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Module (Receive and Respond)
Module (Receive and Respond)
This is the third of the Modular Series produced by the Jacobo Z. Gonzales Memorial School of Arts and Trades Technical Education and Skills Development Authority Region IV-A
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TABLE OF CONTENTS
Content
Title Page Table of Contents Learning Guide Overview How To Use This Learning Guide Learning Activities Information Sheet No. 1: What is Communication? Activity Sheet No 1 Self Check No. 1 LO 1: Follow Routine Spoken Messages Information Sheet No. 2: Developing Listening Skills Activity Sheet No. 2 Self Check No. 2 Information Sheet No. 3: Note Taking Activity Sheet No. 3 Self Check No. 3 Information Sheet No. 4: Vocabulary Development Activity Sheet No. 4 Self Check No. 4 Information Sheet No. 5: Constructing Sentences Activity Sheet No. 5 Self Check No. 5 Information Sheet No. 6: Words Commonly Misused Activity Sheet No. 6 Self Check No. 6 LO 2: Interpret Written Notices Information Sheet No. 7: Developing Reading Skills Activity Sheet No. 7 Self Check No. 7 Information Sheet No. 8: Dealing with Paragraph Activity Sheet No. 8 Self Check No. 8 Record of Competence
Page Number
1 2 3 5 6 7 9 11 12 13 15 16 17 18 19 20 23 24 25 28 29 30 43 44 45 46 48 49 50 52 53 54
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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 Learning Objectives 1: Follow Routine Spoken Messages 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 Skills 2. Note Taking 3. Vocabulary Development
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4. Constructing Sentences 5. Words Commonly Misused / Philippinisms Conditions: The students must be provided with the following materials: Writing materials (notebook, pen, paper) Modules Methodologies: Modular Simulations Assessment Method: Demonstration Oral Questioning Written Learning Objectives 2: Interpret Written 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 Skills 2. Dealing with Paragraph Conditions: 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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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 in accomplishing the given activities. Note: Upon accomplishing the activities, the instructor will observe the following: In reading activities: 1. Proper intonation 2. Correct pronunciation In writing activities: 1. Capitalization 2. Spelling 3. Proper use of punctuation marks Learning Steps 1. The trainees will ask the modules from the instructor. 2. Read: Information Sheet No. 1 3. Follow the instructions given in the Activity Sheet No. 1 4. Answer Self Check 1 Note: 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 Resources/Specific Instructions 1. Communication Instructor will give the learning materials. 2. Information Sheet No. 1: What is Communication? 3. Activity Sheet No. 1: What is Communication? 4. Self Check No. 1 Activity Sheet No. 2 to 8 Self Check No. 2 to 8
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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: FEEDBACK
Noise
Channel Fig 1. The Communication Model The communicator is the source of information. We have the idea and puts across this idea and 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 perception or 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 the circuit of communication which is the feedback. The receiver or listener indicates to the RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATION
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communicator that the message has been received, and the nature of the response will usually indicate 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 message sent is the message that the sender intended. Principles of Communication Be other-oriented. Be interested in other people specifically on what they say. You can establish 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. You need 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 you will discuss important issues. Even if your intentions are good, if communication is done at the 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 consider how 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 feel good. Be appreciative of the persons contribution.
~oOo~
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Activity no. 1 Answer the question appropriately. 1. a. b. c. Awareness. Reflect on your strengths and weaknesses as a communicator. Are you able to put across what you think and feel? Are you having difficulty expressing yourselves? 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, do something 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 provide everyone 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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Step 2 Interpretation
Translation of speech sounds into ideas
Step 3 Evaluation
Weighing ideas for their worth
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 communication problems on the job is poor listening. Listeners Responsibilities Pay attention to the speaker. Turn your eyes to the direction of the speaker and dont think about anything but concentrate on his/her speech. Adopt a new rule. Remove your perception that listening is passive. It is an active behavior that requires a lot of efforts and thinking. Ask the right question. Assist the speaker by asking courteous and intelligent question/s if there is an opportunity. Be courteous. Courtesy is a mark of mental health and human decency. Here are some suggestion 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 already know 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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Activity no. 1 (See material: speech) Listen to a speech. Use the following questions to analyze it. What is the speakers motive? Approximately, what is the percentage of feeling and reasoning? Does he make clear when he is expressing opinion and when he is using facts? 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 test should 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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4. As you take down notes your own ideas may occur to you. You may have an idea in response to 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.
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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. 2. 3. 4. RH Bill Education at present Job opportunities Internet Access
Make a note card for the every information that you will gather. Lastly on another sheet of paper paraphrase or summarize all the information which you have gathered to form a meaningful and useful information.
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I. Essay Why it is that note taking is an important skill that we should learn?
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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 Meaning It is the meaning a word can have on its own. Concepts can be found in 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 suffix s among other ways. 2. Propositional Meaning It is a meaning a sentence can have on its own. It is a meaning a clause or sentence can have even if it is not being used in context, but is just standing on its own. 3. Contextual Meaning It is a meaning a sentence can have only when in context. This is the same 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 Meaning It is the meaning a sentence has only as part of tthe interaction between the 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 Definition Meaning Outright statement of the meaning of a word. A word having the same or nearly the same meaning as another word in the text. A figure of speech in which essentially two unlike things are compared using the word like and as. One that represent the group or whole to illustrate the meaning of a word. Example Law is the set of rules that we have established to make it easier for us to live with one another. Euthanasia or mercy killing is a debatable issue. Her eyes are like bright stars that glistened in the sky. A crime or offense such as rape, forgery, kidnapping and treason is punishable by law.
Synonym
Simile
Exemplification
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Appositive
A construction in which a noun or noun phrase is placed with another as an explanation. A word meaning the opposite of another word. Word parts that give direct clues to meaning. These are roots, prefixes, suffixes, compounds that are broken down into parts and analyze.
Antonym
Arson, a malicious burning of another persons property, is widely recognized as a serious crime. When there is a problem, her father is silent, but her mother is so garrulous that the whole neighborhood knows about it. The manager did not get the money in the envelope which proves that he is incorruptible.
Structural Analysis
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Activity no. 1 Make use of the context clues to determine the meanings of the italicized words in the following text. It used to be thought that prehistoric peoples did little more than struggle constantly for subsistence, but recent discoveries show that their existence involved far more than merely working the 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 sedentary folk 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 their viands more on plants than on animals. Strangely enough, they seem to have known about agriculture for at least 2,000 years before they finally turned to an agrarian way of life. By studying the different layers of cultures, archaeologists hope to learn about the inception and development of agriculture that is, how and when it started and why. Evidence proves that these people had a good deal of leisure time to enjoy the amenities or 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 until about A.D. 800. Ione of the things archeologists want to know is whether there are universal prerequisites to 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 warfare started, then we might be able to extrapolate some theory of how to prevent wars today.
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A simple sentence consists of a single independent clause with no dependent clauses. A compound sentence consists of multiple independent clauses with no dependent clauses. These clauses are joined together using conjunctions, punctuation, or both. A complex sentence consists 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.
A declarative sentence or declaration, the most common type, commonly makes a statement: I am going home. An interrogative sentence or question is commonly used to request information when are you going to work? But sometimes not; see rhetorical question.
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An exclamatory sentence or exclamation is generally a more emphatic form of statement expressing emotion: What a wonderful day this is! An imperative sentence or command tells someone to do something: Go to work at 7:30 tomorrow morning.
Major and minor sentences A major sentence is a regular sentence; it has a subject and a predicate. For example: I have a 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 meaning around 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. RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATION
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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 phrases.
infinitive
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.
JZGMSAT TESDA 4A
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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.
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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. Alright Sorry, 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. Bizarre Incorrect: "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 your breeches, 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. RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATION
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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. RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATION
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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 your confidant 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 for desert." Correct: "We had chocolate cake for dessert." 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 for id 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.
JZGMSAT TESDA 4A
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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 of it is. Whenever you see that apostrophe, always translate it's to it is. RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATION
Version No: 3 Date: June 2011 By: R.K.Gonzales, T.G.Carino, C.E.Amaba Page 36 of 54
JZGMSAT TESDA 4A
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 of lie is lay. The past tense of lay islaid. Examples: "I laid down the piggy bank." "The piggy bank lay 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 of I 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 from this 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 RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATION
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JZGMSAT TESDA 4A
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: Peak means the highest point of something, such as the peak of a mountain. Peek means 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 peak and have a peek for myself." Per Say vs. Per Se RECEIVING AND RESPONDING TO WORKPLACE COMMUNICATION
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JZGMSAT TESDA 4A
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 of rise 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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JZGMSAT TESDA 4A
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 better then that." Correct: "I thought you knew better than 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 over there." "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 weather vain." Correct: "I need to adjust the weather vane."
JZGMSAT TESDA 4A
Version No: 3 Date: June 2011 By: R.K.Gonzales, T.G.Carino, C.E.Amaba Page 40 of 54
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 or who has. For example, the sentences "Who's feeding the angry squid?" and "Who is feeding the angry squid?" are both correct.
JZGMSAT TESDA 4A
Version No: 3 Date: June 2011 By: R.K.Gonzales, T.G.Carino, C.E.Amaba Page 41 of 54
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. If you 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.
JZGMSAT TESDA 4A
Version No: 3 Date: June 2011 By: R.K.Gonzales, T.G.Carino, C.E.Amaba Page 42 of 54
Activity no. 1 Practice Exercise Circle the correctly spelled word in each sentence. 1. 2. 3. 4. 5. 6. 7. 8. I don't even want to think about it, because I (could/couldn't) care less. She has two (less/fewer) cookies (then/than) I have. I feel (bad/badly) about the way I was treated. Chris is tired and wants to (lay/lie) down. (May/can) I ask who is calling? The members of the baseball team sometimes had arguments (between/among) them. To help them eat (their/they're/there) carrots, rabbits have (to/too/two) big front teeth. 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.
JZGMSAT TESDA 4A
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JZGMSAT TESDA 4A
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JZGMSAT TESDA 4A
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A rate refers to the speed of recognition, comprehension, reaction and assimilation. Rates are flexible. 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, and prejudices. It is augmented by social acceptance, self-reliance, and cooperation in a group.
JZGMSAT TESDA 4A
Version No: 3 Date: June 2011 By: R.K.Gonzales, T.G.Carino, C.E.Amaba Page 46 of 54
2. Reading is a psychological process. How one feels about oneself and about others affects the reading 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 move along the line to make return sweeps, note likeness and differences and discriminate figureground 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, combinations of 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 of intonation, 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
Skimming is reading by sign posts or clues in the selection. It gives the reader an overview of the material. Scanning is glancing through a page to locate a particular kind of information. It requires the 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 Reading is 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 Reading the reader stops to consider the facts carefully.
JZGMSAT TESDA 4A
Version No: 3 Date: June 2011 By: R.K.Gonzales, T.G.Carino, C.E.Amaba Page 47 of 54
Activity no. 1 (Library Work) 1. 2. 3. 4. Go to the library and look for any reading materials (related to your course). Prepare six index cards which will serves as your writing material for note taking. In each index card, write the kinds of reading on the upper right part. 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 reading that 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.
JZGMSAT TESDA 4A
Version No: 3 Date: June 2011 By: R.K.Gonzales, T.G.Carino, C.E.Amaba Page 48 of 54
_____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 critical judgments. _____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.
JZGMSAT TESDA 4A
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JZGMSAT TESDA 4A
Patterns in writing a paragraph: Legend: TS Topic Sentence / Main Idea SD Supporting Details Pattern #1: The Triangle = TS + SDs Pattern #2: The Inverted Triangle = SDs + TS Pattern #3: The Glass Hour = SD + TS + SD Pattern #4: The Implied TS = SD + SD + SD (No TS) Note: in pattern #4 no TS can be found because it is the totality of all the information given by the SD, it means the reader should know how to read before the lines.
JZGMSAT TESDA 4A
Version No: 3 Date: June 2011 By: R.K.Gonzales, T.G.Carino, C.E.Amaba Page 51 of 54
Activity no. 1 On a piece of yellow paper, write a narrative consisting of three (3) paragraphs with ten (10) sentences each. The theme or paragraph will be My Past, My Present and My Future.
JZGMSAT TESDA 4A
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There will be a meeting of all members of the Executive Round Table Meeting on Thursday June 30, 2011 at 11:00am, in the Beacon Room of the Tower Building in Makati City. Luncheon will be served at 12:15pm. If you cannot be with us, please call 713-9731 no later than June 24, 2011. An agenda is enclosed. Also, you will find a map with complete travel directions and a description of the parking facilities at the Tower Building. It will be a pleasure to welcome all members to this important planning session of our organization. EMILY RODRIGUEZ RF: cea Enclosures: Agenda Map
Questions to Answer: 1. Give the important message of the memorandum? 2. List down the related details included in the memorandum?
JZGMSAT TESDA 4A
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Record of Competence
Assessment / Performance Criteria Identified and understood the forms of communication. Illustrated the flow of communication. Grasped the ideas heard Gathered and recorded information read and listened to. Obtained new words through reading and listening. Followed routine spoken messages. Comprehended and identified the ideas in reading materials Gave feedback based on the instructions information received. Interpreted written notices YES NO
JZGMSAT TESDA 4A
Version No: 3 Date: June 2011 By: R.K.Gonzales, T.G.Carino, C.E.Amaba Page 54 of 54