to the writer’s choice of words, tone, bias (if any), and any intended audience, and gauge these factors and how these factors affect your understanding of the material. Rapid Reading - involves skimming and scanning, the fastest rates at which a persons reads. Skimming - used to get the main idea of the text. Scanning - employed to get specific details from the text. SKILL BUILDER 3: Reading Graphic Organizer GRAPHIC ORGANIZERS - are visual thinking tools that make pictures of your thoughts. - help you understand a reading material better. - You can start previewing a text by examining these graphic representations since they are easy to locate and comprehend. - you can get significant details of the text through its visuals. TYPES OF GRAPHIC ORGANIZERS Illustration Graphs Images Charts Diagrams Maps  Timelines Tables GRAPHS - useful in summarizing content, most especially an informational text. PARTS OF A GRAPH The title - The title offers a short explanation of what is in your graph. - This helps the reader identify what they are about to look at. The legend - The legend tells what each line represents. - Just like on a map, the legend helps the reader understand what they are looking at. The source - The source explains where you found the information that is in your graph. - It is important to give credit to those who collected your data. Y-axis - In line graphs, the y-axis runs vertically (up and down). - Typically, the y-axis has numbers for the amount of stuff being measured. - The y-axis usually starts counting at 0 and can be divided into as many equal parts as you want to. X-axis - In line graphs, like the one above, the x-axis runs horizontally (flat). - Typically, the x-axis has numbers representing different time periods or names of things being compared. The data - The most important part of your graph is the information, or data, it contains. - Line graphs can present more than one group of data at a time. SKILL BUILDER 4: Sorting Out Ideas Using a Concept Map Concept Map - a graphic representation of an information, like graphs. - main focus is to show the relationship between and among ideas, and distinguish between main ideas and supporting details. - can be used in all three stages of reading. Pre-reading - A concept map can elicit words/concepts associated with the main topic. During Reading - It can be used to record the information and ideas being read.  Post-reading - a concept map show an overall structure of the text. SKILL BUILDER 5: Differentiating Formal from Informal Definitions FORMAL DEFINITION - a comprehensive description or explanation of the meaning of a word. - Unabridged dictionaries usually present formal definitions by including the part of speech, etymology, and pronunciation guide of the word. - Some dictionaries even provide sample sentences where the word is used in order to guide readers on the word usage. A formal definition consists of three parts: The term (word or phrase) to be defined The class of object or concept to which the term belongs (also called the genus) The differentiating characteristics (or differentia) that distinguish it from all others of its class EXAMPLES: Oxygen (term) is a chemical (class) found in air that has no color, taste, or smell, and that is necessary for life especially in breathing of humans (differentiating characteristics). Brain (term) is an organ in the human body (class) that controls the functions, movements, and thoughts of a person (differentiating characteristics). Neurology (term) is a branch of medicine (class) that deals with the scientific study of the nervous system especially its structure, functions, and abnormalities (differentiating characteristics). INFORMAL DEFINITION - may be based on what the word personally means to the person defining it. - This kind of definition is not always based on what appears in the dictionary but is rather flexible in terms of the context. - The meaning of a word may be influenced by one's experience, feelings/emotions, or association. EXAMPLES: Love is... personal meaning: accepting a person's flaws but inspiring that person to be better. personal experience: I am not a perfect wife, but my husband understands my shortcomings, and he also helps me become a better person and learn from my mistakes. feelings and emotions: acceptance and understanding other associations: unwavering emotions and support SKILL BUILDER 6: Reading Informational Text INFORMATIONAL TEXTS - types of texts that are written to provide information on a specific subject matter or event. - usually contain features that you can preview to give you an idea on what the content is about. Examples: Reports News and Magazine Articles Research Articles WHY READ INFORMATIONAL TEXTS? - Boost your learning capability by acquiring new concepts and ideas that may be added or connected to you previous knowledge. FEATURES OF INFORMATIONAL TEXTS Title Headings Subheadings Questions Illustrations Summaries Feature Article - usually appears on printed magazines, but with the prevalence of Internet, feature articles may now be also read online. - present “Soft News” - contains the 4Ws and 1H. - more personal, interpretative approach and usually includes the emotions and insights of the writer. In reading a Feature Article, - one has to be aware of the “voice” of the writer and be able to perceive what dominant impression (message) the writers wants to convey. SKILL BUILDER 7: Identifying Organization Patterns According to purpose, these texts may be classified as follows: Expository texts explain. Descriptive texts paint pictures of people, objects, places, and events. Narratives tell stories. Persuasive or argumentative texts support a stand on an issue. MODES OF PARAGRAPH DEVELOPMENT Sequential Order - information or ideas are arranged according the order in which story happened. - This order is adopted in writing procedural texts like recipes, instructions, etc. Cause/Effect - this pattern shows the logical connection between an event/phenomenon and a resulting incident. Time/Order - information or ideas are arranged in the order of their occurrence in time. - Narratives follow time/order of how events occured. Compare and Contrast - information are arranged to show the similarities and differences between and among ideas, objects, topics, etc.  Classification - details are grouped in categories to explain or describe a concept, Information are classified to allow the brain to group related ideas together. METHODS OF PARAGRAPH DEVELOPMENT Description - The descriptive essay relies on concrete, sensory details to communicate its point. - When writing a descriptive essay, writers should use adjectives. EXAMPLE: Ice is the name given to any one of the fourteen known solid phases of water. In nonscientific contexts, it is a crystalline solid, which can appear transparent or an opaque bluish-white color depending on the presence of impurities such as air. Process - A process paragraph may either be "how to do" or "how something works." - In a "how to do" essay, the objective of the writer is to tell the reader how a certain product is produced. - A "how something works" essay shows or explains how a certain process or method works (e.g., process of digestion). EXAMPLE: Many people are curious about a caterpillar's transformation into a very beautiful butterfly. First, it will start from being a caterpillar: Second, the caterpillar will create a cocoon for its protection. Third, after this stage the caterpillar will break out of the cocoon and spread its wings and is already considered a butterfly. Comparison – Contrast - The comparison-contrast pattern presents the relationship between two items; this may be in the form of similarities and differences. - This method may include descriptions so as to clearly express the degree of similarity or difference between the two topics. This essay may be organized by either using the: Point-by-Point or Alternating Arrangement - similarities or differences are the primary concern. I. Introduction in which you state your purpose II. First difference  A. Topic 1 В. Topic 2 Ill. Second difference A. Topic 1 В. Topic 2 IV. Third difference А. Topic 1 В. Topic 2 V. Conclusion Block Arrangement - the focus is on both the similarities and differences. I. Introduction in which you state your purpose II. Topic 1 A. Similarity/ Difference or Factor 1 B. Similarity/Difference or Factor 2 C. Similarity/Difference or Factor 3 III. Topic 2 A. Similarity/Difference or Factor 1 B. Similarity/Difference or Factor 2 C. Similarity/Difference or Factor 3 IV. Conclusion EXAMPLE: A scientist and a poet both strive for perfection: the poet refines his sensibilities, while the scientist reduces everything to precise measurements. Both share the beauty of a rainbow; but while the poet imagines a pot of gold at the end of it, the scientist wants to spell it out in angstrom units measuring wavelength. SKILL BUILDER 8: Improving Reading Comprehension COMPREHENSION - is a word taken from the Latin term comprehendere, which means to understand. - means ‘the act or capacity of understanding. It includes several skills: Getting the main idea Identifying the details Determining the sequence or organization of important ideas presented Critical reading a. Distinguishing fact from opinion b. Understanding the effects of time, pressure of circumstances, bias, and validity of material c. Recognizing clues about character, plot, character relationships d. Making Critical judgments e. Adopting a critical reaction that demands proof DIFFERENT LEVELS OF MEANING Literal Meaning - This involves getting the meaning of words. - Questions are asked to check the reader’s understanding that can be answered by facts from the selection. - The who, what, where questions are often asked. Interpretative level - This involves implied ideas. - Understanding is inferred because the facts or ideas are not directly stated. - Instead, the reader is required to read to “read between the lines”. Critical Analysis - This kind of reading is done when the reader uses the stated facts and implied ideas to arrive at a decision, a conclusion, or a judgment.  Integration and Application - This level is arrived at when the reacts to the selection with knowledge gained through similar situation in life. SKILL BUILDER 9: Reading Fiction FICTION - refers to the category to which short stories and novels belong. - These types of writing are products of the imaginative mind of the writer. \ ELEMENTS OF FICTION Setting - Time and place in which the story happens. Characters - The individuals who influence and are influenced by the events. Plot - The causal sequence of events that forms the story. Point of View - This is the way the story is narrated; the method or vantage point that the author uses to tell the story. Conflict - This refers to the struggle between two opposite forces. - The conflict may be internal (a struggle that takes place within the mind of the character) or external (a character struggles with some outside person or force). Theme - This refers to the central idea around which the story revolves. It is used to express a truth of human relations that the story shows. Language and Style - This refers to the way the story is told. - The language used may be the everyday speech of the common person or that of cultivated or educated person. A story may use figurative language. Symbolism - This refers to the use of people, places, or objects and events that have meanings other than their literal meaning. They represent ideas or qualities that are much deeper and significant, depending on context. SKILL BUILDER 10: Discovering Tone, Mood, and Atmosphere in Fiction Tone in literary works - refers to the attitude or viewpoint of the author toward a specific character, setting, or any element of the story. It varies from critical, dry, nonchalant to witty, warm, humorous, and spirited. By knowing the author's tone, the reader may be able to have a deeper understanding of the literary text. Example: In the essay, The Modest Proposal, the author Jonathan Swift has taken a sarcastic and condescending tone toward the Irish politicians during the 18 century. Mood - refers to the author's mental and emotional stance toward the subject causing some specific responses from the reader. Mood can help establish the atmosphere. Example: In the short story, The Story of an Hour, Mrs. Mallard's newfound "free-dom" in the death of her husband compels the reader to ponder on the kind of relationship she has with her husband. Atmosphere - refers to emotions conveyed through the description of objects and settings. - Atmosphere is different from mood in the sense that the former covers the setting and the latter is about the individual's or a certain group's internal feelings. Example: Tonight I can write the saddest lines. Write, for example, 'The night is shattered And the blue stars shiver in the distance.' The night wind revolves in the sky and sings. Tonight I can write the saddest lines. I loved her, and sometimes she loved me too. Through nights like this one I held her in my arms. I kissed her again and again under the endless sky. In this excerpt from Pablo Neruda's Tonight I Can Write, the readers may experience longing for a loved one and sadness through the description of a cold lonely night.