This presentation is intended for Campus journalism advisers and budding campus journalists who are training for Radio Broadcasting category. Explore and discover yourself the things that may help get on the top of the game. Hone your talents to make you better equipped to take the challenge that will bring you closer to that dream of becoming the best broadcast journalist.

1. RADIORADIO
BROADCASTINGBROADCASTING

2. The Power ofThe Power of
RadioRadio
Radio is very powerful becauseRadio is very powerful because
it reaches a huge audience quickly.it reaches a huge audience quickly.
 It allows the people in that hugeIt allows the people in that huge
audience to interact with oneaudience to interact with one
another more easily than televisionanother more easily than television
viewers or newspaper readers.viewers or newspaper readers.
 Radio has the ability to influenceRadio has the ability to influence
so many people.so many people.

3. BENEFITS OFBENEFITS OF
RADIORADIO

Radio is accessible.Radio is accessible.
 It is inclusive. Radio canIt is inclusive. Radio can
reach most people,reach most people,
including the poor, theincluding the poor, the
marginalized and thosemarginalized and those
who cannot read or write.who cannot read or write.

4. BENEFITS OFBENEFITS OF
RADIORADIO
 Radio is immediate.Radio is immediate.
 Radio allows people toRadio allows people to
interact with each other.interact with each other.
 Radio is most effectiveRadio is most effective
when it connects on awhen it connects on a
human level.human level.

5. CHALLENGESCHALLENGES
THATTHAT
RADIORADIO
PRESENTSPRESENTS Understanding howUnderstanding how
and where people listenand where people listen
to radioto radio
 Getting it Right -Getting it Right -

6. CHALLENGESCHALLENGES
THATTHAT
RADIORADIO
PRESENTSPRESENTS Freedom of speechFreedom of speech
 It is temporaryIt is temporary
 How radio could beHow radio could be
effective when it connectseffective when it connects
on a human level.on a human level.

7. TYPES OFTYPES OF
RADIO STATIONSRADIO STATIONS
 communitycommunity
 commercialcommercial
 publicpublic

8.  Skills andSkills and
ResponsibilitiesResponsibilities
for Radiofor Radio

9. RESPONSIBILITIESRESPONSIBILITIES
 Professional journalists,Professional journalists,
whether they work in radio,whether they work in radio,
television or print, aretelevision or print, are
expected to adhere to basicexpected to adhere to basic
principles.principles.
 Journalists should be:Journalists should be:
 AccountableAccountable BalancedBalanced

10. SkillsSkills
Three core skills of radio:Three core skills of radio:
 WritingWriting
 PresentingPresenting
 Conducting interviewsConducting interviews

11. What to Say:What to Say:
Finding the AngleFinding the Angle
The first step in developing a news storyThe first step in developing a news story
is to find the angle, or the main point of theis to find the angle, or the main point of the
story.story.
 One way to find the angle is to clarifyOne way to find the angle is to clarify
the facts and then ask the question, "Sothe facts and then ask the question, "So
what?"what?"
 To answer the "so what?" question, youTo answer the "so what?" question, you
need to understand who the listeners are.need to understand who the listeners are.
The answer to "so what?" will lead to theThe answer to "so what?" will lead to the
story angle.story angle.

12. Finding the angleFinding the angle
 While researching a story, ask:While researching a story, ask:
 What is happening or what hasWhat is happening or what has
been happening?been happening?
 Why is the story important?Why is the story important?
 Why will listeners care about thisWhy will listeners care about this
story?story?
 What will listeners want to know?What will listeners want to know?

13. Think about:Think about:
 ListenersListeners
 Who are they?Who are they?
 What will make them identifyWhat will make them identify
with the story and find it relevantwith the story and find it relevant
and interesting?and interesting?
 What do they already know orWhat do they already know or
think about the issue?think about the issue?
 What other questions wouldWhat other questions would
they like to have answered?they like to have answered?

14.  The story from all its perspectivesThe story from all its perspectives
 Why did the event occur?Why did the event occur?
 What do people think about theWhat do people think about the
event that occurred?event that occurred?
 Who is involved in the event andWho is involved in the event and
why?why?
 Will something happen in theWill something happen in the
future as a result of the newsfuture as a result of the news
event?event?

15. The necessity of an angleThe necessity of an angle
 The angle is what makes listenersThe angle is what makes listeners
say, "Oh, that's important," or "That'ssay, "Oh, that's important," or "That's
interesting."interesting."
 Identifying the angle helps to sharpenIdentifying the angle helps to sharpen
focus for the story and leads to clearerfocus for the story and leads to clearer
writing. A story without an angle thatwriting. A story without an angle that
covers every aspect of an issue will becovers every aspect of an issue will be
confusing and lose listeners.confusing and lose listeners.

16. What to Say:What to Say:
Writing for ListenersWriting for Listeners READINGREADING
 Readers usually focus only on whatReaders usually focus only on what
they are reading. They are usually notthey are reading. They are usually not
doing something else at the same time.doing something else at the same time.
 LISTENINGLISTENING
 Listeners are usually doing somethingListeners are usually doing something
else while listening to the radio, so theirelse while listening to the radio, so their
focus may be divided unless they arefocus may be divided unless they are
interested.interested.

17. 
READINGREADING
 Readers can go back to whatReaders can go back to what
was written before and re-read itwas written before and re-read it
to make sense or to clarify.to make sense or to clarify.
 LISTENINGLISTENING
 Listeners hear words andListeners hear words and
sounds once and then they aresounds once and then they are
gone. They only have onegone. They only have one
opportunity to understand andopportunity to understand and
make sense of a story.make sense of a story.

18. Writing for the EarWriting for the Ear
 Writing for radio meansWriting for radio means
writing the way people speak.writing the way people speak.
Keep the following tips in mind:Keep the following tips in mind:
 ClarityClarity is the goal.is the goal.
 Say aloudSay aloud what you'vewhat you've
written to make sure it makeswritten to make sure it makes
sense.sense.

19. Writing for the EarWriting for the Ear
 ImagineImagine that someone isthat someone is
listening while you are writinglistening while you are writing
and pretend you are talking toand pretend you are talking to
that listener.that listener.
 Keep it simpleKeep it simple by usingby using
just one idea per sentencejust one idea per sentence
and avoiding long words.and avoiding long words.

20. What to Say:What to Say:
Tips for ScriptingTips for Scripting Like other kinds of writing,Like other kinds of writing,
scripting involves severalscripting involves several
steps:steps:
 ResearchingResearching
 Creating a structureCreating a structure
 WritingWriting

21. ResearchResearch
 Research is the foundation of anyResearch is the foundation of any
story. Consider these sources:story. Consider these sources:
 News events related to the topicNews events related to the topic
 Stories previously written or airedStories previously written or aired
about the topicabout the topic
 People who can talk about thePeople who can talk about the
topic (interviews)topic (interviews)
 Organizations involved in the storyOrganizations involved in the story

22. Review: Writing forReview: Writing for
RadioRadio
 1) What is the key to keep in mind1) What is the key to keep in mind
when writing for radio?when writing for radio?
 a. Listeners often are not paying fulla. Listeners often are not paying full
attention to the radio program.attention to the radio program.
 b. The ear can process a picture of theb. The ear can process a picture of the
words better than the eye can.words better than the eye can.
 c. Listeners have only one chance to makec. Listeners have only one chance to make
sense of what they hear on radio.sense of what they hear on radio.

23. Review : Writing forReview : Writing for
RadioRadio
 2) When writing for radio:2) When writing for radio:
 a. Always be careful to use correcta. Always be careful to use correct
grammar.grammar.
 b. Use simple words.b. Use simple words.
 c. Imagine talking to one listener.c. Imagine talking to one listener.
d. Do not fit too many ideas in oned. Do not fit too many ideas in one
sentence.sentence.

24. So how do you write a newsSo how do you write a news
report?report?
 A news report is a fact-based reportA news report is a fact-based report
(or recount) that aims to provide the(or recount) that aims to provide the
reader information.reader information.
 When writing a news report, you must aimWhen writing a news report, you must aim
to answer the questions:to answer the questions:
What? Who? When? Where?What? Who? When? Where?
How?How? – and possibly,– and possibly, Why?Why?
 The first sentence must contain theThe first sentence must contain the
most important part of the story; the mainmost important part of the story; the main
bit, the best bit, the climax.bit, the best bit, the climax.
 The most important bit is often theThe most important bit is often the

25.  The first sentence is called theThe first sentence is called the leadlead..
 Following the lead, are paragraphsFollowing the lead, are paragraphs
containing information of less importance (butcontaining information of less importance (but
still answering the Who? What? Where?still answering the Who? What? Where?
When? How? and Why? questions). In mostWhen? How? and Why? questions). In most
news writing each paragraph is only onenews writing each paragraph is only one
sentence long.sentence long.
 The rest of the information is added to theThe rest of the information is added to the
story instory in descendingdescending order of importance.order of importance.
 This story structure – putting mostThis story structure – putting most
important information first and the leastimportant information first and the least
important information last – is called theimportant information last – is called the
inverted pyramidinverted pyramid ..

26. Ten guidelines to clearer writing
1. One idea per sentence.
No: Columbine High School in Littleton,
Colorado, experienced the largest of recent
high school murder rampages last week, and
DeKalb school officials, along with police, are
reacting to a rumor of violence at DeKalb High
School.
Yes: School officials and police are
reacting quickly to a rumored threat of
violence at DeKalb High School.
The response follows last week's
high school massacre in Littleton, Colorado.

27. 2. Limit sentence length to 23-25 words.
If you can't read a sentence aloud
without a breath, it's too long.
No: After the announcement was made by
President John Tourette that he will be retiring early
next year, Boey, under his board authority, created an
ad hoc committee that will find representatives to sit on
the actual search committee. (37 words)
Yes: President John Tourette has
announced that he will retire early next year.
(12 words)
Boey has since created a temporary
committee to choose a search committee. (12

28. 3. S-V-O: Subject-Verb-Object.
Right-branching sentences
(think of a train engine). Don't delay meaning.
Don't use a lot of commas.
No: Mauger, who worked as a bursar at
DePaul University in Chicago prior to working
at Beloit, said she missed the university
environment.
Yes: Mauger was a bursar at Chicago's
DePaul University before her Beloit job. She
missed the university environment.

29. 4. Use strong verbs and an active
voice.
No: The poem will be read by La Tourette.
Yes: La Tourette will read the poem.

30. 5. Reduce difficult words to their
simplest terms.
Don't let bureaucrats dictate your word
choices.
No: The search committee will be
constructed in accordance with Article 8 of
the NIU constitution.
Yes: NIU's constitution dictates the
search committee's makeup.

31. 6. Don't back into a sentence.
No: The end of the academic year and
the end of the legislative session were two
reasons La Tourette cited.
Yes: La Tourette cited two reasons: the
end of the academic year and the end of
the legislative session.

32. 7. Don't use more than three
numbers in any one sentence.
No: Wednesday, the NIU baseball
team's winless streak hit 22 as NIU (4-37-
1) dropped a twin bill to Miami (21-18-1),
8-2 and 10-5, at Oxford, Ohio.
Yes: Oxford, Ohio Ñ NIU's baseball
losing streak reached 22 as the Huskies
dropped a doubleheader Wednesday to
Miami, 8-2 and 10-5.

33. 8. Use no more than three
prepositional phrases per sentence.
No: Students who will be graduating from
NIU will be honored at a senior luncheon
from 11 a.m. to 2 p.m. Friday in the Regency
Room of the Holmes Student Center.
Yes: Friday's senior luncheon will honor
students about to graduate. The event runs
from 11 a.m. to 2 p.m. in the Holmes Student
Center's Regency Room.

34. 9. Choose the precise word.
No: This will increase the number of
participants from 55 students a week to 200
students a week, and in that extra 145 students
the age for attendance also will change. The
present center is only equipped to handle
children ages 2-6, but the new center will have
the capacity to serve infants, too. (2 sentences,
53 words total)
Yes: This will increase the center's weekly
capacity, from 55 children to 200. And, while the
current center takes children ages 2-6, the new
center will take infants, too. (2 sentences, 28
words total)

35. 10. KISS (keep it simple, stupid).
No: Biological sciences professor Karl
Johnson passed away Tuesday at the age of
55, following a long, courageous battle with
cancer.
Yes: Biology professor Karl Johnson died of
cancer Tuesday. He was 55.

36. VoiceVoice
 The bestThe best voicevoice for radio isfor radio is
natural and relaxed. The morenatural and relaxed. The more
comfortable you are with yourselfcomfortable you are with yourself
and your voice, the clearer yourand your voice, the clearer your
voice will be.voice will be.
 Voice exercises can help buildVoice exercises can help build
confidence and promote speakingconfidence and promote speaking
clearly.clearly.

37. VoiceVoice
 Listen to someone who mumbles orListen to someone who mumbles or
someone who lowers the volume ofsomeone who lowers the volume of
her voice at the end of her sentencesher voice at the end of her sentences
and notice how hard it is to understandand notice how hard it is to understand
what she is saying.what she is saying.
 Since listeners can't interrupt the radioSince listeners can't interrupt the radio
to ask what was said, radio presentersto ask what was said, radio presenters
must take extra care to be clear.must take extra care to be clear.

38. Here are some tips:Here are some tips:
 Before you go on air, do some exercisesBefore you go on air, do some exercises
to free up your jaw and tongue.to free up your jaw and tongue.
 If you are planning to read from a script,If you are planning to read from a script,
practice aloud until you feel confident. Paypractice aloud until you feel confident. Pay
special attention to difficult words andspecial attention to difficult words and
foreign names.foreign names.
 Practice your pace and rhythm. Are youPractice your pace and rhythm. Are you
speaking too fast or too slow? Rememberspeaking too fast or too slow? Remember
to pause and breathe naturally. Askto pause and breathe naturally. Ask
someone to give you feedback.someone to give you feedback.

39. How to Say It:How to Say It:
Presentation TipsPresentation Tips
 Before going on the air:Before going on the air:
 Avoid stressful situations.Avoid stressful situations.
 Get plenty of rest to feel free and alert.Get plenty of rest to feel free and alert.
 Allow plenty of time to prepare.Allow plenty of time to prepare.
 Check for necessary items, such asCheck for necessary items, such as
script, reading glasses, water, etc.script, reading glasses, water, etc.
 Wear loose, comfortable clothing.Wear loose, comfortable clothing.
 Do some relaxation exercises.Do some relaxation exercises.

40. Prepare the voicePrepare the voice
• Avoid fizzy drinks and milkyAvoid fizzy drinks and milky
liquids. They can cause a film onliquids. They can cause a film on
the throat, which causes throatthe throat, which causes throat
clearing.clearing.
• Don't eat sweets or chocolate.Don't eat sweets or chocolate.
Sugar thickens saliva.Sugar thickens saliva.
• Allow time for voice warm-upsAllow time for voice warm-ups
and breathing exercises.and breathing exercises.

41. Prepare your body and posture.Prepare your body and posture.
 Take a minute to relax yourTake a minute to relax your
neck and shoulders. Do deepneck and shoulders. Do deep
breathing to focus your mindbreathing to focus your mind
and body. Breathe from theand body. Breathe from the
diaphragm.diaphragm.
 Check your posture and makeCheck your posture and make
sure the microphone is in asure the microphone is in a
good position.good position.

42. Prepare your body and posturePrepare your body and posture
 Focus your thoughts and regulateFocus your thoughts and regulate
your breathing. your breathing.
 Remember to gesture.Remember to gesture.
 Finally, remind yourself that you areFinally, remind yourself that you are
ready. Try saying to yourself:ready. Try saying to yourself:
 I'm going to talk to one listener,I'm going to talk to one listener,
just beyond the microphone.just beyond the microphone.
 I'm exactly where I want to be.I'm exactly where I want to be.
 I'm well-prepared.I'm well-prepared.

43. Two of the most common faults in news
reading: monotonous delivery and slow
reading.
Follow the pattern
The reading of news on the radio is
expected to conform to a pattern of musical
pitches or notes.
If you were to speak to your friends using
this exaggerated pitch pattern, your
conversation would seem a bit too much like
"sing-song."

44. Change pitches
Stories begin on a "high" pitch and end on a "low"
pitch.
In between the pitch modulates from one clause or
sentence to the next.
Within a clause or sentence, the pitch falls slightly
from beginning to end, except in questions, where
the pitch rises at the end.
For example, in a standard, four-sentence script,
the pitch begins "high," falling slightly at the end of
the first sentence.
The second sentence begins at a lower pitch than
the end of the first sentence.
The third sentence begins at a higher pitch than
the beginning of the second sentence.
The final sentence, like the second sentence,
begins at a "low" pitch.

45. When news directors, program
directors or general managers complain
about monotonous delivery, they are
referring to readers who remain on the
same pitch throughout the script.
The easiest way to gain an
understanding of pitch is to listen to the
pitch patterns of other anchors and
reporters, and to practice, practice,
practice.
With time, the pattern will become
automatic when you're on the air.

46. Speed it up
The other common fault in news
reading concerns speed.
Most beginning radio journalists read
and speak too slowly.
Radio cannot provide the additional
visual information that exists when
speaking in public or on television.
With only one mode of information-retrieval
available, the radio listener prefers to process
speech at a faster rate.
Normal conversational speed is generally
too slow for reading radio news.

47. Some reporters and anchors -- notably
those on public radio -- seem to want to make
an art form out of speaking VERY SLOWLY.
This style can be used when
broadcasting over an overseas radio.
Use examples from foreign news
programs such as BBC, FOX and CNN to set
the speed for reading the news.

48. ScriptsScripts
 Use these guidelines for reading scripts:Use these guidelines for reading scripts:
PreparePrepare. Unless there's a real. Unless there's a real
emergency, never read anything on air thatemergency, never read anything on air that
hasn't been practiced aloud. Tongue-hasn't been practiced aloud. Tongue-
twisters are not always apparent until theytwisters are not always apparent until they
are spoken aloud.are spoken aloud.
UnderstandUnderstand. Never read anything that. Never read anything that
could be confusing to your listener. Yourcould be confusing to your listener. Your
voice will reflect it. Take the time to re-writevoice will reflect it. Take the time to re-write
the script before reading.the script before reading.

49. ScriptsScripts
 Mark the scriptMark the script . Underline key. Underline key
words, mark pauses (with "/" or anotherwords, mark pauses (with "/" or another
symbol), write phonetic pronunciationssymbol), write phonetic pronunciations
for foreign words.for foreign words.
 Choose the appropriate toneChoose the appropriate tone
of voiceof voice. How much emotion/feeling. How much emotion/feeling
should be conveyed? Should the toneshould be conveyed? Should the tone
be light-hearted or serious?be light-hearted or serious?

50. ScriptsScripts
 Look aheadLook ahead. Don't look at the. Don't look at the
script word by word. Train yourself toscript word by word. Train yourself to
take in whole blocks of words.take in whole blocks of words.
 Handle mistakes professionallyHandle mistakes professionally ..
If you make a mistake, don't panic. If it'sIf you make a mistake, don't panic. If it's
a big error--one that could causea big error--one that could cause
confusion or misunderstanding--confusion or misunderstanding--
apologize and correct it.apologize and correct it.
Otherwise, take a breath andOtherwise, take a breath and
carry on. Don't draw attention tocarry on. Don't draw attention to

51. News BulletinsNews Bulletins
 A news bulletin is a round-upA news bulletin is a round-up
of the main stories of theof the main stories of the
moment. Main news bulletinsmoment. Main news bulletins
usually appear at the top of theusually appear at the top of the
hour and shorter bulletins arehour and shorter bulletins are
often placed on the half hour.often placed on the half hour.
They may also be integrated intoThey may also be integrated into
news programs.news programs.

52.  Stories in news bulletins areStories in news bulletins are
typically presented in thetypically presented in the
following order:following order:
 National stories or issuesNational stories or issues
that might have the mostthat might have the most
impact on listeners' daily livesimpact on listeners' daily lives
 Local stories Local stories
 International storiesInternational stories

53. Structure of a News BulletinStructure of a News Bulletin
 A news bulletin may contain some or all ofA news bulletin may contain some or all of
these ingredients:these ingredients:
 Hard copyHard copy is the scripted version ofis the scripted version of
the news stories in the bulletin (withoutthe news stories in the bulletin (without
interview clips or other sound) as read byinterview clips or other sound) as read by
the news reader or anchor.the news reader or anchor.
 A news cueA news cue isis what the news readerwhat the news reader
or anchor says to introduce a recordedor anchor says to introduce a recorded
report, clip, or question and answer. Areport, clip, or question and answer. A
good cue introduces the clip clearly,good cue introduces the clip clearly,
concisely and smoothly.concisely and smoothly.

54. Structure of a News BulletinStructure of a News Bulletin
 A clip or soundbiteA clip or soundbite is a veryis a very
short, recorded comment from someone whoshort, recorded comment from someone who
is key to the news story. Clips are usually justis key to the news story. Clips are usually just
a few seconds in length. They are oftena few seconds in length. They are often
recorded on the phone, but can also berecorded on the phone, but can also be
recorded in person by a reporter on the scene.recorded in person by a reporter on the scene.


55. Structure of a News BulletinStructure of a News Bulletin
 A voicerA voicer is a short piece, writtenis a short piece, written
and read by a reporter, not the newsand read by a reporter, not the news
reader, which gives more detail aboutreader, which gives more detail about
a news story. a news story.
 It may be recorded at the scene ofIt may be recorded at the scene of
the story, or the reporter may go outthe story, or the reporter may go out
to the scene to investigate and thento the scene to investigate and then
return to the station to write andreturn to the station to write and
record the voicer.record the voicer.

56. Structure of a News BulletinStructure of a News Bulletin

A report/wrap-around/packageA report/wrap-around/package
is similar to a voicer, but also includesis similar to a voicer, but also includes
clips and sound.clips and sound.
 Questions and answers or Q &Questions and answers or Q &
AsAs are conducted between the newsare conducted between the news
reader and a reporter at the scene of thereader and a reporter at the scene of the
news story. The news reader essentiallynews story. The news reader essentially
interviews the reporter. This is usuallyinterviews the reporter. This is usually
done live.done live.

57. Beth r. / aug. 22/ manila timesBeth r. / aug. 22/ manila times
 Always write in the upper leftAlways write in the upper left
corner of the paper the namecorner of the paper the name
of the news writer then theof the news writer then the
date it was written plus thedate it was written plus the
source of the news story.source of the news story.

58. Beth r. / aug. 22/ manila timesBeth r. / aug. 22/ manila times
 More than one thousand public schoolMore than one thousand public school
principals nationwide are set to undergoprincipals nationwide are set to undergo
competency training.competency training.
 The department of education says theThe department of education says the
government will conduct the training ingovernment will conduct the training in
partnership with the southeast asianpartnership with the southeast asian
ministers of education organization,ministers of education organization,
regional center for educationalregional center for educational
innovation and technology.innovation and technology.

59.  Aside from upgrading theAside from upgrading the
competencies of public schoolcompetencies of public school
principals, the training would helpprincipals, the training would help
optimize leadership and managementoptimize leadership and management
capabilities of public school principals.capabilities of public school principals.
 The training will be a combination ofThe training will be a combination of
online classes, individual coachingonline classes, individual coaching
through the internet and face-to-facethrough the internet and face-to-face
sessions.sessions.

60. beth r./ aug 22/manila timesbeth r./ aug 22/manila times
 More than one thousand public school principalsMore than one thousand public school principals
nationwide are set to undergo competency training.nationwide are set to undergo competency training.
 The department of education says the government willThe department of education says the government will
conduct the training in partnership with the southeastconduct the training in partnership with the southeast
asian ministers of education organization, regional centerasian ministers of education organization, regional center
for educational innovation and technology.for educational innovation and technology.
 Aside from upgrading the competencies of public schoolAside from upgrading the competencies of public school
principals, the training would help optimize leadership andprincipals, the training would help optimize leadership and
management capabilities of public school principals.management capabilities of public school principals.
 The training will be a combination of online classes,The training will be a combination of online classes,
individual coaching through the internet and face-to-faceindividual coaching through the internet and face-to-face
sessions.sessions.

61. Gene/ aug.22/ manila timesGene/ aug.22/ manila times
 Mahigit isang libong punong guro sa mgaMahigit isang libong punong guro sa mga
pampublikong paaralan sa buong bansapampublikong paaralan sa buong bansa
ang sasailalim sa isang pagsasanay upangang sasailalim sa isang pagsasanay upang
lalo pang maiangat ang kalidad ng kanilanglalo pang maiangat ang kalidad ng kanilang
pagtuturo.pagtuturo.
 Ayon sa kagawaran ng edukasyon,Ayon sa kagawaran ng edukasyon,
katuwang ng pamahalaan ang southeastkatuwang ng pamahalaan ang southeast
asian ministers of education organization,asian ministers of education organization,
regional center for educational innovationregional center for educational innovation
and technology sa pagsasagawa ngand technology sa pagsasagawa ng
naturang pagsasanay.naturang pagsasanay.

62.  Layunin din ng pagsasanay na laloLayunin din ng pagsasanay na lalo
pang pahusayin ang kakakyahan sapang pahusayin ang kakakyahan sa
pamamahala ng mga punong guro.pamamahala ng mga punong guro.
 Ang pagsasanay ay isasagawa saAng pagsasanay ay isasagawa sa
pamamagitan ng indibidwal atpamamagitan ng indibidwal at
grupong pag-aaral gamit ang internetgrupong pag-aaral gamit ang internet
at mga sesyon sa silid-aralan.at mga sesyon sa silid-aralan.

63. Gene / aug. 22/manila timesGene / aug. 22/manila times
 Mahigit isang libong punong guro sa mga pampublikongMahigit isang libong punong guro sa mga pampublikong
paaralan sa buong bansa ang sasailalim sa isang pagsasanaypaaralan sa buong bansa ang sasailalim sa isang pagsasanay
upang lalo pang maiangat ang kalidad ng kanilang pagtuturo.upang lalo pang maiangat ang kalidad ng kanilang pagtuturo.
 Ayon sa kagawaran ng edukasyon, katuwang ng pamahalaanAyon sa kagawaran ng edukasyon, katuwang ng pamahalaan
ang southeast asian ministers of education organization,ang southeast asian ministers of education organization,
regional center for educational innovation and technology saregional center for educational innovation and technology sa
pagsasagawa ng naturang pagsasanay.pagsasagawa ng naturang pagsasanay.
 Layunin din ng pagsasanay na lalo pang pahusayin angLayunin din ng pagsasanay na lalo pang pahusayin ang
kakakyahan sa pamamahala ng mga punong guro.kakakyahan sa pamamahala ng mga punong guro.
 Ang pagsasanay ay isasagawa sa pamamagitan ng indibidwalAng pagsasanay ay isasagawa sa pamamagitan ng indibidwal
at grupong pag-aaral gamit ang internet at mga sesyon sa silid-at grupong pag-aaral gamit ang internet at mga sesyon sa silid-
aralan.aralan.

64. Criteria for Evaluation
The challenge is to present a well-
organized, clearly communicated newscast.
1. To what extent did the student provide
clear and logical organization of the news
script.
2. To what extent did the presentation
reflect effective language skills, including
such items as the use of smooth transitions
with clear, vivid, and appropriate word
choices?

65. 3. To what extent was the delivery in a clear,
pleasant, and confident voice, reflecting good
articulation, pronunciation, volume, pitch, and
voice quality?
4. To what extent was the infomercial
presented as an important hem in the
newscast without dominating the news?
5. To what extent did the student deliver the
newscast without unnatural speeding up or
slowing down?

66. Mission
1. To develop the skills of students in writing,
editing, and organizing news items from supplied
material in a limited period of time. (one hour
news writing)
2. To be able to train students to deliver a 5
minute radio newscast.