Module(Receive and Respond)

7/30/2019 Module(Receive and Respond)

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RECEIVING AND RESPONDING TO

WORKPLACE COMMUNICATION

Version No: 3

Date: June 2011

By: R.K.Gonzales, T.G.Carino, C.E.Amaba

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ACHIEVING COMPETENCE

inReceive and Respond to

Workplace Communication

(Developing Communication Ski ll s)

Follow Routine Spoken Messages

Interpret Written Notices

This is the third of the Modular Series produced by the

Jacobo Z. Gonzales Memorial School of Ar ts and Trades

Technical Education and Skills Development AuthorityRegion IV-A


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TABLE OF CONTENTS

Content Page Number

Title Page 1

Table of Contents 2Learning Guide Overview 3

How To Use This Learning Guide 5Learning Activities 6

Information Sheet No. 1: What is Communication? 7

Activity Sheet No 1 9

Self Check No. 1 11

LO 1: Follow Routine Spoken Messages 12

Information Sheet No. 2: Developing Listening Skills 13

Activity Sheet No. 2 15Self Check No. 2 16

Information Sheet No. 3: Note Taking 17

Activity Sheet No. 3 18

Self Check No. 3 19Information Sheet No. 4: Vocabulary Development 20


Self Check No. 4 24Information Sheet No. 5: Constructing Sentences 25


Self Check No. 5 29

Information Sheet No. 6: Words Commonly Misused 30


LO 2: I nterpret Wri tten Notices 45

Information Sheet No. 7: Developing Reading Skills 46


Information Sheet No. 8: Dealing withParagraph 50


Self Check No. 8 53

Record of Competence 54


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LEARNING GUIDE OVERVIEW

To be an effective worker it is necessary to have skills and confidence to communicate with

others. One must develop this skill in order for him to have the edge or the advantages to pursue hiscareer. Filipinos today experienced difficulties in expressing themselves in English because of lack

of knowledge and lack of confidence within themselves. We often thought that English language is

only for those who belong in the elite society or high class people but the real fact is that is it theinternational communication language. We cannot escape communicating and it is a part of our daily

living.

I hope that this module will bring light and enhance the learners communication skills andconfidence. Welcome to the English World!

Basic of Competency: Communication

Unit of Competency: Receive and Respond to Workplace Communication

Module Title: Receiving and Responding to Workplace Communication

Module Description: This module contains information about communication. Itsscope is effective communication, expressing ideas correctly,

vocabulary development and effective reading.Upon studying the information sheets and performing the

activities provided, the trainees knowledge and skills will be

enhanced.

Suggested Duration: 54 Hours

Classification Level: NC I

Prerequisite: None

Summary of Learning Outcomes:

Upon the completion of this module the students/trainees will be able to:LO1: Follow routine spoken messages

LO2: Interpret written notices

Learn ing Objectives 1: Follow Routine Spoken M essages

Assessment Criteria:

1. Required Information is gathered by listening attentively.2. Ideas heard are easily grasped.3. Construct sentences using correct pattern and grammar.4. Use and pronounce words correctly.Contents:

1. Developing Listening Skills2. Note Taking3. Vocabulary Development


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4. Constructing Sentences5. Words Commonly Misused / PhilippinismsConditions:

The students must be provided with the following materials:

Writing materials (notebook, pen, paper) Modules

Methodologies: Modular Simulations

Assessment Method:

Demonstration Oral Questioning Written

Learn ing Objectives 2: I nterpret Wri tten Notices

Assessment Criteria:1. Reading techniques are practiced.2. Topic Sentences in the paragraph are identified.3. Ideas identified in the reading materials/written notices are easily comprehended.Contents:

1. Developing Reading Skills2. Dealing with ParagraphConditions:

The students must be provided with the following materials:

Writing materials (notebook, pen, paper) Modules

Methodologies:

Modular Simulations

Assessment Method:

Demonstration Oral Questioning Written


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HOW TO USE THIS LEARNING GUIDE

This Learning Guide will lead you through a series of activities which will require you to

work at your own pace. These activities will ask you to complete associated learning and practiceactivities in order to gain the knowledge and skills you need to achieve the learning objectives stated

earlier.

Refer to Learning Activity Page to know the sequence of learning tasks to undergo and the

appropriate resources to use in each task. This page will serve as your road map towards the

achievement of objectives.

Read the Information Sheets. This will give you an understanding of the work, and why

things are done the way they are.

Complete the activities as directed in the activity/practice sheets. These will test your

knowledge and give you practice of doing the tasks involved. Performance criteria for assessing

practical exercise are shown to guide you in undertaking the practical exercises. Always be aware of

safety requirements highlighted in this material. Ask for clearance in using some tools andequipment. Should you require some assistance and clarification, consult your trainer or facilitator.

They should be available anytime you need them.

Answer self checks found in each selection of the learning guide. Do not write anything on

this learning guide; provide separate sheets for your answers. Self-checks will let you know how you

are going. To know how you fared with self-checks, review the answer key found at the end of thelearning guide.

A record of competency is provided on the last page to reflect how much of the required

assessment criteria have been met.

You may already have some or most of the knowledge and skills covered in this learners

guide. Talk to your trainer about having them formally recognized. If you have qualification orcertificate of competence from previous training, show it to your trainer. If the skills you acquired

are still current and relevant to the unit of competency they may become part of the evidence you

can present for Recognition of Prior Learning (RPL). If you are not sure about the accuracy of yourskills, discuss it with your trainer.


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LEARNING ACTIVITIES

In order to achieve the learning outcomes stated in the learning material, you must follow the

steps indicated below. Each step has a corresponding resource or specific instructions to be used inaccomplishing the given activities.

Note: Upon accomplishing the activities, the instructor will observe the following:

In reading activities:1. Proper intonation2. Correct pronunciation

In writing activities:1. Capitalization2. Spelling3. Proper use of punctuation marks

Learning Steps Resources/Specific Instructions

1. The trainees will ask the modules fromthe instructor.

2. Read: Information Sheet No. 13. Follow the instructions given in the

Activity Sheet No. 1

4. Answer Self Check 1Note: Follow the same steps No. 1-4 mentioned

above to accomplish the Information Sheet Nos.

2-8

Information Sheet No. 2 Information Sheet No. 3 Information Sheet No. 4 Information Sheet No. 5 Information Sheet No. 6 Information Sheet No. 7 Information Sheet No. 8

1. Communication Instructor will give thelearning materials.

2. Information Sheet No. 1: What isCommunication?

3. Activity Sheet No. 1: What isCommunication?

4. Self Check No. 1Activity Sheet No. 2 to 8

Self Check No. 2 to 8


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I NFORMATION SHEET NO. 1

What is Communication?

Communicationn. Latin communis, which means commonness; the giving and receiving ofcommunication signals or messages by talking, writing, gestures and signals.

Is a process through which two or more human beings share each others thoughts, ideas,feelings, insights, and information and exchange meanings. (Herman Weismann)

Is the lifeblood of every organization (Murphey and Hildebrrandt) The basis of social existence. (Charles Wright)

To sum up all the definitions; Communication is a two-way process wherein two people will

meet and understand each other. Here is the diagram that shows how communication takes place in

every scenario:

Fig 1. The Communication Model

The communicator is the source of information. We have the idea and puts across this ideaand encodes or sends it to the listener. The communicator translates the idea by using both verbal

(speech) and non-verbal (actions) messages. The receiver picks up the message and decodes it. The

decoding is not a simple process because the receiver interprets the message using personal

experience, expectation, trust, comprehension level and all other factors that affect his/her perceptionor understanding. It is clear that noise may hinder clear encoding and decoding. An error may occur

in the process but the sender of the message will try to use a code that is appropriate to the receiver

who will decode the message in its context. After decoding, there is the final loop that closes thecircuit of communication which is the feedback. The receiver or listener indicates to the

Message

Verbal

Non-Verbal

F ir st Person

Encoder

Sender

Second Person

Decoder

Receiver

FEEDBACK

Noise

Noise

Channel


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communicator that the message has been received, and the nature of the response will usuallyindicate something of the quality of understanding.

Communication, as seen in the diagram is both mutual and circular and feedback offers the

opportunity for correcting or reshaping the original message. The sender can add or alter the first

message in order to clarify it. The receiver can also test the decoding to make sure that the messagesent is the message that the sender intended.

Principles of Communication

Be other-oriented. Be interested in other people specifically on what they say. You canestablish effective interpersonal relationships if you try to put yourself in other persons

shoes. It is important to establish an open communication.

Know the purpose of the communication. You communicate to express not to impress. Youneed to be aware as to why the verbal exchanges are going on so that you could adjust the

method of communication that you will use putting emphasis on the tone, language, and

approach that will be appropriate to the situation.

Choose an appropriate place for communication. A corridor is not the proper place if youwill discuss important issues. Even if your intentions are good, if communication is done atthe wrong time and place it might result to miscommunication and waste of time.

Think before you speak. Consider your words before you speak. It is essential to considerhow you will put your ideas together to get the best results.

Seek second opinions.When you ask a persons advice regarding a particular topic, we feelgood. Be appreciative of the persons contribution.

~oOo~


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ACTIVI TY SHEET NO. 1


Objectives:

1. To identify your strength and weaknesses as a communicator.2. To be able to communicate with other people effectively.3. To share their experiences as they communicate with their co-students.

Materials:

1. Notebook / Paper2. Pen3. CBLM

Activity no. 1

Answer the question appropriately.

1. Awareness. Reflect on your strengths and weaknesses as a communicator.a. Are you able to put across what you think and feel?b. Are you having difficulty expressing yourselves?c. Do you have the self confidence to talk to different kinds of people of varying age, position

and status in life?

2. Change. Once you are aware of your communication strengths, sustain them. However, dosomething about your weaknesses. Some questions that you might ask yourself to effect

change are:a. What are you presently doing well?b. What can you do not do well at present?c. What do you understand about your personality and how it relates communication?d. Are you willing to modify or change some aspects of your personality or character to become

an effective communication?e. What will you change or modify your character or behavior? Name two.

Activity no. 2

Cooperative Learning

Forms groups of five (5) members and discuss your answers. Your instructor/professor will

write 1 to 10 on the board. The leader will tally beside each number the total of all class members

who indicated the reason for enrolling in the speech course. Discuss the results of the tally to provideeveryone with a better idea of the top five (5) goals of the Communication Training Course.


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Write the top five goals of your GROUP.

1. ________________________________________________________________________2. ________________________________________________________________________3. ________________________________________________________________________4. ________________________________________________________________________5. ________________________________________________________________________

Activity no. 3

Compare and contrast the goals of the group to that of the whole class.

_________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________


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SELF CHECK NO. 1


I. Identify the correct answer.

_______________ 1. This is the person who is responsible for creating the message._______________ 2. It is the response given by the 2

ndperson.

_______________ 3. How do you call the communication tool which is used to transfer themessage?

_______________ 4. He is the one who is decoding the message and translate it based from his/her

understanding._______________ 5. It is the element which block or disrupts the transfer of message.

II. Essay.

1. What is communication?2. In your own words discuss the communication model.


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LEARNING OBJECTIVE

ONE

Follow Routine Spoken M essages

Topics:

1.Developing L istening Ski l ls2.Note Taking3.Vocabulary Development

4.Constructing Sentences5.Words Commonly M isused


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Developing Listening Skill

Since we know now the concept of communication, it is now time for us to know how we

can achieve an effective communication especially in the work place. Here are some tips:

1. Make sure it is not too noisy to hear what is being said.2. Sit or stand so that you directly face the person whom you are talking or listening to.3. Maintain eye contact.4. Use polite opening and closing greetings.5. Speak clearly in an open neutral tone.6. Be straight forward and to the point.7. Keep the message simple.8. Be patient.9. Show interest.10.Used words that the people you are speaking to can understand.11.Listen carefully to the conversation so that you get the right message.

Another way of developing our communication skill is having a good listening skill;Communication is never a solo performance. Listening is not just hearing the sounds, but more of

giving attention to those sounds, recognizing them as words, interpreting them into ideas and then

evaluating them. Communication, therefore, requires teamwork.Most people are poor listeners, which often causes problems in their personal and

professional lives. Poor listening results in:

1. Wasted time;2. Loss of productivity;3. Failed personal relationships;4. Accidents; and5. Other negative outcomes.

Research shows that an average person retains only 50% of a short message after hearing it.

After 48 hours, retention drops to 25%.

Causes of Ineffective Listening

Noise Daydreaming Distractions Attitude


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Process of Listening

Step 1

Recognition

Hearing Paying Attention Recognizing speechsounds

Step 2

Interpretation

Translation of speechsounds into ideas

Step 3

Evaluation

Weighing ideas for theirworth

Your academic performance is affected by poor listening which results in poor grades, poor

self-esteem and others. Even your future job will be affected. Studies contend that poor listening

causes 60% of misunderstandings in business. It is clear that one of the greatest communicationproblems on the job is poor listening.

Listeners Responsibilities

Pay attention to the speaker. Turn your eyes to the direction of the speakerand dont thinkabout anything but concentrate on his/her speech.

Adopt a new rule. Remove your perception that listening is passive. It is an active behaviorthat requires a lot of efforts and thinking.

Ask the right question. Assist the speaker by asking courteous and intelligent question/s ifthere is an opportunity.

Be courteous. Courtesy is a mark of mental health and human decency. Here are somesuggestion for courteous behavior:

1. Let the speaker know he has your full attention.2. If you are taking notes, do so unnoticeably.3. Look and act interested in what is being said.4. Ask questions only when needed, phrasing them in friendly terms; dont heckle.5. Avoid the kind of behavior that offends you when you are speaking.6. And by all means:

Dont whisper to your neighbor Dont shuffle your feet, rustle paper, jingle coins, or play with objects. Dont chew gums or eat anything. Dont read or do written works. Dont make preparations to leave before the speaker has finished. Dont perform acts of personal grooming.

Be open-minded. When you are determined not to listen to the speaker because you alreadyknow what to think regardless of what he says, your mind is closed. Think of yourself like

you are an empty glass when listening.

Evaluate what you receive. Three (3) steps for evaluation of messages; Break Barriers,Check Interpretation, Weigh Ideas.


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Objectives:

1. Listen to a speech.2. Analyze and get the main idea of the material on which they have listened to.3. Express ones opinion.

Materials:

1. Notebook / Paper2. Pen3. CBLM4. Multimedia player

Activity no. 1 (See material: speech)

Listen to a speech. Use the following questions to analyze it.

(a)What is the speakers motive?(b)Approximately, what is the percentage of feeling and reasoning?(c)Does he make clear when he is expressing opinion and when he is using facts?(d)Does he ever substitute opinion for fact?

Activity no. 2

Let everyone in class prepare a short talk on a subject with which he is familiar. The purpose

of this activity is to test the speakers ability and listeners ability too. Along with this talk, each

speaker should prepare a short quiz on the ideas that he has tried to put across. After the talk the testshould be given and scored. Class discussion and individual analysis of the results will reveal the

success of both the speaker and the listener.


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SELF CHECK NO. 2


I. Enumeration

1. Give at least 5 tips in achieving effective communication.2. Write the four main causes of ineffective listening. Be able to explain each.3. Aside from what is being mentioned in the information sheet, give at least 5 more

responsibilities of a listener.

II. TRUE or FALSE

_____ 1. Poor listening may lead to miscommunication.

_____ 2. Hearing is a process, while Listening is a skill._____ 3. The gestures of the speaker will not affect your listening.

_____ 4. You can ask a question to the speaker anytime you want._____ 5.Nodding ones head signifies that he/she listens attentively.


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Note Taking

Note taking is a skill which you have to develop. Effective note taking is important to record

information/instructions based on what we read and heard. Systematic note taking means, readingthrough a passage or listening to a discussion and determining its subject and then writing them

down. They should be brief and easy to remember.

To take down notes efficiently, remember the following points:

1. Determine the usefulness of the source. Old source is not suitable for topics on recent studies.Disregard materials that are too technical and therefore difficult to understand.

2. The most convenient material for taking down notes is the card, preferably 4x6 cards. Yournotes will be in the form of quotations, paraphrases or a combination of these. Write one

piece of information on each card. This way it will be easier for you to shuffle the card into a

suitable order when you start organizing your papers.3. Indicate on each card the source-author-speaker, date, venue, event, number/s. The precise

acknowledgment of borrowed materials is known as attribution. If you forgot to do this you

will find it very difficult to locate your source of information. You can also label your cardsas a reminder of its contents.

Example:

4. As you take down notes your own ideas may occur to you. You may have an idea in responseto what you have read or listened to; when this happens write this also into your note cards.

Here are some few more tips regarding note taking.

1. Dont write to many words.2. Be sure that you have enough facts and details.3. Dont get off the track; stick to the topic.

Hocket, Charles F.

p. 581

Man does not live by bread alone,his other need is communication.


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Note Taking

Objectives:

1. Practice note taking skill2. Be able to retain the gathered information from what has been read or heard.3. Recall important facts from which has been previously discussed

Materials:

1. Notebook / Paper2. Pen3. CBLM4. Multimedia player

Activity no. 1 (See material: jobhunting. wav)

Listen to the article which will be played by the teacher on a multimedia player and write as

many important details or information as you can. Share and compare your notes with your class

mates.

Activity no. 2

Go the library or interview a suitable resource person about your chosen topic from below.

1. RH Bill2. Education at present3. Job opportunities4. Internet Access

Make a note card for the every information that you will gather. Lastly on another sheet ofpaper paraphrase or summarize all the information which you have gathered to form a meaningfuland useful information.


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SELF CHECK NO. 3

Note Taking

I. Note taking skill (See material: article)

List five (5) important information from an article which will be read by your teacher.1. ___________________________________________________________________________2. ___________________________________________________________________________3. ___________________________________________________________________________4. ___________________________________________________________________________5. ___________________________________________________________________________

I. Essay

Why it is that note taking is an important skill that we should learn?


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Vocabulary Development

Vocabulary development is the process whereby speakers oflanguage enhance theirworking

vocabularies with new words.

The average persons' active vocabulary consists of 10,000 words, regardless of native tongue.

Usually, this represents a mere fraction of the lexis of that language. English, for example, contains

approximately 600,000 words, established by the Oxford University Press.]

This discrepancy,however, is partly due to relative simplicity of spoken language to written language. Additionally,

one may understand more words than one uses, meaning that one's working vocabulary may not be

representative of one's total knowledge of a language.

Vocabulary development is not just, but it also about communication. It means saying

exactly what you mean and having the words to say it. It means learning to communicate clearly and

effectively.

Words are valuable tools and there are many people who would not have a job if it were notfor those tools. Imagine all teachers, novelists, copywriters, public relations people, scriptwriters,

songwriters, and many more. They would be out of work if they did not have the words to convey

their ideas.

We learn vocabulary in different ways, depending on our purpose and what the situation is.

There are some words that we know but do not use actively. There are other words that we want to

be able to use correctly in our daily lives. When studying new words, sometimes a word willimmediately become part of our active vocabulary and we always remember it. At other times, we

seem to forget new words very quickly. When studying new words, it is frustrating to spend a lottime trying to memorize the words and then forget them all later.

Vocabulary can be improved by exposure to new language information. Exposure through

writing is especially effective, for it offers a greater context by which new words may becomeunderstood.

Dictionaries and other reference works may provide additional information.

Strategy to Own New Words

In order to actively use new words, you need to know a lot more about them. How is the word spelled? How is the word pronounced? What part of speech is this word?
http://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/w/index.php?title=Working_vocabulary&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Working_vocabulary&action=edit&redlink=1http://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Lexis_(linguistics)http://en.wikipedia.org/wiki/Oxford_University_Presshttp://en.wikipedia.org/wiki/Dictionaryhttp://en.wikipedia.org/wiki/Dictionaryhttp://en.wikipedia.org/wiki/Oxford_University_Presshttp://en.wikipedia.org/wiki/Lexis_(linguistics)http://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/w/index.php?title=Working_vocabulary&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Working_vocabulary&action=edit&redlink=1http://en.wikipedia.org/wiki/Language


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Is the word formal or Informal? What kinds of situations is the word use in? Are there any prepositions that must follow the word? What are the other forms of the word?

Four Kinds of Meaning

1. Conceptual MeaningIt is the meaning a word can have on its own. Concepts can be foundin the whole text down to a single word or morpheme. Other concepts can be expressed by

the smallest unit such as the concept of plurality, expressed in English by the suffixs among

other ways.

2. Propositional Meaning It is a meaning a sentence can have on its own. It is a meaning aclause or sentence can have even if it is not being used in context, but is just standing on its

own.

3. Contextual MeaningIt is a meaning a sentence can have only when in context. This is thesame as functional value. As soon as a sentence is used in a given situation or context, it

takes on a value derived from the writers reason for using it, and from the realtionship

between one sentence and others in the same text.

4. Pragmatic MeaningIt is the meaning a sentence has only as part of tthe interaction betweenthe writer and the reader. This is the meaning that reflects the writers feelings, attitudes and

the like and his intention that the reader should understand these. It therefore includes the

intended effect of the expressed statement upon the reader.

Type of Context Clues

Type of Context Clue Meaning Example

DefinitionOutright statement of the

meaning of a word.

Law is the set of rules that wehave established to make it

easier for us to live with oneanother.

SynonymA word having the same ornearly the same meaning as

another word in the text.

Euthanasia or mercy killing is a

debatable issue.

Simile

A figure of speech in which

essentially two unlike things are

compared using the word like

and as.

Her eyes are like bright stars

that glistened in the sky.

ExemplificationOne that represent the group orwhole to illustrate the meaning

of a word.

A crime or offense such asrape, forgery, kidnapping and

treason is punishable by law.


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Appositive

A construction in which a noun

or noun phrase is placed with

another as an explanation.

Arson, a malicious burning of

another persons property, is

widely recognized as a seriouscrime.

AntonymA word meaning the opposite

of another word.

When there is a problem, herfather is silent, but her mother

is so garrulous that the whole

neighborhood knows about it.

Structural Analysis

Word parts that give direct

clues to meaning. These areroots, prefixes, suffixes,

compounds that are broken

down into parts and analyze.

The manager did not get themoney in the envelope which

proves that he is incorruptible.


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Objectives:

1. Explain the importance of developing vocabulary2. Apply the vocabulary concepts learned in short and longer texts.

Materials:1. Notebook / Paper2. Pen3. CBLM4. Dictionary (for checking only)

Activity no. 1

Make use of the context clues to determine the meanings of the italicized words in the followingtext.

It used to be thought that prehistoric peoples did little more than struggle constantly forsubsistence, but recent discoveries show that their existence involved far more than merely workingthe day long just to stay alive. The presence of permanent houses and well-kept cemeteries at the

Koster site indicate that these early Indians were actually a sedentaryfolk living in the valley all

year round or returning to it regularly during certain seasons of the year.

The evidence indicates that these prehistoric people did indeed hunt and eat big game, as was

believed, but they gathered plants as well. In many cases they depend on theirviandsmore on plants

than on animals. Strangely enough, they seem to have known about agriculture for at least 2,000years before they finally turned to an agrarianway of life. By studying the different layers of

cultures, archaeologists hope to learn about the inceptionand development of agriculture that is,

how and when it startedand why.

Evidence proves that these people had a good deal of leisure time to enjoy the amenitiesor

pleasant aspects of civilization, such as breeding and training dogs, carving flutes and whistles, and

manufacturing jewelry. Furthermore, there is no evidence of warfare for thousands of years untilabout A.D. 800. Ione of the things archeologists want to know is whether there are universal

prerequisitesto warfare in human history; that is to say, whether certain conditions must exist before

conflict begins and what set these forces in motion. If we can determine how and why warfarestarted, then we might be able to extrapolatesome theory of how to prevent wars today.


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SELF CHECK NO. 4


I. Matching Type

Select the word in Column B that means nearly the same as the italicized word in Column A. Write

the letter of your answer in the blank before each number.

A B

_____1. You can always count on Dante to add some a. postive

levityto the class with one of his puns.

_____2. Even though the business executive was born b. to lessen in confidence

into penury, he became wealthy through hard work._____3. Your paper is too verbose; you can say the same c. wordy

thing in half the words._____4. The headache I had turned out to be just a d. lighted-heartedness

transientone, not lasting more than a minute._____5. Alfon is an optimisticperson, in that he can usually e. to relieve

see the good side of a bad situation.

_____6. You will enjoy the luxuriousaccommodations at f. unskilledthe island resort.

_____7. He was ineptat balancing his checkbook. g. poverty

_____8. Her ego will deflateonce she reads the teachers h. declared clearly

comments on her paper._____9. His hardyconstitution will keep him strong from i. passing

catching my flu._____10. Maria assertedthat her research would prove to j. extremely comfortablebe correct.

k. strong


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Constructing Sentences

Sentences

In the field of linguistics, a sentence is an expression in natural language, often defined toindicate a grammatical unit consisting of one or more words that generally bear minimal syntactic

relation to the words that precede or follow it. A sentence can include words grouped meaningfully

to express a statement, question, exclamation, request orcommand.

As with all language expressions, sentences may contain both function and content words,

and contain properties distinct to natural language, such as characteristic intonation and timing

patterns.

Complete Sentences

A simple complete sentence consists of a single clause (subject and predicate). Other

complete sentences consist of two or more clauses (see below).

Classification of Sentences

By structure

One traditional scheme for classifying English sentences is by the number and types of finite

clauses:

Asimple sentenceconsists of a single independent clause with no dependent clauses. Acompound sentence consists of multiple independent clauses with no dependent clauses.

These clauses are joined together using conjunctions, punctuation, or both.

Acomplex sentenceconsists of at least one independent clause and one dependent clause. A complex-compound sentence (or compound-complex sentence) consists of multiple

independent clauses, at least one of which has at least one dependent clause.

By purpose

Sentences can also be classified based on their purpose:

A declarative sentence ordeclaration, the most common type, commonly makes a statement:I am going home. An interrogative sentence orquestionis commonly used to request informationwhen are

you going to work?But sometimes not;see rhetorical question.
http://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Expressionhttp://en.wikipedia.org/wiki/Natural_languagehttp://en.wikipedia.org/wiki/Grammarhttp://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Statementhttp://en.wikipedia.org/wiki/Questionhttp://en.wikipedia.org/wiki/Exclamationhttp://en.wikipedia.org/wiki/Requesthttp://en.wikipedia.org/wiki/Commandhttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Function_wordhttp://en.wikipedia.org/wiki/Content_wordhttp://en.wikipedia.org/wiki/Intonation_%28linguistics%29http://en.wikipedia.org/wiki/English_languagehttp://en.wikipedia.org/wiki/Finite_verbhttp://en.wikipedia.org/wiki/Clausehttp://en.wikipedia.org/wiki/Simple_sentencehttp://en.wikipedia.org/wiki/Simple_sentencehttp://en.wikipedia.org/wiki/Simple_sentencehttp://en.wikipedia.org/wiki/Independent_clausehttp://en.wikipedia.org/wiki/Dependent_clausehttp://en.wikipedia.org/wiki/Compound_sentence_%28linguistics%29http://en.wikipedia.org/wiki/Compound_sentence_%28linguistics%29http://en.wikipedia.org/wiki/Compound_sentence_%28linguistics%29http://en.wikipedia.org/wiki/Grammatical_conjunctionhttp://en.wikipedia.org/wiki/Punctuationhttp://en.wikipedia.org/wiki/Complex_sentencehttp://en.wikipedia.org/wiki/Complex_sentencehttp://en.wikipedia.org/wiki/Complex_sentencehttp://en.wikipedia.org/wiki/Complex-compound_sentencehttp://en.wikipedia.org/wiki/Complex-compound_sentencehttp://en.wikipedia.org/wiki/Questionhttp://en.wikipedia.org/wiki/Questionhttp://en.wikipedia.org/wiki/Questionhttp://en.wikipedia.org/wiki/Rhetorical_questionhttp://en.wikipedia.org/wiki/Rhetorical_questionhttp://en.wikipedia.org/wiki/Questionhttp://en.wikipedia.org/wiki/Complex-compound_sentencehttp://en.wikipedia.org/wiki/Complex_sentencehttp://en.wikipedia.org/wiki/Punctuationhttp://en.wikipedia.org/wiki/Grammatical_conjunctionhttp://en.wikipedia.org/wiki/Compound_sentence_%28linguistics%29http://en.wikipedia.org/wiki/Dependent_clausehttp://en.wikipedia.org/wiki/Independent_clausehttp://en.wikipedia.org/wiki/Simple_sentencehttp://en.wikipedia.org/wiki/Clausehttp://en.wikipedia.org/wiki/Finite_verbhttp://en.wikipedia.org/wiki/English_languagehttp://en.wikipedia.org/wiki/Intonation_%28linguistics%29http://en.wikipedia.org/wiki/Content_wordhttp://en.wikipedia.org/wiki/Function_wordhttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Commandhttp://en.wikipedia.org/wiki/Requesthttp://en.wikipedia.org/wiki/Exclamationhttp://en.wikipedia.org/wiki/Questionhttp://en.wikipedia.org/wiki/Statementhttp://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Grammarhttp://en.wikipedia.org/wiki/Natural_languagehttp://en.wikipedia.org/wiki/Expressionhttp://en.wikipedia.org/wiki/Linguistics


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An exclamatory sentence or exclamation is generally a more emphatic form of statementexpressing emotion: What a wonderful day this is!

An imperative sentence or command tells someone to do something: Go to work at 7:30tomorrow morning.

Major and minor sentences

A major sentence is a regularsentence; it has a subject and a predicate. For example:I havea ball. In this sentence one can change the persons: We have a ball. However, a minor sentence is an

irregular type of sentence. It does not contain a finite verb. For example, "Mary!" "Yes." "Coffee."etc. Other examples of minor sentences are headings (e.g. the heading of this entry), stereotyped

expressions (Hello!), emotional expressions (Wow!), proverbs, etc. This can also include nominal

sentences like The more, the merrier. These do not contain verbs in order to intensify the meaningaround the nouns and are normally found in poetry and catchphrases.

Sentences that comprise a single word are called word sentences, and the words themselves

sentence words.

Basic Sentence Pattern #1: Intransitive Verb

Subject + Vi (Intransitive Verb)

Examples:

John fell.The red house on the hill would have deteriorated rapidly into a shambles.

Basic Sentence Pattern #2: Direct Object

Subject + Vt (Transitive Verb) + Direct Object (DO)

Examples:

Carol threw the ball.

The swarthy old man in the dirty sweatshirt and torn slacks has been eating a

slimy lunch of fried worms and pickled beets.

Basic Sentence Pattern #3: Indirect Object

Subject + Vt + Indirect Object (IO) + DO

Examples:

Carol threw John the ball.
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Big boys and little boys often give their mothers trouble

Basic Sentence Pattern #4: Adjectival Subject Complement

Subject + VL (Linking Verb) + Subject Complement (SC) Adjectival (Adj)

Examples:

Eagles are large.

Basic Sentence Pattern #5: Nominal Subject Complement

Subject + VL + SC Nominal (Nom)

Examples:

Teachers are professionals.

To dance is to live.(Notice that the subject and complement in this example are

infinitive phrases.

Basic Sentence Pattern #6: Object Complement (Adjectival)

Subject + Vt + DO + Object Complement (OC) (Adj)

Examples:

Sheila made Karen angry.

Poor brakes make deadly auto accidents on America's highways and byways

inevitable.

Basic Sentence Pattern #7: Object Complement (Nominal)

Subject + Vt + DO + OC (Nom)

Examples:

They crowned Victoria queen.

The students and the faculty have unanimously elected Willy outstanding

male athlete of the year.


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Objectives:

1. Construct their own sentences.2. Express ideas using correct sentences.

Materials:1. Notebook / Paper2. Pen3. CBLM

Activity no. 1

Using the dictionary, identify the meaning of the words written at the box below. Construct

your own sentences using the given words.

Nocturnal Alacrity Shrivel

Impede Belligerent Forbearance

Chicanery Accolades Moot

Fidelity Impair Transient

Surmise Vestige Ubiquitous


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SELF CHECK NO. 5


Application: Write two (2) examples for each classification of sentences. Be sure that your examples

follow the basic sentence pattern.

According to purpose:

Declarative Sentences1. ________________________________________________________________________2. ________________________________________________________________________

Interrogative Sentences3. ________________________________________________________________________4. ________________________________________________________________________

Imperative Sentences5. ________________________________________________________________________6. ________________________________________________________________________

Exclamatory Sentences7. ________________________________________________________________________8. ________________________________________________________________________

According to purpose:

Simple Sentences1. ________________________________________________________________________2. ________________________________________________________________________

Compound Sentences3. ________________________________________________________________________4. ________________________________________________________________________

Complex Sentences5. ________________________________________________________________________6. ________________________________________________________________________

Compound-Complex Sentences7. ________________________________________________________________________8. ________________________________________________________________________


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Words Commonly Misused

This is a list of English words which are commonly misused. It is meant to include only

words whose misuse is deprecated by most usage writers, editors, and other professional linguists ofStandard English. It is possible that some of the meanings marked non-standardmay pass

into StandardEnglish in the future, but at this time all of the followingNon-standardphrases are

likely to be marked as incorrectby English teachers or changed by editors if used in a work

submitted for publication. Some of the examples are homonyms or pairs of similarly spelled words

which are often confused.

The words listed below are consistently used in ways that major English dictionaries do not

condone in any definition. See list of English words with disputed usage for words that are used in

ways that are deprecatedby some usage writers but are condoned by some dictionaries. There maybe regional variations in grammar, spelling, and word-use, especially between different English-

speaking countries. Such differences are not seen as incorrect once they have gained widespread

acceptance in a particular country.

Accept vs. Except

Incorrect: "I except your gift."

Correct: "I accept your gift."

Accept means to receive something. Except means to exclude something.

Example: "I accept everything you're offering, except for the fruitcake."

Advice vs. Advise

Incorrect: "I didn't ask for youradvise."

Correct: "I didn't ask for youradvice."

Advise is a verb. Advice is a noun. You can advise someone, but you can't advice him.

Affect vs. Effect

Incorrect: "The rain has a bad affect on my mood."Correct: "The rain has a bad effect on my mood."

The one that starts with an a, affect, is a verb. This is when something is ACTING upon something

else. For example, "We don't know how the rising cost of pizza will affect the economy."
http://en.wikipedia.org/wiki/Homonymhttp://en.wikipedia.org/wiki/List_of_English_words_with_disputed_usagehttp://en.wiktionary.org/wiki/deprecatehttp://en.wiktionary.org/wiki/deprecatehttp://en.wikipedia.org/wiki/List_of_English_words_with_disputed_usagehttp://en.wikipedia.org/wiki/Homonym


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Effect is a noun. It's passive, not doing anything in particular; it's just there. For example, "The

rising cost of pizza didn't have much effect."

Tip for remembering the difference: A is for Action! Action = Affect.

All Right vs. AlrightSorry, but alright is incorrect. It's correctly spelled as two words: All right.

However, it could be argued that alright is appropriate for dialogue. It's closer to the way it sounds.

Also, nobody should beat you up for writingalright in an online forum or chat room.

All right?

Alternately vs. Alternatively

Incorrect: "Alternately, we could buy a jet instead of a helicopter."

Correct: "Alternatively, we could buy a jet instead of a helicopter."

Alternatively is a word you use when you refer to an option, an alternative.

Alternately is where you do one thing after another in turn.

A Lot vs. Alot

A lot is correct. Alot, on the other hand, is NOT a real word.

Sorry, I can't even bring myself to defend alot from a creative writing standpoint.

Assume vs. As Soon

Incorrect: "I'd just assume kiss a wookie."

Correct: "I'd just as soon kiss a wookie."

To assume means you're either making a supposition or taking possession of something. Example:

"I assume she's kissing a wookie right now. By the way, I'm now assuming authority over the

Falcon."

Bare vs. Bear

Incorrect: "Bare with me."

Correct: "Bear with me."

Hardly anyone chooses the wrong word if they're talking about grizzlies or teddy bears. But


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remember, the word bear has multiple meanings: It can refer to the animal, or it can mean carrying a

burden. When you ask someone to bear with you, that means you're asking them to be patient.

Bare, on the other hand, means uncovered or naked. So when you write "Bare with me," you're

really asking your readers to get naked. How embarrassing.

Bazaar vs. BizarreIncorrect: "There's something bazaar about that duck."

Correct: "There's something bizarre about that duck."

A bazaar is a marketplace.

Bizarre is another word to describe something that looks weird or outlandish.

Breach vs. Breech

Incorrect: "Failing to remove your shoes in a Japanese home is a seriousbreech of etiquette."

Correct: "Failing to remove your shoes in a Japanese home is a seriousbreach of etiquette."

Breech refers to your bottom, or to something that covers your bottom, i.e. a pair of pants.

Breach refers to an opening, a gap, or a vulnerability. It can also refer to infraction of some law or

custom.

You could have a breach in yourbreeches, but not the other way around.

Censor vs. Censure

Incorrect: "The president was censored."

Correct: "The president was censured."

Censure is a strong, often formal reprimand.

Censor describes when something is suppressed or banned. It might also mean editing out things

that people find offensive, such as swearing or racial slurs. Classic books such as To Kill a

Mockingbird and Huckleberry Finn have been censored by schools.

Cheap vs. Cheep

Incorrect: "I bought this parrot for a cheep price."

Correct: "I bought this parrot for a cheap price."

Cheep is a chirp or a peeping noise, something you'd expect small birds to do.


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Cheap means something that doesn't cost much. It can have negative meanings too, like miserly,

shabby, of no value, etc.

Cite vs. Sight vs. Site

Incorrect: "You're a site for sore eyes."

Correct: "You're a sight for sore eyes."

Sight refers to either your vision or to something you see. For example, seeing the sights around

town.

Site refers to a physical location, such as a house or a neighborhood. There are construction sites, for

examples.

Cite means to quote something, usually something of authority. Citing can also be a case of

mentioning supporting facts. Christians, for example, frequently cite the Bible as the foundation for

their beliefs.

Climactic vs. Climatic

Incorrect: "Kind of anti-climatic."

Correct: "Kind of anti-climactic."

Climactic is the word you use to refer to a climax, the culmination, the high point.

Climatic refers to the climate, or weather conditions.

Coach vs. Couch

Incorrect: "Cinderella's fairy godmother turned the pumpkin into acouch."

Correct: "Cinderella's fairy godmother turned the pumpkin into a coach."

A couch is a large piece of furniture you lounge around on when you watch TV.

A coach is a horse-drawn carriage.

Compliment vs. Complement

Incorrect: "I complemented her on her good cooking."

Correct: "I complimented her on her good cooking."

When you pay someone a compliment, you are expressing admiration for something. You

are complimenting someone when you tell him he gave a great speech, or when you tell him you

like his Mickey Mouse watch.


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However, a complement is something that enhances or completes something else. A nice

tie complements a suit. A dessert of pumpkin pie complements a great turkey dinner.

Conceited vs. Concerted

Incorrect: "We have to make a conceited effort."

Correct: "We have to make a concerted effort."

Conceited means arrogant, full of yourself.

Concerted means doing something through cooperation. Many people working together for a

common goal is a concerted effort.

Confidant vs. Confident

Incorrect: "I'm confidant this will work."

Correct: "I'm confident this will work."

You use the word confident when you're trying to say that you have a strong belief in something, or

when you're feeling self-assured.

A confidant, on the other hand, is someone you confide in. You tell your confidant about your

secrets and personal issues.

You just want to make sure you're confident that yourconfidant will keep your secrets.

Copyright vs. Copywrite

Incorrect: "He writes for a living. I think he's a copyrighter."

Correct: "He writes for a living. I think he's a copywriter."

Copyright refers to legalities and exclusive rights. If something is copyrighted, that means you can't

copy it or plagiarize it unless you want to risk getting in legal trouble.

A copywriter is someone who writes copy. Copy is written material, usually an ad of some kind.

Dessert vs. Desert

Incorrect: "We had chocolate cake fordesert."

Correct: "We had chocolate cake fordessert."

Dessert refers to the scrumptious pies, cakes, and ice cream we get to eat if we finish dinner.


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A desert is a dry, barren, often hot and sandy place.

It's easy to get the two mixed up, so here's how I remember the difference: Dessert comes AFTER

dinner, so it's second. The word dessert has TWO S's.

E.G. vs. I.E.

The difference between E.G. and I.E. is subtle, but let's look at their root meanings:

E.G. stands for the Latin exempli gratia, which means "for example." So you might use it like this: "I

love many different kinds of desserts, e.g. apple pie or chocolate cake."

I.E. is Latin forid est, which stands for "that is" or "in other words." So you might use it like this:

"My favorite dessert is pie, i.e. apple pie."

Exercise vs. Exorcise

Incorrect: "We must exercise the demon!"

Correct: "We must exorcise the demon!"

Exercise is what you do on a treadmill. If you exercise a demon, it probably means you're taking

him for a nice little jog.

Exorcise is when you banish or expel demons and ghosts, usually through a religious ceremony.

Fair vs. Fare

Incorrect: "Whoever said life was fare?"

Correct: "Whoever said life was fair?"

Fair refers to being free from bias or injustice. It can also mean pale or light-colored.

Fare refers to the price of a ticket for transportation (such as airfare), or it can refer to how

something worked or played out. For example, "He fared well as a pirate."

Flair vs. Flare

Incorrect: "The dress had some flare."

Correct: "The dress had some flair."

Flair means a special talent or aptitude. It can also refer to elegance or style. You might have a flair

for playing the piano, for example, or maybe that snappy tie gives your suit a certain flair.


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Flare is something that fire does when it gets stronger. You would also use this word to describe

something that starts suddenly and violently, such as a bad argument.

Flaunt vs. Flout

Incorrect: "They flaunted the rules."

Correct: "They flouted the rules."

When you flaunt something, that means you're showing it off. Like a little girl parading around and

flaunting her doll to everyone she meets.

Flout is very different. It means showing disdain or scorn for something. While there are very few

cases where people flaunt the rules, I'm sure you can name many incidents where

someone flouted the rules.

Foul vs. Fowl

Incorrect: "I suspect fowl play."

Correct: "I suspect foul play."

Foul means something very bad, filthy, or disgusting--like a foul stench. It can also refer to ill intent

or dishonesty.

Fowl is a chicken. If you detect "fowl play," that must mean the chickens are up to something.

Hear vs. Here

Incorrect: "Here, here!"

Correct: "Hear, hear!"

Here is a location; it refers to wherever we happen to be right now.

Hear refers to one of your five senses, the ability to recognize sound.

People confuse these words. The issue mostly comes up with the phrase "Hear, hear!," which is

meant to call attention to a speaker's words. It also implies fervent agreement. It evolved from

phrases like "Hear him!" and "Hear ye!"

Its vs. It's

Incorrect: "Its mine."Correct: "It's mine."

Its is possessive. It's is a contraction ofit is. Whenever you see that apostrophe, always

translate it's to it is.


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Sound out the sentence in your head. If sounds dumb to say it is in the sentence, then it's is

incorrect.

Lay vs. Lie

Incorrect: "Now lie me down to sleep."

Correct: "Now lay me down to sleep."

Lay is used when something is being acted upon. Lie is something you do without anyone or

anything doing something to you. Example: "I decided tolie down on the floor."

Here's where things get more confusing: The past tense oflie is lay. The past tense oflay islaid.

Examples:

"I laid down the piggy bank."

"The piggy banklay there yesterday."

Even I have a hard time keeping these words straight. Mixing up lay and laid isn't likely to get you

barbecued by grouchy grammarians.

Just remember that layed is a misspelling, which means it's flat out wrong no matter what!

Loose vs. Lose

Incorrect: "I just know I'm going to loose this race."

Correct: "I just know I'm going to lose this race."

You can't use these spellings interchangeably: Not only are the meanings subtly different, they also

SOUND different. Lose has more of a Z sound, while loose has more of a hiss to it.

Me vs. I

Incorrect: "Bob, Bill and me are going to the lake."

Correct: "Bob, Bill and I are going to the lake."

The official explanation ofI vs. me makes my head hurt, so just follow this trick to figure out if "I"

or "me" is correct in the sentence: Rephrase the sentence.

Let's take "Me and Bill are going to the lake" as an example. It's incorrect. Why? Get rid of Bill fromthis sentence for a minute. Does "Me is going to the lake" sound right? Of course not! "Me" does not

agree with the structure of the sentence. That's why "Bill and I are going to the lake" is correct.

What about "Bob loves fried chicken more than I?" You're saying that you don't love fried chicken


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as much as Bob does.

However, if you were to say, "Bob loves fried chicken more than me," you're implying that Bob

loves fried chicken more than he loves you. Ouch.

Moot vs. Mute

Incorrect: "The point is mute."Correct: "The point is moot."

When you say something is mute, that means it can't speak. Moot, on the other hand, refers to

something that is debatable or has little practical value.

Naval vs. Navel

Incorrect: "It was a great navel battle."

Correct: "It was a great naval battle."

Naval refers to ships, especially warships, or anything having to do with the navy.

Navel refers to the part of your body that collects lint.

No One vs. Noone

Incorrect: "Noone visits my website."

Correct: "No one visits my website."

Noone is not a word. Unless it's a result of someone typing super fast, this one baffles me. By

mushing no one together like this, you're creating a word that would be pronounced "noon-eh" or

"noon."

Peak vs. Peek vs. Pique

Let's begin by going over what these three words mean:

Peakmeans the highest point of something, such as the peak of a mountain.

Peekmeans to take a quick, often sneaky look at something.

Pique means to excite interest, but it can also mean being irritated.

Example: "He piqued my interest in the princess who lives on top of the mountain, so I decided to

climb to the peakand have a peekfor myself."

Per Say vs. Per Se


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Incorrect: "I didn't mean that, persay."

Correct: "I didn't mean that, per se."

Per se is Latin for "in and of itself."

Persay is the way it sounds, but it's not the correct way to spell it.

Raise vs. Rise

Incorrect: "That noisy cheerleader could rise the dead!"

Correct: "That noisy cheerleader could raise the dead!"

Raise is the word you use when something is being acted upon. Rise is something you do on your

own without any assistance.

If the dead come to life on their own, it would be correct to say that the dead are rising from the

graves.

However, if some necromancer (or cheerleader) brought the dead to life, it would be correct to say

that she raised the dead.

By the way, the past tense ofrise is rose.

Seam vs. Seem

Incorrect: "It just seams wrong."

Correct: "It just seems wrong."

A seam is where two pieces of cloth are stitched together. It can also refer to a long, thin mark.

Seem refers to how something looks or appears. "It seems the elephant put on a tutu this morning."

Sense vs. Since

Incorrect: "I haven't had a phone sense 1995."

Correct: "I haven't had a phone since 1995."

Sense refers to your senses, such as smell, taste, sight, and touch. It can also mean detecting

something: "I sense you're unhappy with me for not owning a phone."

Since refers to a time or past event. Specifically,from then till now. It can also be a substitute for the

word because. "Since I don't have a phone, you might as well write to me more often."


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Taut vs. Tout

Incorrect: "Hold it tout..."

Correct: "Hold it taut..."

Tout means to promote or seek support for something.

Taut means tight or strained.

Then vs. Than

Incorrect: "I thought you knew betterthen that."

Correct: "I thought you knew betterthan that."

People get these mixed up all the time, driving the poor grammarians batty. These words should not

be used interchangeably. Here's the difference:

Then refers to a point in time, usually after something has happened or some condition is met. "First

we mix the flour and sugar, then we add the butter."

Than is used for comparing things, such as length, height, weight, etc. "I think this dog weighs

more than me."

There vs. They're vs. Their

People get these mixed up all the time. Let's look at these words in their correct form:

"The book is overthere."

"That's their book."

"They're getting the book."

Remember, their is possessive. You're talking about who owns what.

They're is a contraction. If the sentence sounds fine when you reword it with they are, you know

you're using the right pronoun.

There refers to where someone or something is.

Vain vs. Vane vs. Vein

Incorrect: "I need to adjust the weathervain."Correct: "I need to adjust the weathervane."


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Vain, or vanity, is when you have an excessive amount of pride in yourself.

A vane refers to a weather vane, or any similar device with spinning blades that's powered by wind,

steam, water, etc.

Veins are those things that transport blood throughout your body.

Wary vs. Weary

Just remember that wary is the word to describe suspicion or caution.Weary, on the other hand, is

the state of being tired or worn-out.

Weather vs. Whether

Incorrect: "I don't care weather you like it or not."

Correct: "I don't care whether you like it or not."

Weather refers to the state of the atmosphere, whether it's raining, snowing, windy, cold, etc.

Whether is a choice between two or more options.

Who vs. Which vs. That

Incorrect: "I saw a boy that was playing a video game."

Correct: "I saw a boy who was playing a video game."

You would use that when you're referring to a thing, although it's acceptable to use it when you're

referring to a group of people. Use whowhen you're referring to a person.

Which is a little more tricky, but it's generally used for a secondary thought or clause. For example,

"The video game, which was bloody and violent, was popular with kids."

Whose vs. Who's

Incorrect: "Whose the angry octopus guy?"

Correct: "Who's the angry octopus guy?"

Whose is possessive. We're talking about something that belongs to someone else. Sometimes it can

also refer to which rather than whom. For example, you might ask, "Whose angry octopus is this?"

Who's is a contraction. We could transform it into who is orwho has. For example, the sentences"Who's feeding the angry squid?" and "Who is feeding the angry squid?" are both correct.


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Yay vs. Yea vs. Yeah

Incorrect: "How do you vote, yay or nay?"

Correct: "How do you vote, yea or nay?"

Yea is an archaic word that is rarely used any more. It rhymes with "nay," and the only time you'd

really want to use it is when you're voting. Or when you want to say "yea verily" or something like

that.

Yeah is that casual version of "yes" that we use all the time.

Yay is an exclamation of joy or excitement.

Your vs. You're

Incorrect: "This land is you're land."

Correct: "This land is your land."

Your is possessive. There is no apostrophe in this possessive pronoun when you add an "s" at the

end. Yours is correct, your's is wrong.

You're is a contraction of "you are." If you ever get confused with your andyou're, try rewording

the sentence with you are. Ifyou are totally changes the meaning of the sentence and makes it

sound stupid (like "This is you are book"), you know you should be using your instead.


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Words Commonly Misused / Philippinisms

Objectives:

1. Improve diction or choice of words.2. Use correct usage of each word during communication

Materials:1. Notebook / Paper2. Pen3. CBLM

Activity no. 1

Practice Exercise

Circle the correctly spelled word in each sentence.

1. I don't even want to think about it, because I (could/couldn't) care less.2. She has two (less/fewer) cookies (then/than) I have.3. I feel (bad/badly) about the way I was treated.4. Chris is tired and wants to (lay/lie) down.5. (May/can) I ask who is calling?6. The members of the baseball team sometimes had arguments (between/among) them.7. To help them eat (their/they're/there) carrots, rabbits have (to/too/two) big front teeth.8. My friend (implied/inferred) that I should get her a gift for her birthday, so I (implied/inferred)

that she wants me to get her one.

9. How much (further/farther) are we going to walk?10.Sometimes it can be (quiet/quite/quit) difficult to be (quiet/quite/quit) in the library.11.For my letter, I'm going to need a piece of (stationary/stationery) and an (envelop/envelope).12.My dad likes having pie for (desert/dessert).13.My uncle is a member of the town (counsel/consul/council) and works in the (capital/capitol).14.(Beside/besides) having a younger brother, he also has a younger sister.15.My parents (assured/ensured/insured) our house to (assure/ensure/insure) that we would be

okay if anything happened to it.


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SELF CHECK NO. 6

Words Commonly Misused / Philippinisms

Each of the following sentences includes one or more words that are misused. Replace these misusedwords with the correct ones.

1. The counsel advised the committee to resolve the issue between themselves.2. The sight is further away then we thought it was when we decided to tour it's new

manufacturing wing.

3. There are less problems then we had expected with the affects of the new process.4. The performance review process insures that employees are treated equitably.5. The committee determined that the organization has the capitol to assure investors of it's

ability to pay in a timely manner.

6. Irregardless of employee's feelings about confidentiality guidelines, they must be discrete indealing with personal client information.

7. If your understanding of the policy is different than mine, we must work out this conflictamong us.

8. Between you and I, I don't understand how we can take on a new project beside what we areall ready scheduled to do.

9. The assessment team believes that alot of the problems result from the amount of steps thatmust be followed to complete the process.

10.She complemented the researcher for his creditable description of how the defect occurred.11.The bundling machine can not handle stacks of more than 15 envelops, so its being replaced

by a bundling machine that will except stacks of 30 envelops at a time.

12.The machine must be built to withstand a continual flow of packages, ranging from 150 to250 pounds apiece, everyday of the week.


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LEARNING OBJECTIVE

TWO

I nterpret Wri tten Notices

Topics:

1.Developing Reading Ski l ls2.Paragraph Writing


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Developing Reading Skills

What is Reading?

Reading is an active dialogue between the author and the reader, and is the basic tool for

learning in all subjects. It is a skill that helps man to discover the answer to question about existence.Experts explain that reading is a subtle and complex process that involves five stages: sensation,

perception, comprehension, application, and integration. It is a process of thinking, evaluating,

imagining, reasoning, problem solving.

Miles Zintz (1972), however illustrates the reading process as follows;

Step 1: Word Perception. The ability to pronounce the word as a meaningful unit.This skill involves:

1. Use sight vocabulary and configuration memory2. Use context clues to determine pronunciation meaning3. Determine pronunciation and meaning through an analysis of the structure or parts of a words

consisting of its root and affixes, and inflected, or derived in form.

4. Relate the sound of the spoken word to its visual or graphemic symbol, a process reffered toas phonetic analysis; and

5. Use dictionary to determine pronunciation and meaning of words resistant to analysisthrough the use of other skills.

Step 2: Comprehension. The skill in making individual words construct useful ideas as they are

read in context.

Step 3: Reaction. A judgment on what the author has said.

Step 4: Integration. The ability to assimilate idea or concept into ones background ofexperience so that it is useful as part of the individuals total

experience.

A rate refers to the speed of recognition, comprehension, reaction and assimilation. Rates areflexible. They vary according to the readers purpose and the difficulty of the materials.

Processes that Affects Reading

1. Reading is a social process. It is affected by ones attitudes, loyalties, conflicts, andprejudices. It is augmented by social acceptance, self-reliance, and cooperation in a group.


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2. Reading is a psychological process. How one feels about oneself and about others affects thereading process. Emotional stability determines ones comfort in the reading situation.

Defense mechanisms like inhibition, repression, projection, aggression, rationalization and

nervousness are responses to anxiety in all types of situation.

3. Reading is a physiological process. One must be able to focus on a line of print and movealong the line to make return sweeps, note likeness and differences and discriminate figure-

ground relationships. One needs skills in auditory and visual discrimination, verbal

expression, syntactical maturity, eye-hand coordination and motor skills to execute all the

mechanical skills associated with reading.

4. Reading is a perceptual process. It utilizes perceptual clues; size, shape, color, combinationsof sounds and letters, figure-ground relationships, relationships of the parts of a whole,

ordering and sequencing.

5. Reading is a linguistic process. Which requires sound-symbol relationships, understanding ofintonation, stress, rhythm,pausing, and tone sequences. Reading is dependent on context

meanings and grasping the ideas in whole thought units. It requires acceptance of social

variations in language, non-standard usage, figurative languages and slang.

6. Reading is an intellectual process. Dependent on vocabulary, memory, verbal reasoning,percieving relationships, generalizing, critical judgement and accomodation to extreme

individualized differences.

Kinds of Reading

Skimmingis reading by sign posts or clues in the selection. It gives the reader an overviewof the material.

Scanningis glancing through a page to locate a particular kind of information. It requiresthe reader first to identify key words or phrases related to the information sought and then to

focus attention on just those words as he glances over a page. Idea Readingis rapid reading for the main idea. It means making quick decisions, as to the

relative importance of the different clues and rapidly associating them with ideas assimilated

in previous experiences. Exploratory Reading is done when one aims to get a fairly accurate picture of a whole

presentation of ideas. Study Reading the learner gets a maximum understanding of the main ideas and their

relationship. The best example for this is the SQ3R method. S - survey, Q questioning, 3R

for Read, Recite, and Review.

Critical Readingthe reader stops to consider the facts carefully.


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Objectives:

1. Apply the different kinds of reading.2. Appreciate the value of reading.

Materials:1. Notebook / Paper / Index Card2. Pen3. CBLM4. Any books or written materials that can be used as a reference.

Activity no. 1 (Library Work)

1. Go to the library and look for any reading materials (related to your course).2. Prepare six index cards which will serves as your writing material for note taking.3. In each index card, write the kinds of reading on the upper right part.4. Write the information in the index card which you have gathered from the reference book

that you are reading.

5. Be sure that the information you are writing in the index card is related to the kind of readingthat you should do.

Activity no. 2 (Individual Work)

Using the references that you already have from the first activity, on a clean sheet of paper,summarize the information that you have gathered. Be ready to read your work in front of the class.


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SELF CHECK NO. 7


Write the letter of the correct answer in the blank provided. Choose your answer from the

word box.

a. Social process g. reactionb. Physiological h. comprehensionc. Psychological i. affectived. A liguistic process j. applicatione. A perceptual process k. recognitionf. An intellectual process l. reflection

_____1. The reader recognizes the words and grasps the ideas presented.

_____2. He reflects on their significance, relates them, and sees their implications

_____3. He reacts thoughtfully by weighing its values and the soundness of judgments or

conclusions.

_____4. He uses the ideas to solve problems to direct his own activities.

_____5. It shows how one feels about himself and how others affect his reading performance.

_____6. They are skills in auditory and visual discrimination, verbal expression, an d eye-hand

coordination.

_____7. It utilizes cues such as combination of sounds and letters, size, shape and color.

_____8. It is dependent on vocabulary, memory, verbal reasoning, generalizing, and criticaljudgments.

_____9. It requires sound-symbol relationship, understanding of intonation, stress, rhythm, and tone

sequences.

_____10. It is affected by ones attitudes, loyalties, conflicts and prejudices.


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Dealing with Paragraph

A paragraph is any written piece which is made up of two or more sentences joined together

in order to give a detailed thought or information.

Structure

Typically, a paragraph begins with the topic sentence which states the main idea to be

developed. The other sentences of the paragraph develop, support and clarify this central idea. Butthis topic sentence may appear in the middle or it may appear last as a summary or generalization

based on material already presented. Sometime, it doesnt appear at all, in so many words, but is

implied.

Functional Purposes

The functional purposes that language service in connection with rheto

Documents

Module(Receive and Respond)