1. Maria Ma. Martha Manette A. Madrid, Ed.D.
Professor
Graduate Studies, Master in Education,
Major in Language Teaching
Panpacific University North Philippines
Urdaneta City, Pangasinan
martzmonette@yahoo.com

2. A. Understanding Pronunciation of
English
1. Distinguish the sounds of English
Ex. Between add and odd, lack and lock, deed
and did
2. Pay attention to the stressed syllables or
words
Ex. Lisa gave her present to the birthday
celebrant.
Lisa presents her paper to the committee.

3. B. Recalling Relevant Knowledge
1. Response to different question types to
reproduce a great recall.
Example Exercise
Direction: Listen to your teacher who reads a
short paragraph and answer the following
questions?
You may come up with the following questions:
1. What does the article tell us about the family?
2. What is the first information mentioned in the paragraph?
3. How did you feel when you heard about this information?

4. The Family
The family is a basic unit of society. It is
the most important unit of society
because it assures the cooperation,
discipline and a core of values among the
children necessary for the continued
existence of society. On the other hand,
the family is also important for the children
because it ensures the proper care, love,
attention and training for the children.

5. C. Making Predictions
1. Anticipate what the speaker will say before
he gives an utterance.
2. Accuracy of prediction will depend on your
grammatical knowledge.
3. Identify the type of word or semantic case
frame the speaker used.
Example Exercise
A. Listen to your teacher read the parts of Mrs.
Santos and Reyes. Then, supply the missing
dialogues.

6. Mrs. Santos: Have a seat, Mr. Reyes. I will tell Mr.
Ramos that you’re looking for him.
Reyes: _________________________________________
Mrs. Santos: Mr. Ramos is still taking his breakfast.
He does not usually get up from bed early.
Reyes: _________________________________________
Mrs. Santos: ____________________________________
Reyes: Ah, so he has finished the great work. I
know he has spent many years on it; I should say
six years.
Mrs. Santos: ____________________________________
Reyes: Mr. Ramos has nice words about your
services, Mrs. Santos.

7. A. Voice
1. Use variety of volume to sustain listener’s
attention.
2. Vary your pitch to ensure that your audience
will continue listening to you.
3. Express the more important idea slowly and
emphatically; say the less important idea in
your natural speed.

8. B. Vowel and Consonant Sounds
1. The way you produce vowel and consonant
sounds is as important as projecting your
voice.
2. Distinguish Vowel and Consonant Sounds.
3. Speaking out load each vowel and consonant
sounds in a sequence will help you improve
the quality of your vowels.
Ex. shook, shoot, took, too, fool, full, pool, pull
heed, hid, deed, did, sleep, slip, peak, pick
The petite, pretty lady posed.
He bothered to gather the bits of paper.

9. C. Stress
1. Improper stress may result in
communication breakdown between you and
your listener.
2. Identify the stress pattern
D. Intonation
1. Use the correct intonation patterns in the
language, changing the pitch of your voice
depending on the purpose.
Ex. Good morning, Mr. Ferrer.
Please slow down.

10. Things to do before a delivery:
1. Decide on the topic of your talk.
2. Research on the subject.
3. Ask how long you are going to speak.
4. Use notes. Write statistics, quotations, keywords
5. Decide on the visual aids to use.
6. Structure your speech.
◦ Open your speech with any of the following devices:
1. Amusing your audience by cracking a joke or
relate anecdote.
2. Ask questions and make requests.
3. Make jolting statements.
4. Remind your audience the purpose of the event.
5. Express your appreciation for the invitation to
speak.
6. Try your audience what you are going to talk
about.

11. ◦ Develop your speech with any of the following
techniques:
1. Highlight the key points.
2. Add details to subordinate ideas.
3. Include illustrations or examples.
4. Lighten the load of information; tell
appropriate anecdotes and jokes.
◦ End your speech with any of the following methods:
1. Restate memorable lines/passages in
summarizing the idea of the whole speech.
2. Give a forecast.
3. Make a suggestion.
7. Try your speech on a few friends. Find out what
they thought of your speech.

12. Things to remember when giving an oral
presentation:
1. Wear an attire fit for the occasion and see to it
that you are well-groomed.
2. Look alert and self-assured.
3. Pay special attention not only to what you will
say. Give as much attention to how you will say
it.
4. Keep your audience interested by making sure
that you are heard clearly.
5. Aim to make eye contact with your audience.
6. Choose and use a few gestures to mask
significant ideas.
7. Adopt a balanced posture or relaxed position.

13. Criteria for Evaluating an Oral Presentation:
1. Voice (10 points)
a. Was the speaker’s voice loud and clear?
b. Did the speaker change his/her pitch?
c. Did the speaker vary his/her pace?
d. Was the speaker’s voice expressive of the
feeling that his/her ideas conveyed?
2. Language (10 points)
a. Did the speaker use language that you
understood?
b. Did the speaker use standard language?

14. 3. Audience (15 points)
a. Did the speaker keep the audience attentive or
interested?
b. Did the speaker maintain eye contact with
his/her audience?
4. Posture and Gesture (5 points)
a. Did the speaker maintain a balanced position?
b. Did he/she tailor his/her actions to his/her
speech?
5. Knowledge of the subject/topic(20 points)
a. Did the speaker demonstrate great knowledge
about the subject?
b. Did the speaker discuss the subject/topic
clearly?

15. 6. Opening Statements(10 points)
a. Did the speaker immediately seize the attention of the
listener?
b. Did the speaker immediately inform the listeners about
the topic of his speech and the areas he would cover ?
7. Posture and Gesture (10 points)
a. Did the speaker succeed in highlighting the important
ideas?
b. Did the speaker present the ideas coherently?
8. Closing Statements(10 points)
a. Did the speaker give an effective closing?
b. Did the speaker give a logical conclusion to his/her
presentation?
8. Visual Displays(10 points)
a. Did the visual displays add to the clarity of the
presentation?
b. Were the visual displays used to reinforce the
presentation?

16. A. Vocabulary Skills
1. Using synonyms/antonyms.
2. Using semantic/context clues.
Ex. 1. The timorous tenants walked away when
they saw their landlord.
a. indignant b. frightened c.
demanding
2. The teacher received an inane answer
from his student .
a. incorrect b. silly c. sensible d.
intelligent

17. A. Comprehension Skills
1. Skimming for the topic sentence.
- When you skim, you look at the title and
heading, read the first sentence of the first
paragraph or the whole paragraph. You may
also read the first sentence of each of the
succeeding paragraphs.
2. Scanning for important information.
- When you scan for important information,
direct your reading to specific paragraph
where you can locate the answers to your
questions or those which your teacher asks.
Read slowly.

18. 3. Noting details.
- When you note details, read the text slowly,
remember items in it, relate them to the topic
sentence of each paragraph or differentiate
them from the main idea the passage conveys.
4. Getting the main idea.
- When you get the main idea of a passage, look for
the most important thing the author says or find
the central though of the passage.
5. Inferring.
- When you infer, read between the lines or rely for
information on clues given by the author.

19. 6. Understanding Cause and Effect.
- When you want to see cause and effect
relationships, look for signal words, such as for,
thus, as , since, therefore, as a result,
consequently, in order that, and because. A
cause indicates the reason for something; an
effect shows the result of some action or cause.
7. Identifying fact and opinion .
- When you want to identify fact and opinion, find
out if the statement can be proved true or false
and if it expresses attitudes, evaluations,
judgments.
8. Predicting outcomes.
- When you predict outcomes, analyze the events
and study their relationships.

20. C. Study Skills
1. Taking Notes
- In taking notes, separate the main ideas from
the supporting details.
2. Summarizing
- In summarizing , you present the substance
or general idea of the passage in a brief and
different form.
3. Outlining
- In outlining , you list down ideas
systematically to show the relationship of
one idea to the other.

21. D. Literary Appreciation Skills
- Literary appreciation means experiencing
some pleasurable aesthetic moments while
reading it.
1. The Plot
2. The Character
3. The Setting

22. Preparations in Writing
A. Topic
1. Thinking out the topic.
2. Taking a specific aspect of the topic.
B. Purpose
1. Purpose and Disciplined Writing.
2. Purposeless Writing and Its Kinds.
◦ Hodgepodge writing or failure to concentrate on
one idea.

23. ◦ Deadwood writing or failure to distinguish the relevant
details from the irrelevant.
◦ Vague Writing or failure to concretize an idea through
illustrations.
C. Unity, Coherence and Emphasis
1. Unity or oneness, the composition deals with
only one thing.
2. Coherence requires the parts of the composition
be related to one another.
◦ Pattern of Arrangement
1. chronologic 6. specific examples
2. climactic 7. appropriate details
3. spacial 8. comparison and contrast
4. definition 9. deductive
5. cause and effect 10. inductive
3. Emphasis requires that the important ideas
stand out and the unimportant ones sink into
the background.

24. Writing the Composition
A. The Introduction
1. Jolting Statement
2. Dramatic Scene
3. Build-up Statement
4. Impressionistic Description
5. Stimulating Question

25. B. The Transitional Paragraphs
1. Use of connectives
2. Use of Linking Pronouns
3. Use of an Echo Word
4. Use of “bridge over the gap” paragraph
C. The Conclusion
1. Summary
2. Forecast
3. Question
4. Suggestion
5. Quotation

26. Giving the Title
1. Must be arresting.
2. Stimulate people to read further.
3. Depends upon the subject of the
composition.
4. Imaginative subjects call for fanciful
titles; informative subjects call for
descriptive titles.