PREFACE Unit 1 Enthusiastic Listening and Viewing Lesson 1 Active Listening and Viewing 2 Lesson 2 Projective Listening 18

PREFACE

Synergy for Success in English is a series intended for teaching and learning English at the secondary level. The series uses the six Principles of English Language Teaching and Learning, which are adapted from the English Language Syllabus of the Singapore Ministry of Education. These six principles are contextualization, learner-centeredness, learning-focused interaction, integration, process orientation, and spiral progression or CLLIPS.

The textbook is divided into four units with six lessons each. It defines the specific teaching of skills, learning techniques, attitudes, and behavior that are arranged according to the following areas of language learning and teaching:

• Listening and Viewing;• Reading and Viewing;• Speaking and Presenting; and • Writing and Presenting.

Each lesson features Learning Goals, which is an overview of skills and competencies within the lesson, and Life Skills, which are values and virtues aimed at improving the students’ character and self-identity. These are defined to give a distinct purpose for learning. There are also Grammar and Vocabulary topics that are explicitly taught in context to show the connection between the language learned in class and real-life world situations. A variety of texts in the forms of short stories, poems, speeches, and others are used to enhance the appreciation of the English language. Each lesson also uses Exercises to master the thinking and language use processes involved in Listening, Viewing, Reading, Speaking, Writing, and Presenting.

Overall, the goal of the textbook is for students to achieve a valuable and self-fulfilled experience and to use these English language skills in doing their part as well-rounded individuals of the community and the world.

Contents

Unit 1 Enthusiastic Listening and Viewing

Lesson 1 Active Listening and Viewing ..........................................................................................2

Lesson 2 Projective Listening ..........................................................................................................18

Lesson 3 Empathic Listening ............................................................................................................29

Lesson 4 Distinguishing Voice Qualities ..................................................................................38

Lesson 5 Making a Meaningful Response ................................................................................52

Lesson 6 Determining a Credible Speaker ................................................................................65

Unit 2 Effective Reading

Lesson 1 Gathering and Managing Information .................................................................76

Lesson 2 Organizing Information ....................................................................................................89

Lesson 3 Making Predictions and Inferences ....................................................................116

Lesson 4 Appreciating Literary Techniques ......................................................................... 131

Lesson 5 Identifying Figures of Speech ................................................................................. 142

Lesson 6 Literature on Film ............................................................................................................ 157

Unit 3 Effervescent Speaking

Lesson 1 Managing One’s Voice .................................................................................................. 172

Lesson 2 Enhancing One’s Speech ............................................................................................ 184

Lesson 3 Mastering Word Meanings ....................................................................................... 198

Lesson 4 Using Discourse Markers ............................................................................................. 210

Lesson 5 Using Idioms and Fixed Expressions ..................................................................... 219

Lesson 6 Using Collocations ..........................................................................................................230

Unit 4 Energetic Writing

Lesson 1 Informational Writing ....................................................................................................238

Lesson 2 Different Forms of Informational Texts ................................................................ 251

Lesson 3 Writing Personal Recounts ......................................................................................273

Lesson 4 Writing Narratives ..........................................................................................................279

Lesson 5 Writing Poetry ................................................................................................................. 291

Glossary ...............................................................................................................................................................303Index ...................................................................................................................................................................... 313Bibliography ......................................................................................................................................................317

Unit

Enthusiastic Listening and

Viewing

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Unit 1 • Enthusiastic Listening and Viewing

9 Practice active listening and viewing habits based on auditory cues and use of language techniques 9 Recognize nouns and its

functions, kinds, and forms

• Reflect on the purpose and importance of active listening and viewing

Learning GoalsLife Skil l

Frame 1

Frame 2

Active Listening and Viewing

Look at the following pictures.

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Lesson 1 • Active Listening and Viewing

We come across this scene so very often in classrooms and lecture halls: a disinterested, inattentive audience. What is sure to follow is a dull, lifeless discussion. Whatever happens, the audience (in this case, the students) is at the losing end. The students are unable (and perhaps even unwilling) to absorb the information and therefore cannot possibly come up with an answer to a simple question like “What did we learn?”

Frame 3

Frame 4

My dear students, what was the best lesson we learned from this film?

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Whenever we listen or watch something, we must exert effort to show interest in the subject matter and do our best to understand it.

We listen actively in order to:

1 Gather new information about the latest events in the country and around the world or past historical events that we were not aware of; and

2 Learn and understand more about a

new lesson in class or someone we re-gard very highly;

3 Have fun by viewing the latest music video of our favorite recording artist or finding out which cool spots to visit.

Exercise 1

Select which of the factors mentioned above enables you to listen attentively. Then, form a group of three and share your reasons with the members. Explain your reasons by giving examples.

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Here are some pointers on being an active listener.

1 Concentrate.

Give your undivided attention to the speaker. You should not do anything else while listening, like typing on the laptop, texting, or talking.

2 Ignore distractions.

Pay no attention to outside noise, chatter, ringtones, and the like because they can easily draw away your attention. One way to deflect them is to imagine what the speaker says, The mental pictures you will make may keep you focused in the moment.

3 Maintain eye contact with the speaker. Look at the speaker as he/she speaks to

show interest as well as emotion.

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4 Focus on the message.

Listen for words, phrases, and sentences containing the important message that the speaker is attempting to convey.

5 Pay attention to the speaker’s nonverbal signals.

Be aware of the speakers gestures and expressions. They let you understand the his/her innermost thoughts and feelings.

6 Respond through gestures.

Demonstrate that you understand what the speaker is saying. Nod your head to indicate agreement. Shake your head if you disagree.

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Blocks to Active Listening and Viewing

There are various blocks to active listening and viewing. These are daydreaming, rehearsing, filtering, judging, and having distractions.

DaydreamingDaydreaming or imagining is when the listener lets his/her attention wander to something else.

RehearsingRehearsing happens when the listener is busy thinking about what he/she is going to say next. So, he/she never completely hears what the speaker is saying.

FilteringFiltering is when the listener listens to certain parts of the conversation but not all of it.

Judging Judging happens when the listener has stopped listening to the speaker because he/she has already judged, give labels to, made assumptions about, or stereotyped the speaker.

DistractionsA distraction occurs when the listener’s attention is divided by something internal (like headaches or sickness, worry, or hunger) or external to him/her (like traffic, whispering, or other people talking).

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Exercise 2

Answer the following questions as honestly as possible.

1 In what situations do you find yourself daydreaming? _________________________________________________________________

2 When you are daydreaming, how do you feel about the other person?

_________________________________________________________________

3 In what situations do you find yourself rehearsing? _________________________________________________________________

4 When you are rehearsing, how do you feel about the other person?

_________________________________________________________________

5 In what situations do you find yourself filtering conversations? _________________________________________________________________

6 When you are filtering conversations, how do you feel about the other person?

_________________________________________________________________

7 In what situations do you find yourself judging? _________________________________________________________________

8 When you are judging, how do you feel about the other person? _________________________________________________________________

9 In what situations do you find yourself distracted? _________________________________________________________________

10 When you are distracted, how do you feel about the other person? _________________________________________________________________

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Listening to and Viewing Advertisements

From the time you go to school until the time you get back home, you are exposed to various advertisements coming mostly from television, radio, and even the Internet. Advertisements are created to call attention to the product being endorsed, by way of psychological appeal, in the hope that the listener or viewer will purchase the product.

For example, an advertisement showing a new energy drink will be psychologically appealing to people who exercise regularly.

The following auditory cues help form impressions in people’s minds about a product or service by associating it with certain qualities.

1 Actions – Acts, deeds, or movements of the character/s in the advertisement influence them to buy or remember the product.

2 Sound and music – These help create the right atmosphere and catch atten-tion.

3 Text – This forms ideas about the product by highlighting its features and benefits.

Psychological appeal is the impact a product has on the emotions, thoughts, and actions of people based on what it contains or promises.

Vocabulary

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4 Slogan – It comes at the end of the advertisement for added effect.

Techniques in AdvertisementsAn advertisement accomplishes its objective when it creates a huge impact on its listeners and and viewers. The text coming in the form of dialogue and voice-overs makes wide use of the following language techniques to highlight the features and benefits of the product.

1 Glamorization This technique uses a lot of positive words to make a product look better

than it really is.

Example

The advertisement above emphasizes that less time is needed to prepare a meal. Therefore, the product comes in handy for all busy mothers preparing breakfast for their kids. While the product may seem to be a big help to any mother and her family, no mention is made about the high amount of preservatives in the product, which may turn out to be harmful to the children’s health.

Instant breakfast—in just 2 minutes!

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2 Hyperbole This technique exaggerates the features and purpose

of the product to make it stand out among the rest.

Example

The advertisement suggests that taking the vitamins would instantly transform you into the future star of your team. It is a known fact that athletes excel because they train hard and practice a lot. They do not become the best by merely swallowing vitamins. Just the same, the message manages to create an image in a young person’s mind that one can shine someday.

3 Alliteration This technique is the use of words that begin with the same sound near one another. It makes a tagline more memorable and thus helps people recall the product easily.

Example

4 Superlatives Superlatives are edjectives and expressions used to describe something that is extremely good. Using a superlative then is an attempt to convince people that the product is the best one in the market.

Example

These vitamins do not only make you an athlete. They make you a star!

Bubba’s Boxes—Bigger, Bulkier, Better

We brew the best coffee ever.

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T R I V I A

In an advertisement the brand is usually placed with

other things that most consumers feel positively about.

Placing the brand next to those things is a technique called

affective condition. For example, in an energy drink ad

the brand appears with a few sport accessories or some

sports equipment. As the consumers continually see the

brand together with the sports items, they will feel good

about the brand.

Reference: “What Does Advertising Do?” by Art Markman,

published in Psychology Today, August 31, 2010

A tagline is a word phrase that is used in advertisements to catch the attention of the target market.

Vocabulary

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Exercise 3

Which advertisement on radio/TV do you dislike the most? Why? Be sure to specify which auditory cues and language techniques are used.

A Gathering New Information

1 Whenever you need to know the latest events in our country and around the world, what do you listen to?

_______________________________________________________________________

2 Where can you access this kind of information? _______________________________________________________________________

3 What similarities do those sources of information (in item 2) have in common? _______________________________________________________________________

4 What differences do those sources have? _______________________________________________________________________

5 Provide examples of the following on radio/TV:a Self-introduction and greeting by newscasterb Overview of top storiesc Leadd Recap of top storiese Closing remarks

B Being Entertained

1 What do you listen to when you want to have fun? Why? _______________________________________________________________________

2 What clip or video entertained you the most? How many times have you lis-tened to it? Describe what it contained.

_______________________________________________________________________

3 What information or lesson did you learn from this video/clip? _______________________________________________________________________

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Grammar

Nouns used as Subjects and Objects

Nouns are names of persons, places, things, or ideas. They can be classified as proper or common nouns, Proper nouns are specific names of persons, places, or organizations. They are capitalized. On the other hand, common nouns are general names of persons, places, objects or ideas. They are not capitalized unless they begin a sentence.

Examples

Proper nouns – William, Cebu, Brazil, UFC

Common nouns – fireman, grocery, chair, nation

A noun may be used as the subject of a sentence. It provides the answer to who or what does the action.

Example

Jan was giggling uncontrollably.

Subject

A noun may be used as the direct object. It provides the answer to who or what receives the action.

Example

My naughty nephew kept the bags.

Direct object

A noun may be used as the object of the preposition in a sentence. It can be found after the preposition.

Example

The burglar was hiding behind the wooden panel.

Preposition Object

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Exercise 4

Circle the nouns that are used as the subject of a sentence. Put the nouns that are used as the direct object or the object of a preposition in brackets [ ].

Last Friday Zoe went out with her friends for dinner. They ordered spaghetti and meatballs. Daphne one of her friends, requested fried chicken wings in addition to their order. Ginny, her other friend, insisted on having pizza as well. Zoe knew that they wouldn’t be able to finish all that food since there were only three of them. She asked Daphne and Ginny if they were really sure about their orders. The two women, ignored Zoe and kept on talking and laughing loudly. Imagine the shock on all their faces when they saw their dinner laid out!

Exercise 5

Identify the function of the underlined nouns in the following sentences. Write S for subject, DO for direct object, or OP for object of the preposition.

_________ 1 If you come, I will take you to Castle Ruins.

_________ 2 Huey considers Ernie the vain one in the group.

_________ 3 My brother took our pet dog to the veterinarian.

_________ 4 A friend in need is a friend indeed.

_________ 5 Sixteen-year-old Dwayne, an exchange student, introduced himself to the whole class.

_________ 6 Because of the terrible weather, our flight was cancelled.

_________ 7 Aaron bought some flour when he went to the corner store.

_________ 8 Joseph was elected secretary of the student council.

_________ 9 Stars are shining brightly in the night sky.

_________ 10 The drummer Joshua Morgan is from Wolverhampton.

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Nouns can either be count or noncount.

Count nouns refer to countable things. They have plural forms.

Examples

fox – foxes lady – ladies

suitcase – suitcases witness – witnesses

sister-in-law – sisters-in-law child – children

Noncount nouns refer to uncountable things. Indicators or counters are added to make the nouns plural.

Examples

a piece of furniture a glass of milk

two bottles of wine a sack of rice

a strand of hair four slices of bread

Exercise 6

Provide the correct indicator or counter to complete each phrase.

1 ___________ of advice 6 ___________ of pasta

2 ___________ of salt 7 ___________ of soap

3 ___________ of butter 8 ___________ of money

4 ___________ of ketchup 9 ___________ of knowledge

5 ___________ of tea 10 ___________ of news

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Exercise 7

Read each sentence and check the underlined noun. Write C if the plural form is correct. If it is incorrect, write the correct plural form on the line. The first one is done for you.

1 The branch managers requested to have the furnitures delivered as soon as pos-sible.

__________________________________________________________________________

2 My grandfather eats bread and butter for breakfast every morning.

__________________________________________________________________________

3 Some parents are so indifferent that they unknowingly neglect their children’s welfares.

__________________________________________________________________________

4 All the sports equipments in the old school will be donated to the poors.

__________________________________________________________________________

5 Jade wants to buy new shoes and warm clothings for her trip to Baguio.

__________________________________________________________________________

6 Friendships are made out of good communication and behaviors.

__________________________________________________________________________

7 The polices conducted the raid after gathering the evidences.

__________________________________________________________________________

8 The new workers are being trained to operate the machineries.

__________________________________________________________________________

managers – C; furniture

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9 Define projective listening and differentiate it from marginal listening and evaluative listening

9 Listen for proof or evidence 9 Recognize collective nouns and use

them correctly

• Reflect on the purpose of projective listening

Learning GoalsLife Skil ls

Projective Listening

Frame 1

Frame 2

I pity the people in Africa, but

no one else is to blame except their leaders who are only

concerned about themselves.

This problem doesn’t concern me. I’m not

living in Africa anyway.

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Lesson 2 • Projective Listening

Frame 3

We often hear of instances where people “jump to conclusions.” This is very similar to “trial by publicity.” It makes us wonder why others choose to form their own opinions about a certain issue even before hearing the entire story and listening to all those involved. Our listening skills can be developed whenever conflicts in ideas or principles arise. In this manner, we are able to play fair, so to speak, and maintain our objectivity.

Trial by publicity is an intense coverage about a current issue on TV, radio, and newspapers that may influence people to hastily cast judgment on the parties concerned.

Vocabulary

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Projective Listening

In this level of listening, a person listens to get the full message of the other person talking and his/her point of view. While listening, the listener does not make any immediate conclusion or form any hasty evaluation.

Projective listening is different from marginal listening, another level of listening. In this level of listening, a person listens to something that is not his/her focus of attention (for example, listening to a seatmate’s weekend plans while listening to the teacher in front). The listener then fails to pick up the message of the speaker. On the other hand, a person who practices projective listening gets the complete message because his/her focus is on the speaker.

Also, projective listening is different from evaluative listening. In this level of listening, a person listens carefully at first. When he/she hears something disagreeable, he/she stops listening and forms a conclusion regarding the message as well as the speaker even if the message is not yet complete. In contrary, a person who practices projective listening continues to listen even though he/she disagrees to some of the ideas of the speaker.

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Exercise 1

Give at least three (3) situations where marginal listening often takes place. Then, state your reasons

Situation 1: _________________________________________________________________

Reason/s: _________________________________________________________________

_________________________________________________________________

Situation 2: _________________________________________________________________

Reason/s: _________________________________________________________________

_________________________________________________________________

Situation 3: _________________________________________________________________

Reason/s: _________________________________________________________________

_________________________________________________________________

Exercise 2

Name three (3) instances where evaluative listening occurs. Then, state your answers.

Situation 1: _________________________________________________________________

Reason/s: _________________________________________________________________

_________________________________________________________________

Situation 2: _________________________________________________________________

Reason/s: _________________________________________________________________

_________________________________________________________________

Situation 3: _________________________________________________________________

Reason/s: _________________________________________________________________

_________________________________________________________________

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Exercise 3

Review the situation you have given in the previous two exercises. If you were to use projective listening in each situation, how would you do it?

Marginal Situation 1 _________________________________________________________________ _________________________________________________________________Situation 2 _________________________________________________________________ _________________________________________________________________Situation 3 _________________________________________________________________ _________________________________________________________________

Evaluative Situation 1 _________________________________________________________________ _________________________________________________________________Situation 2 _________________________________________________________________ _________________________________________________________________Situation 3 _________________________________________________________________ _________________________________________________________________

Facts and Figures as Proof

People believe what they listen to or view when they hear and see enough proof. Examining such proof allows them to understand the message of the speaker and his/her point of view. For instance, when there is a television broadcast of a big fire in a five-star hotel, viewers expect to see footage of a burning building and hear the sirens of fire trucks rushing to the scene. They also expect to hear eyewitness accounts of hotel guests affected by the fire. Without proof, people may not find the news believable.

Audience should listen for facts and figures because these are proof of a speaker’s claims. Furthermore, its members should be able to tell whether the facts and figures are clear and accurate. For instance,

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when an economic expert states in a lecture that overpopulation is not a hindrance to a country’s development, the members should hear or see data, statistics, tables, and graphs. Otherwise, they may immediately conclude that the speaker’s declaration is grossly inaccurate.

The economic expert may cite the case of Hong Kong to prove the statement that overpopulation is not a hindrance to a country’s development. In the 1950s, Hong Kong was poor; it was overcrowded, and it had no natural resources. Predictions about the bleak future of the nation were made. The economic expert may use quotes from reputable sources citing those conditions and predictions and show the quotes on presentation slides. During the presentation, the audience should listen and watch closely.

In the presentation, the economic expert may highlight the fact that predictions about the bleak future of Hong Kong were proved false. He/she may relate the widespread financial gains that the country experienced despite its growing population, which lead to its present stable economy. Then, the audience should hear and see relevant statistics, such as statistics on high population and high population density of Hong Kong and its GDP (gross domestic product).

A speaker may conclude his/her presentation by reiterating his/her claims. In the previous example, the economic expert may say this in conclusion:

There is no clear-cut relationship between population increase and economic growth. On the other hand, when people gain the proper education, they have the chance to earn a respectable income. Henceforth, true development occurs.

Having heard and seen proof of the speaker’s claims throughout the presentation, the audience can now make the decision: to believe the speaker’s claims or to question them.

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T R I V I A

Supporting ViewpointsThere may be a point in a speaker’s lecture where he/she may find it no longer necessary to speak. Instead, the speaker can let other people present their viewpoints and watch as these match his/her own. These supporting or corroborating statements can be issued by colleagues of the speaker and those who agree with his studies and findings. When an audience sees other people expressing similar views as the speaker, this creates a positive impact on them as they show support for the position.

Students do not have a clear concept of listening as an active process that they

can control. Students find it easier to criticize the speaker as opposed to the

speaker’s message.

Source: “What Makes a Good Listener? Listening Behavior in Instructional

Settings” (1998) by M. Imhof in International Journal of Listening Issue 12

Documents

PREFACE Unit 1 Enthusiastic Listening and Viewing Lesson 1 Active Listening and Viewing 2 Lesson 2 Projective Listening 18