Listening skills
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The document outlines eight listening skills: 1. Listening for specific information such as details about who, what, when, where, why, how much or how many. 2. Listening for main ideas which are usually explicitly stated and supported by details. 3. Recognizing main ideas which may be implicitly stated and can be identified through verbal cues like repetition and pacing. 4. Taking notes in an outline form using keywords, abbreviations and qualifying words to help pay attention and notice important information.
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Supporting details
The document discusses main ideas and supporting details. The main idea of a story is its overall topic, which can be summarized in one sentence. Supporting details provide extra information and examples that help explain the main idea. They give readers a better understanding of the story by engaging one or more of the five senses. Identifying both the main idea and supporting details of a passage is important for comprehension.
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Previewing ( prereading skill )
This document discusses the reading skill of previewing. Previewing involves gathering information about a text before reading it in full. This includes looking at the title, any graphics, headings or bold text, and the first paragraph to get an idea of the main idea and structure. Previewing helps the reader understand what the text will be about before reading it completely. The document provides steps for applying the previewing skill, such as reading the title, headings, graphics, and first/last paragraphs to gain an understanding of the text.
Finding Main Ideas
The document discusses how to identify the main idea of a paragraph. It explains that the main idea is the most important concept and can be explicitly stated or implied. It provides examples of paragraphs and identifies the main idea in each case - whether it is stated in the first or last sentence or implied across multiple sentences. Readers are encouraged to look for what the paragraph is about and what aspect or idea the author is focusing on to determine the main idea.
Essay Structure & Organization
This document discusses essay organization and structure. It provides examples of different ways to organize an essay, including sequentially, chronologically, spatially, by division/classification, decreasing/increasing order of importance, and generally to specifically. It also discusses introducing and concluding paragraphs. Introductions should hook the reader, connect to the theme, and introduce the main point/thesis. Conclusions should mirror the introduction, restate main points and how they fit together, and leave the reader with something to think about.
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Concluding Sentences
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Supporting details
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This slide will review the basic stapes to writing organized sentences and paragraphs. Links are below for practice and instructor feedback.
Outline Practice: https://docs.google.com/document/d/1ONo9ZM1umOcyn3rXxddcmE3sqoScBykmRURBtTbNVsI/edit
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The document provides information on 15 key reading skills and strategies for developing proficiency in each skill. It discusses scanning for specific factual information, identifying main ideas and supporting details, making inferences, identifying details that support arguments, predicting outcomes, understanding gist, deducing meaning from context, distinguishing facts from opinions, interpreting author's intent and style, comparing information across texts, identifying paragraph and text structure, and recognizing cause and effect relationships. For each skill, it outlines the test focus, provides steps to use the skill, and examples of potential test questions.
Developing effective speaking skills
This document provides guidance on developing effective speaking skills for the Malaysian University English Test (MUET). It outlines the components that are assessed, including accuracy, range, fluency, pragmatic skills, and sociolinguistic knowledge. Language functions like expressing opinions, elaborating and summarizing are also discussed. The document provides tips for preparing and organizing ideas, delivering presentations, and participating in group discussions. Sample language functions and expressions are presented to help candidates with the test format.
Understanding non linear texts (infographics)
This document contains multiple passages about different topics such as the effects of smoking, esports, air pollution, wildfires, haze, skiing, land pollution, microbeads, water pollution, and air pollution levels. Each passage is followed by 5 statements, and the reader must determine whether each statement is true, false, or not stated based on the information in the passage.
Predicting outcomes, making inferences & drawing conclusions
This document discusses making predictions based on clues and evidence provided. It contains examples of situations where readers are asked to make predictions based on limited information given. The document also discusses statements that can be used when making a prediction and emphasizes the importance of looking for clues and using prior knowledge when predicting outcomes. Predictions can be right or wrong but help readers make sense of stories and think about what may happen next.
Identifying topic sentence, main ideas & supporting details
The main idea of a paragraph is known as the "umbrella idea" that encompasses all other details in the paragraph. The topic sentence expresses the main idea and has a controlling idea or scope. Supporting details such as examples, facts, explanations provide evidence for the topic sentence and main idea. To identify the main idea, ask what the author's point is and look for it in the topic sentence and conclusion of the paragraph.
Contextual clues
This document discusses contextual clues, which are hints an author provides within a text to help define difficult or unusual words. It provides examples of made-up words like "gollygoop" and "pigglywiggly" and encourages analyzing the context of a sentence to determine the meaning of an unfamiliar word based on clues from the surrounding text. Readers are instructed to reread before and after an unfamiliar word, consider the meaning of surrounding words, and check if their guessed meaning makes sense in the context of the full sentence and passage.
Muet reading 2020_extra
This document provides an overview of strategies and skills for the MUET 2020 Reading paper. It discusses identifying the main idea and summarizing passages, identifying the author's intention, making inferences and predictions, activating prior knowledge, and managing time. Useful tips are provided such as highlighting keywords, bringing a highlighter, and setting score targets. Sample passages and questions are included to demonstrate skills like finding supporting details, drawing conclusions, and answering true/false questions.
Menggunakan Projek, Amali dll. dlm Pentaksiran
Bab 5 membahaskan ciri-ciri projek yang berpusatkan pelajar dan memberi peluang kepada pelajar untuk mengkaji topik secara kreatif serta mengaplikasi pengetahuan mereka. Bab 6 menjelaskan penggunaan pemerhatian, ujian lisan, dan portfolio dalam pentaksiran, yang memberi fokus kepada proses pembelajaran pelajar berbanding hasil.
Keutuhan & Kesahan Pentaksiran / Analisis & Interpretasi
Ujian merujuk norma membandingkan prestasi pelajar dengan populasi keseluruhan untuk menentukan tahap pencapaian mereka. Ujian ini dibina untuk menghasilkan perbezaan pencapaian maksimum dengan mengawal kesukaran soalan agar terdapat nisbah soalan mudah, sederhana dan sukar.
The development of teaching profession
This document discusses teacher professional development and defines key concepts. It identifies three areas of teacher knowledge: content knowledge, pedagogical knowledge, and technological knowledge. It also discusses the role of the Teacher Education Division (BPG) in Malaysia and the PKPG model for teacher development, which takes an approach to developing teachers professionally through activities.
Iniatiating & closing a conversation
The document discusses proper ways to introduce people and respond to introductions. It provides examples of informal self-introductions like "Hi, I'm Sam" and responses like "Hi, I'm Rita." Formal introductions include "Let me introduce myself" with responses of "How do you do?". Introducing others involves phrases like "I'd like you to meet Thomas" with responses of "Glad to meet you." The document emphasizes using appropriate language when introducing people or responding to introductions.
Tools and technology
The document discusses identifying and describing tools. It begins by asking questions about what two men are doing and how they can solve their problem. It then defines what a tool and technology are. It discusses major categories of tools and functions of tools. It provides examples of describing tools by their appearance, parts, and comparing them to other similar objects. It also discusses describing tools in detail by dividing them into parts. Finally, it discusses tools in technology and introduces Aimi Eguchi.
Securing a job through correspondence
The document provides information on job application letters, resumes, and job application forms. It discusses the key components of a job application letter such as the sender's address, date, receiver's address, salutation, subject line, opening, body, closing, complimentary closure, signature, and enclosure. It also outlines the typical headings found in a resume like career objective, education, experience, skills/abilities, and references. Finally, it notes that a job application form and resume share similar information regarding previous employment, qualifications, and skills.
Attending job interviews
This document provides tips for answering interview questions effectively. It advises job candidates to research the company and position, stay calm during the interview, promote their qualifications and accomplishments with examples, ask for clarification if needed, and come prepared with questions that demonstrate interest in the role. Common interview questions are listed along with suggestions for strong answers that highlight relevant strengths and experiences, and explain how weaknesses could be overcome. The importance of knowing one's strengths and weaknesses is emphasized. Interviews assess a candidate's personality in addition to facts, so candidates should be themselves and avoid behaviors like those that could have caused them not to receive a job offer in the past.
Social interaction useful expressions
This document provides useful expressions for introducing oneself and others in social interactions. It includes common greetings like "Hello" and "Hi" as well as responses like "How are you?" and "I'm fine, thanks." When introducing oneself, one can say their name and it includes examples like "Hello, I'm Stacy." When introducing others, it suggests saying things like "Hello, Stacy. Meet my friend, Fran." or "Hi, Ali. I'm Saiful. Glad to meet you." It also provides examples of questions to ask friends like "What's his name?" and "Where's he from?" to get information about them.
Oral and written instructions
Here are instructions for 3 tasks:
How to shut down a computer properly:
1. Click the Start button
2. Select the Power icon
3. Select "Shut down"
How to print a document from a computer:
1. Open the document you want to print
2. Click File then Print
3. Select your printer and click Print
How to cook instant noodles:
1. Boil water in a pot
2. Add noodles and flavoring packet to boiling water
3. Cook for 2-3 minutes until noodles are soft
4. Remove from heat and serve
Expressing Views & Opinions
The document discusses the differences between facts and opinions. Facts can be proven through evidence or authoritative sources, while opinions represent personal interpretations and may not provide adequate support. It also provides examples of language for stating facts, agreeing and disagreeing with others, and making conclusions. The document suggests that in conclusion, giving school children more homework helps them practice and brush up their knowledge, and having free time without productive activities could potentially lead to social problems.
Work Related Issues
Work related issues refer to problems that occur in the workplace. It is important to learn about these issues to be prepared to handle them. To solve work issues, one must be able to give opinions, make predictions, draw conclusions, and make recommendations. Common work issues include health and safety hazards, discrimination, harassment, job stress, respecting coworkers, and managing employee attendance, tardiness, and attire. Expressing views and opinions involves stating feelings or beliefs that may not convince everyone. Good opinions are justified and consider different perspectives.
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Listening skills
- 2. 1 LISTENING FOR SPECIFIC INFORMATION Both major & minor details Precise information The support for the main idea – how, what, when, where, why, how much or how many Specific information refers to TIP: Never ever lose your focus or you will miss the information.
- 3. 2 LISTENING FOR MAIN IDEAS Main Idea • Key point / general idea / gist Supporting details • How, what, when, where, why, how much, how many Main idea is usually stated explicitly – in the beginning, in the middle or at the end Ask yourself. What is this about?
- 4. 3 RECOGNIZING MAIN IDEAS Eg. Firstly, first and foremost…. Verbal cues Eg. First, second, next, in conclusion, on the other hand, importantly, significantly, it is important to realize… Verbal signposts •Repeat main points several times. •May not be word for word but close enough to indicate that it is important Repetition Pace of delivery Speakers vary the pace. Main points might be stated v-e-r- y s-l-o-w-l-y May pause BUT, sometimes when main ideas are stated implicitly, you must be able to recognize them. How? By identifying…
- 5. 4 TAKING NOTES Listen carefully – brief, keywords, abbreviations & pay attention to qualifying words (sometimes, usually, rarely, etc.) Take accurate notes – don’t change meaning, note terms & definitions, new words & ideas, specific facts Use an outline form – eg. Mind maps Omit descriptions and full explanations – keep it short Highlight important points Helps you: • pay better attention to the speaker • notice important information
- 6. 5 LISTENING CRITICALLY AND ANALYSING INFORMATION 3 Provide response 2 Interpret & analyse what others say 1 Translate spoken words into ideas Within the confines of our experience Be critical. Ask yourself. What does the speaker say? What examples could I give? What is the main point? How does this detail relate to the main point?
- 7. 6 RECOGNIZING AND INTERPRETING A SPEAKER’S VIEWS, ATTITUDES OR INTENTIONS Tone of voice Words & phrases Status of the speaker ROLE Language, words & phrases Use of stress & intonation ATTI TUDE Eg: Young man, have you mowed the lawn yet? Infer: The speaker uses the phrase young man. He must be someone much older. Mowing the lawn is a chore. May it is his father/mother or his uncle/aunt. Eg: Don’t you dare touch my CDs again, you little brat! Infer: The speaker uses words like don’t you dare & little brat in a high pitch. He sounds threatening and angry.
- 8. 7 DERIVING MEANING OF WORDS, PHRASES AND SENTENCES FROM CONTEXT Problem 1 Some words or expressions may pose a problem to full understanding istenaround 2 To derive the meaning, listen to the words surrounding them Clues/hints 3 These words that provide clues or hints are called contextual clues Contextual clues helps you understand unfamiliar words /phrases & enjoy listening without having to continuously refer to the dictionary. TIP: Clues can be presented as: DEFINITIONS, EXAMPLES & EXPLANATIONS
- 9. 8 DISTINGUISHING BETWEEN FACTS AND OPINIONS FACTS OPINIONS When listening, we tend to infuse our own prior knowledge & experience to understand information. Distinguishing fact from opinion helps you make a sound judgement about the information you are receiving. Clues: Data have shown.. It is discovered.. Studies found.. It indicates.. …backed up by these facts… Clues: Believes.. Feel.. ..of the view that.. ..should have taken.. It is quite clear.. I guess.. I suppose..