Reading skills for college students. it contains techniques on how to properly do reading as a preparation for their muet examination.

1. READING SKILLS
2.1 DEMONSTRATE UNDERSTANDING OF CURRENT ISSUES/TOPICS OF
INTEREST
Prepared and compiled by: DUE10012 Coordinators
English Language Unit
General Studies Department

2. CLO 2 Demonstrate awareness of values and opinions
embedded in texts on current issues. (A3 CLS 3b)
**A3:Valuing
CLS 3b: Interpersonal & Communication Skills
In this lesson, you will be able to;
●Identify appropriate meaning of words as used in the context
●Identify significant points of current issues/ topics of interest
●Discuss significant points of current issues/ topics of interest
Lecture duration: 1 hour

3. Identify appropriate
meaning of words as
used in the context.

4. Identify appropriate meaning
of words as used in the context
In reading, we might come across words or
terms that we do not understand. We can
always use a dictionary whenever possible
or, alternatively we can use Contextual
Clue(s) - information that appears
near a word or phrase and offers
direct or indirect suggestions
about its meaning- to guess the
meaning of those words.

5. Let’s watch this YouTube video on
how to use context clues to learn
new words
S

6. So, what is contextual clue?
It is information (such as a
definition, synonym, antonym, or
example) that appears near a
word or phrase and offers direct
or indirect suggestions about its
meaning.

7. Example:
"There was the equalitarian phase, which is
what is happening in the book, where boys and
girls are the same."
(Martin Amis quoted by Stephen Moss in The Guardian, Feb. 1, 2010)
Okay, let’s find out the meaning of equalitarian!

8. "There was the equalitarian phase, which is what is
happening in the book, where boys and girls are the
same."
The first part of the sentence
introduces the word equalitarian
The second part of the sentence
suggests that the equalitarian phase
happens in the book.
The last part of the sentence defines
the meaning of the word
equalitarian.

9. Types of context clues
https://www.youtube.com/watch?v=CJwBk_BYFi4
Let’s watch this video to find out
how many types of context clues.

10. Types of context clues
1. Definition
“The explorers landed in an alien
environment, a place both foreign and
strange to their beloved homeland. “
The definition is set off by a comma following
the phrase in which the word appears.
Alien means strange or foreign.

11. 2. ELABORATING DETAILS
“The natives were hostile when the settlers
approached their village. They lined up
across the road and drew their weapons.
The settlers were afraid to go further.”
As described in the sentences after the
word, hostile must mean unfriendly.

12. 3. EXAMPLES
“The bird's appetite is voracious. In one day
he ate enough worms to equal three times
his body weight.
The example illustrates that the bird ate an
extraordinary amount.
Therefore voracious means extremely
hungry or greedy.

13. 4. Synonym – comparison
The smell of the flower was as compelling as
a magnet's pull on a paper clip.
Since a magnet will pull a paper clip to it,
the comparison suggests that the smell of
the flower had an attraction.
Compelling means attracting.

14. 5. Antonym
“In America, she is an eminent scientist even
though she is virtually unknown in England.”
"Even though" are signal words indicating
that an opposite is coming.
Thus eminent means the opposite of
unknown. It means well known or famous.

15. Exercise
1. unresponsive: After dropping his
phone in the toilet, Robert repeatedly
pressed and held the power button,
but the device was unresponsive.
Definition:
______________________________________
Go this Padlet link or scan the QR code and type your answers 🡪
https://padlet.com/due10012communicative1/pot0dr5u5jo8ospz

16. Exercise
2. neglect: Dad spent countless hours
caring for and manicuring his grass,
so he hated when his neighbors
neglected their lawns.
Definition:
______________________________________
Go this Padlet link or scan the QR code and type your answers 🡪
https://padlet.com/due10012communicative1/pot0dr5u5jo8ospz

17. Exercise
3. weary: After studying for twelve
hours straight, Azli was growing
weary.
Definition:
______________________________________
Go this Padlet link or scan the QR code and type your answers 🡪
https://padlet.com/due10012communicative1/pot0dr5u5jo8ospz

18. Identify significant points
of current issues/topics of
interest.

19. Being able to identify the significant/main
points from a reading passage is a complex
reading task. The topic is the broad, general
theme or message. It is what some call the
subject. The main idea is the "key concept"
being expressed. Details, major and minor,
support the main idea by telling how, what,
when, where, why, how much, or how many.
Locating the topic, main idea, and supporting
details helps you understand the point(s) the
writer is attempting to express. Identifying the
relationship between these will increase your
comprehension.

20. STRATEGIES TO LOOK FOR
MAIN IDEAS/SIGNIFICANT
POINTS
1. Identify the topics
2. Summarize the Passage
3. Look at the First and Last Sentences of
the Passage
4. Look for repeated ideas
5. Use questions (WH/Yes No)

21. 1. Identify the topics
 Read the passage through
completely, then try to identify the
topic. Who or what is the paragraph
about? Don't worry yet about
deciding what argument the passage
is making about this topic.

22. 2. Summarize the Passage
 After reading the passage
thoroughly, summarize it in your
own words in one sentence.
Pretend you have just ten to
twelve words to tell someone
what the passage is about—
what would you say?

23. 3. Look at the First and Last
Sentences of the Passage
 Writers often put the main idea in or near
either the first or last sentence of the
paragraph or article, so isolate those
sentences to see if they make sense. Be
careful: sometimes the author will use words
like but, however, in contrast, nevertheless,
etc. that indicate that the second sentence
is actually the main idea.

24. 4. Look for Repetition of
Ideas
If you read through a paragraph
and you have no idea how to
summarize it because there is so
much information, start looking
for repeated words, phrases, or
related ideas. Read the
example paragraph:

25. A new hearing device uses a magnet to hold the detachable
sound-processing portion in place. Like other aids, it converts
sound into vibrations, but it is unique in that it can transmit
the vibrations directly to the magnet and then to the inner
ear. This produces a clearer sound. The new device will not
help all hearing-impaired people—only those with a hearing
loss caused by infection or some other problem in the middle
ear. It will probably help no more than 20 percent of all
people with hearing problems. Those people who have
persistent ear infections, however, should find relief and
restored hearing with the new device.
 What does this paragraph consistently talk about? A new hearing device.
What is it trying to convey? A new hearing device is now available for some,
but not all, hearing-impaired people. That's the main idea!
https://www.thoughtco.com/how-to-find-the-main-idea-3212047

26. 5. Use questions (WH-
questions, Yes, No)
 WH-questions can also be used to
identify significant points of the
texts
 Sometimes, questions may be in the
form of yes/no answers.

27. Description of WH-questions and
examples

28. What do you see from the picture? Try to answer the WH-questions.
What
Where
When How
Why

29. READ AND ANSWER THE
QUESTIONS
A good teacher is a person who possesses passion in teaching. He or
she does not only motivate students to learn, but also teaches them
the right way to learn. Using relevant methods, a good teacher will be
able to put more meaning into students’ learning process, thus making
every learning moment a memorable one. A good teacher listens,
questions and responds to the classroom environment. Students are
different and unique in their needs and habits. Being able to elicit
responses from and develop the communication skills of passive
students is among the many great skills that a good teacher has. He or
she is also able to push students to excel greatly; but at the same time,
knows the meaning of respecting others.
Adapted from: Foundation English, Oxford Fajar Sdn Bhd (2016)

30. QUESTION 1
What can a teacher do
to make a learning
process meaningful?

31. A good teacher is a person who possesses passion in
teaching. He or she does not only motivate students to learn,
but also teaches them the right way to learn. Using relevant
methods, a good teacher will be able to put more meaning
into students’ learning process, thus making every learning
moment a memorable one. A good teacher listens, questions
and responds to the classroom environment. Students are
different and unique in their needs and habits. Being able to
elicit responses from and develop the communication skills of
passive students is among the many great skills that a good
teacher has. He or she is also able to push students to excel
greatly; but at the same time, knows the meaning of
respecting others.
Adapted from: Foundation English, Oxford Fajar Sdn Bhd (2016)

32. ANSWER 1
A teacher can
make a learning
process meaningful
by using relevant
methods.

33. QUESTION 2
How does a good
teacher play his or her
role in a classroom
situation?

34. A good teacher is a person who possesses passion in teaching. He
or she does not only motivate students to learn, but also teaches
them the right way to learn. Using relevant methods, a good
teacher will be able to put more meaning into students’ learning
process, thus making every learning moment a memorable one. A
good teacher listens, questions and responds to the classroom
environment. Students are different and unique in their needs
and habits. Being able to elicit responses from and develop the
communication skills of passive students is among the many great
skills that a good teacher has. He or she is also able to push
students to excel greatly; but at the same time, knows the
meaning of respecting others.
Adapted from: Foundation English, Oxford Fajar Sdn Bhd (2016)

35. ANSWER 2
A good teacher listens,
questions and responds
in a classroom situation.

36. YES/NO QUESTIONS
1. Sometimes, questions may be in the form of yes/no answers.
2. When a questions begin with auxiliary or verb “to be”, your
answer should begin with “Yes” or “No”

37. Yes/No
questions are
usually asked
to gain
opinion about
an issue.
1. When you answer Yes or No and
Agree or Disagree, you must also
provide the justification.
2. State reasons for your response.
3. You can actually give any logical
reasons as long as it is related to the
issue discussed.

38. References
YouTube videos:
https://www.youtube.com/watch?v=CiNggzdWkIo
https://www.youtube.com/watch?v=LbO3lRXT0ww
Online materials:
https://www.ereadingworksheets.com/free-reading-worksheets/reading-
comprehension-worksheets/context-clues-worksheets/
https://learnenglish.britishcouncil.org/general-english/magazine/world-
environment-day
https://www.cuesta.edu/student/resources/ssc/study_guides/rea
ding_comp/307_read_main_idea.html
https://www.thoughtco.com/how-to-find-the-main-idea-3212047
Book:
Foundation English, Oxford Fajar Sdn Bhd (2016)