Module on the four macro skills

1. listening for gist

when the learner tries to understand what is happening even if he or she can't understand every phrase or sentence. The learner is trying to pick up key words, intonation, and other clues so as to make a guess at the meaning.

5 levels of listening

EMPHATIC

ATTENTIVE

SELECTIVE

PRETEND

IGNORING

SELECTIVE LISTENING

COMPREHENSION LISTENING

involves something more than just differentiating between various sounds. It involves attaching meaning to what is being listen to, that is the message is comprehended.

• listening is partly selective.

• it involves selecting the desired part of the meaning and ignoring the undesired part of the message.

• the attention of the listener is not focused and the listener keeps switching off and on.

EVALUATION LISTENING

DISCRIMINATION LISTENING

PRETENCE LISTENING

• also called as critical listening
• involves not only comprehending the message but also evaluating and analyzing the message being received in light of one's own background.
• it involves judging the acceptability of what is said depending on how logical one finds it to be.

this involve more hearing than listening. it means pretending through facial expression that one is listening to the communicated message when actually one is not.

• it involves identifying the difference between various sounds.
• enables one to differentiate between familiar and unfamiliar language.
• the subtleties of accent and pronunciation typical of a language can be identified by this kind of listening.

ATTENTIVE LISTENING

INTUITIVE LISTENING

• It involves paying attention that are being spoken rather than understanding that head and the heart of this person speaking.
• it involves making a conscious effort to listen attentively and decodes the messages.

It is a higher form of listening. It means listening through the intuitive mind by silencing the other form of internal dialogues going on simultaneously.

hi! ready to listen?

• Most people will give some sort of ceremonial speech during their lifetime.
• These speeches mark special occasions.
• They are common at weddings, graduations and funerals -- as well as large birthday celebrations and office holiday parties.
• Ceremonial speaking typically involves a toast and is personal with an intimate emotional connection to people hearing it

• Science demonstrations and role playing are types of demonstrative speaking.
• This type of public speaking requires being able to speak clearly and concisely to describe actions and to perform those actions while speaking.
• A demonstrative speaker may explain the process behind generating power while cycling to power a toaster, for example.
• The idea behind demonstrative speaking is that the audience members leave with the knowledge about how to do something.

• With informative speaking, the speaker is trying simply to explain a concept to the audience members.
• College lecture courses involve informative speaking as do industry conferences and public officials sharing vital information.
• In this type of speaking, the information is what is important.
• The speaker is not trying to get others to agree with him or to show them how to do something for themselves. Rather he is disseminating vital information.

• Persuasive speaking tends to be the most glitzy. Politicians, lawyers and clergy members use persuasive speaking.
• This type of speaking requires practicing voice inflections and nuances of language that will convince the audience members of a certain viewpoint.
• The persuasive speaker has a stake in the outcome of the speech. Politicians, for instance, may want votes or a groundswell of support for a pet project, while lawyers are trying to convince a jury of their position -- and clergy members are trying to win others over to their faith.
• The persuasive speaker uses emotional appeals and strong language in speeches.

activity no. 1: Role Playing

Direction: The teacher will divide the class into two groups, each group should select what scenario they are going to perform. After selection, the leader of the group will get the copy of the script to the teacher. Each member of the group should identify their individual characterization, and start to practice their individual roles and dialogues.

Rubrics:

ACTIVITY NO. 2: Creative Debate

Direction:

• Students assume a specific point of view on a topic and debate a controversial topic from this perspective.
• Select two groups to participate in the debate.
• The third group acts as an observer.
• The activity shall be graded by the teacher and the third group, (25% from the teacher & 25% from the third group) with a total of 50%.

ACTIVITY NO. 3: SPEECH CHOIR

DIRECTION:

• Speech choirs shall be comprised of twelve (12) to twenty-five (25) class members.
• “REVERSE CREATION” by Bernard Backman shall be the piece and be recited with vocal and other effects in five (5) to seven (7) minutes.

https://informalpark.wordpress.com/2011/02/27/poem-reverse-creation/

• Members of the choirs shall wear and use costumes, props, and others whenever appropriate to improve the choral interpretation of the piece.
• Dangerous stunts shall be prohibited.
• The board of judges reserves the right to discontinue presentations whenever posing danger or risks to the members of the team, the judges, and the audience.

Criteria:

Overall Interpretation (40%)

Mastery and Delivery (40%)

Costume and Props (10%)

Audience Impact (10%)

Skimming:

• Reading for skimming refers to an extensive reading.
• It means that you read a text quickly and generally to get the general ideas of the text.
• This is applied when you deal with a long comprehension text.
• If you have ever attended English classes, you have probably been asked to skim a text and then complete a task connected with it.
• This is one of the activities you have to do in an exam/test. Most teachers encourage students to read very quickly, just to get the main points out of the text. Reading in such a way not only isn't very useful but may even slow down your progress!

3 Stages involving reading process :

PRE-READING

AFTER READING

DURING READING

ACTIVITY NO. 2: Story sequencing

Direction: Read the passage about Mr. Matter below. Then determine the order that events took place in the story.

ACTIVITY NO.3 : Comprehension and reading skills

Mr. Matters and His Morning Exercise

Mr. Matters was a very well-liked neighbor that we had for years. One day, he woke up and didn’t feel so well. He decided to go to see Dr. Jerome to see what the problem might be. Dr. Jerome is the best! Dr. Jerome did some blood work on Mr. Matters. He found that his blood contains very little vitamins and minerals. He recommended that Mr. Matters begin to eat more fruits and vegetables. In addition, he wanted Mr. Matters to exercise three times a week for thirty minutes every time. Mr. Matters wanted to feel better, so he followed the good doctor’s advice. Every morning he woke up, he followed the same routine. First, he ate a grapefruit and drank a glass of water. He would then walk two miles. He would end off with a full body stretch. Then he would ride his bike to work. As months went on, Mr. Matters felt a ton better. He began help Ms. Stewart prune her garden every night after work. As a form of payment, Ms. Stewart would always make Mr. Matters a healthy dinner.

Place the events in order (1 being first) by using 1-6:

______ Mr. Matters went to the doctor

______ Mr. Matters help prune Ms. Stewart’s garden.

______ He walked two miles.

______ He would ride his bike to work.

______ Mr. Matters did a full body stretch.

______ Mr. Matters ate a grapefruit.

ACTIVITY NO.1: Getting the main idea

Direction: Read each paragraph carefully and choose the main idea. Encircle the letter of the correct answer.

2. A kangaroo is also a marsupial. These mammals carry their babies in a pouch. The kangaroo’s pouch is on her stomach, but koala’s pouch is on her back. Both feed their babies and keep them secure in their pouch until they are strong enough to survive on their own.

A. The koala is not a bear.

B. The kangaroo is nothing like the koala.

C. The kangaroo and koala are exactly alike.

D. The kangaroo and koala are mostly alike but have some differences.

3. Hyna ran down the street chaisng her dog. “Bubbles! Bubbles!” she yelled. She knew she would have checked the gate before letting Bubbles into the back yard. Hermother has told her a hundred times. How had she forgotten? If she closed it, Bubbles would still be in the backyard.

A. Bubbles ran away B. Hyna was forgetful.

C. Hyna likes chasing Bubbles.

D. Hyna’s mother is bossy

1.Gessa sat on the bench at the baseball field and waited. She didn’t like waiting alone. All the other kids had been picked up by their parents. Where was her mother? Suddenly, her mother came running to her. “Oh Gess, I’m so sorry. Next time I will make myself a note.”

A. Gessa’s mother forget to pick her up

B. Gessa’s mother writes notes.

C. Gessa hated sitting alone.

D. Gessa plays baseball.

ACTIVITIES!!

ACTIVITY NO. 1: Retelling

ACTIVITY NO.2 : Reading partner activity

Direction:

• Choose a reading activity to do with your partner (2 reading sheets).
• Take turns reading the story aloud with your partner. Practice your fluency.
• Compare all the characters in the story, how they are alike and what are the different. Discuss with your partner.

Direction: By group. Read the passage then answer each question.

The Boat Parade

The boats are floating along the lakeshore. It is the summer boat parade. There are motor boats, rowboats and sailboats. Jessica’s favorite is the yellow motorboat with the flag. The rowboat decorated with flowers is Lisa’s favorite. Tony likes the purple sailboat. The boats float by one at a time. The people on the boats waive at the crowds. The crowds cheer the boats. The boat parade is so much fun to watch. It is the best part of the summer.

Answer the Questions:

1. Where are the boats floating?

2. What kind of boats are there?

3. What is Lisa’s favorite boat?

4. What is the best part of summer?

5. What are the types of boats floating in the lakeshore?