1.

IMPROVING
LISTENING AND
WATCHING SKILLS
1.1 LISTENING AS A MEMBER OF
A LIVE AUDIENCE
What is Listening?
• Listening is a multifaceted process that involves more than merely
hearing sounds. It encompasses:
Perception: The initial act of receiving auditory stimuli.
Interpretation: Making sense of those sounds based on personal
context.
Assimilation: Integrating new information with existing beliefs and
knowledge.
Association: Connecting new information with prior experiences.
Reaction: Providing feedback based on the comprehension of the
message.
 Components of Listening
1. Volition- The intentional act of choosing to listen.
• A listener must have the desire to engage in listening, demonstrating
the importance of mental readiness.
2. Focused Attention- Directing one’s cognitive resources toward the
act Of listening.
• To listen effectively, mental distractions and apprehensions must be
minimized, ensuring full concentration on the speaker.
3. Perception- The ability to recognize and understand the elements of
the message, speaker, and context.
• It requires an openness to receiving messages and being aware of
non-verbal cues, context, and the speaker's intent.
4. Capacity to Interpret Messages and Meanings- Understanding and
interpreting spoken messages.
• Interpretation is subjective; it varies according to one’s experiences, beliefs,
and knowledge.
5. Remembering- The ability to recall information presented during the
communication.
• Active listening involves engaging memory techniques to help retain
important points conveyed.
6. Response- The act of providing feedback to the speaker.
• Feedback is crucial in the communication cycle as it indicates how the
message was received and understood.
7. Human Being- Recognizing the personal element of listening.
• Listening is inherently a human interaction, where empathy and personal
connection enrich the experience.
 Requisites for Good Listening
1. Understanding Purpose: Recognizing the reasons for listening—
whether to gain knowledge, evaluate ideas, or appreciate content.

2.Interpreting Symbols: Listening involves understanding verbal and

non-verbal cues, like tonal changes.

3. Empathy: Placing oneself in the speaker's situation fosters

understanding.
4. Concentration: Maintaining focus on the speaker, ensuring full
engagement with the message.

5. Open-mindedness: Willingness to consider the speaker’s perspective

without preconceived biases.

6. Courteousness: Demonstrating respect through attentive listening.

7.Role Playing: Understanding the role of the speaker enhances

comprehension of their message.
 Factors that Affect Listening
1. Physical and Mental State- Physical conditions like fatigue or stress
can impede listening. Psychological states such as anxiety or emotional
distress can distract attention.
2. Prejudices- Pre-existing biases can cloud judgment and impair
objectivity in listening. Awareness of biases is critical for effective
listening.
3. Environmental Factors- External distractions, such as noise or
uncomfortable settings, can affect concentration and listening ability.
Etiquette Guidelines for Being a
Great Audience Member
• Respect: Show respect for the speaker and fellow audience members.
• Supportive Atmosphere: Contribute to a focused and encouraging
environment.
• Attentive Listening: Engage actively with the presentation.
• Minimize Distractions: Silence phones and avoid disruptive behaviors.
• Feedback: Appreciate the speaker’s effort and ask questions as
appropriate.
• Remember Uniqueness: Acknowledge that each presentation has its
own unique value.
1.2 WATCHING TV/FILM
DOCUMENTARIES
 What is a Documentary Film?
• Definition: A documentary film is a non-fictional motion picture
aimed at educating or preserving historical moments.

• Purpose: Primarily to inform audiences, documentary films address

real-world issues or events.
Documentary Film vs. Feature Film
• Whether or not a film is a feature film depends on its runtime.
Whether or not a film is a documentary film depends on its
content.
• A feature film is a film with a runtime of 40 minutes or longer,
according to the Academy of Motion Picture Arts and Sciences.
Films that run for less than 40 minutes are called shorts.
• A documentary film is a nonfictional motion picture intended
to document some aspect of reality, primarily for the purposes
of instruction, education, or maintaining a historical record.
• A documentary film that runs 40 minutes or longer would be a
documentary feature film. A documentary film that runs for
less than 40 minutes would be a documentary short.
• 1. Escape vs. Reality
• In general, the main reason feature films get made is to
entertain the audience; to give people an escape.
Documentaries are meant to inform; to confront people
with reality: and sometimes to promote a point of view.
• Documentary makers certainly want to engage and
captivate their audience, and some feature films can be
very informative, but a key difference between the
documentary and feature film is in the filmmaker’s
motivation.
• 2. Fact or Fiction
• Feature films are mostly fiction, sometimes total
fantasy. Some may be based on real events or people,
but the director and screenwriter will be adding drama
and impact with their creative license. Genres include
comedy and musical, action and western, romance,
crime, horror and science fiction, among others.
• Documentaries are non-fiction films. Directors and
writers help structure the film, rather than creating
characters or taking liberties with the facts of the story.
Documentaries can take on social, political and
economic issues, or profile a person, place or thing.
• 3. Format
• Feature films take care in introducing complex characters and
spinning an intricate storyline over a running time up to three
hours. There’s an ebb and flow to the action, with carefully
timed and structured mini-climaxes and dramatic highlights.
The scripted story, characters and actions all are pointed in
the same direction, leading the viewer through events with a
sense of beginning, middle, dramatic climax and end.
• In documentaries, often the action leads the way. People don’t
have scripted words to say or scenes to enact; handheld
cameras might be the only way to follow the story. Even the
director doesn’t always know what happens next.
Documentary makers often say that discovery and surprise is
a big part of their job.
4. Production Costs
• Documentaries are usually less expensive to make than feature films, with less
elaborate production frills. Documentaries can cost only a few thousand dollars,
with small crews, single camera set-ups and few if any paid talent. The result is
often raw, unpolished but effective nevertheless.
• Feature films can cost millions, even hundreds of millions of dollars, thanks to top
stars with top salaries, directors and scriptwriters, music scores, exotic locations
and costumes. A top feature film often has its “money on the screen” with lush
cinematography, gorgeous actors and actresses, big bang special effects with
large and talented production teams in the background.
• Of course, big-name actors sometimes do participate in documentary-making,
often with a reduced fee and a strong belief in the project. And some low budget
or “indie” feature films turn out to be huge successes.
• In fact, documentaries have become big box office, with serious Academy Award
weight sitting with them. Often very entertaining, they can be as controversial
nowadays as the subjects they cover.
• And some feature films today are taking on very serious topics, with some post-
911 war-themed movies seeming more real than the stories they relate. The
difference between documentary and feature film can be obvious or subtle.
 Types of Documentary Films
• 1. Expository- Aims to inform or persuade. Often includes voiceover
narration.
• 2. Observational- Captures real-life events without interference.
Emphasizes authenticity and observation.
• 3. Participatory- Combines elements of both observational and
expository. The filmmaker interacts with subjects, adding commentary.
• 4. Reflexive- Highlights the filmmaker's presence and emphasizes
constructed narratives.
• 5. Poetic- Artistically explores the subject matter without a strict
narrative.
• 6. Performative- Centers on the filmmakers’ personal experiences and
perspectives.
 Questions for Analyzing
Documentaries
• What is the primary subject and its purpose?
• How does the documentary combine recorded material with voice-
over commentary?
• What kind of interactions are showcased, and how do they contribute
to the film’s message?
• Does it include expert commentary, and how does that add to the
narrative's credibility?
• Evaluate the overall effectiveness of the documentary.
• What did you learn from this film? Did you gain a new insight?
• Describe a moment or scene in the film that you found particularly disturbing or
moving. What was it about that scene that was especially compelling for you?
• Did anything in the film surprise you? Was anything familiar?
• If you could ask anyone in the film a single question, whom would you ask and
what would you want to know?
• At the end of your discussion, to help people synthesize what they’ve experienced
and move the focus from dialogue to action steps, you may want to choose one of
these questions:
• What did you learn from this film that you wish everyone knew? What would
change if everyone knew it?
• If you could require one person (or one group) to view this film, who would it be?
What do you hope their main takeaway would be?
• The story of these people is important because ___________.
• Complete this sentence: I am inspired by this film (or discussion) to __________.
 1.3 LISTENING TO
ANNOUNCEMENTS AND
INSTRUCTIONS
 Announcements vs. Instructions
• Announcement: Brief communication about events or updates.

• Instruction: Detailed guidance on performing tasks.

 Generic Structure
For Announcements
• Purpose, Date, Venue, Informing Sender

For Instructions
• Context, Purpose, Content, Order, Feedback

• Announcement: Details regarding an event with time and location.

• Instruction: Step-by-step guide for a task completion.
 Tips for Listening Effectively
1. Show genuine interest and full attention.
2. Clarify doubts through questions to ensure comprehension.
3. Allow the speaker to finish without interruptions.
4. Take notes to aid memory retention.
 Tips for Giving Effective
Announcements and Instructions
1. Capture the listeners’ attention first.
2. Be clear and concise about your message.
3. Confirm understanding by allowing questions.
4. Present information in manageable portions.
5. Use direct language and avoid ambiguity.
 2. READING FOR
COMPREHENSION
 • “Real reading has to do with thinking, learning, and
expanding a reader’s knowledge and horizons. It has to do
with building on past knowledge, mastering new
information, and connecting with the minds of those you’ve
never met.”
What is reading comprehension?
• Reading comprehension is the ability to read text, process it and
understand its meaning. It relies on two, interconnected abilities:

1. Word reading (being able to decode the symbols on the page) and
2. Language comprehension (being able to understand the meaning of
the words and sentences).
2.1 READING FOR INFORMATION
• When you are reading something to learn or understand a topic, you
are reading for information. Typically, the information you are reading
is factual (nonfiction).
• First stage of cognitive or learning process- equipped with needed
communication skills for augmentation
• Develops critical thinking skills- reading requires an individual to think
and process information, the more a person read, the deeper is her or
his understanding
• Improves analytical skills of the learners- allows learners thinking
skills to become more developed in all aspects.
• Tremendous effect in fueling all aspects of our personality and
enhancing our linguistic prowess.
Concepts about Reading for
Information
• Reading for information is the skill of reading and understanding in
common workplace documents. (Letters, manuals, procedures, and
memos)
• These documents are not necessarily well-written or aimed at a
particular audience
• Reading for information is a life long skills. It is a complex cognitive
process of decoding symbols to derive meaning. It is a form of
language processing. Since reading for information is a means of a
language acquisition, communication and sharing information and
ideas.
Differences between Informational Text
from Literary Text
• Informational Text- organized by topic and supporting details. May
have boldface headings, graphics, illustrations, and captions that
signals the importance
• Literary Text- organized by the structure of a story, poem, or drama.

Note: Some commonalities exist between the two, both require people
to analyze critically the text, reflect on it, and draw conclusions.
• When reading for information readers need to know the specific text
structures, or forms of organization.
 Text Organizational Models
• DESCRIPTION OR ENUMERATION TEXT PATTERN.
Paragraphs in this pattern list pieces of information(facts, ideas, steps,
etc.). The order of the fact listing may reflect the order of importance
or simply another logical order. Subjects which commonly employ this
text pattern include social studies and science. The author may signal
this pattern through the following words: one, two, first, second, third,
to begin, next, finally, most important, when, also, too, then, to begin
with, for instance, for example, and in fact.
• TIME ORDER OR SEQUENCE TEXT PATTERN. This involves putting facts,
events, or concepts in order of occurrence. The author traces the
development of the topic or gives the steps in the sequence. The
main subject which commonly employs this text pattern is social
studies. The author may signal this pattern through the following
words: on (date), not long after, now, as, before, after, when, first,
second, then, finally, during, finally, and until.

• QUESTION AND ANSWER TEXT PATTERN. The author asks a question

and then answers it. The main subject which commonly employs this
text pattern is social studies.
• COMPARISON-CONTRAST TEXT PATTERN. The author points out likenesses (comparison)
and/or differences (contrast) among facts, concepts, events, people, etc. The main
subject which commonly employs this text pattern is social studies. The author may
signal this pattern through the following words: however, but, as well as, on the other
hand, not only...but also, either...or, while, although, similarly, yet, unless, meanwhile,
nevertheless, otherwise, compared to, and despite.
• CAUSE-EFFECT TEXT PATTERN. The author shows how facts, events, or concepts
(effects) happen or come into being because of other facts, events, or concepts
(causes). The subjects which commonly employ this text pattern include social studies
and science. The author may signal this pattern through the following words: because,
cause, since, therefore, consequently, as a result, this led to, so, so that, nevertheless,
accordingly, if....then, and thus.
• PROBLEM AND SOLUTION TEXT PATTERN. The author shows the development of a
problem and the solution(s) to the problem. The main subject which commonly
employs this text pattern is science. The author may signal this pattern through the
following words: because, cause, since, therefore, consequently, as a result, this led to,
so, so that, nevertheless, accordingly, if....then, and thus.
Importance of Reading for
Information
• This helps to develop the mind and imagination and the creative side
of a learner. Further, it helps to improve (vocabulary and Spelling)
communication both written and spoken. And, it plays an important
part if building a good self image. Significantly, one cannot make clear
assertions or possess a clear understanding of an issue until we read
for information and understand exactly what the terms mean.
What is Efficient Reading?
• If you are a good reader, you almost certainly don’t read every word
carefully. You read with a purpose, and as your aye skims over the
page you take from it whatever you need, predicting what is likely to
come next and adjusting you predictions as you go along.
Strategies in Reading for
Information
Tips in Reading for Information
• Read the text carefully and make sure you understand the question
• Find and underline keywords in the question
• Think of a possible answer
• Find keywords in the text to support your answer
• Read the information around the keywords
• Consider all possible answers and make your own decision.
2.2. READING FOR ARGUMENT
• 1. Understanding Argumentative Texts
Exploring the role of argumentation in persuasion and discourse.
• 2. Elements of Argumentation
Claim: Identifying the main argument.
Evidence: Distinguishing between facts, statistics, anecdotes, and expert opinions.
Warrants: Understanding the reasoning that connects claims to evidence.
• 3. Structure of an Argument
Introduction: Recognizing thesis statements and the outline of arguments.
Body: Analyzing how points are developed and counterarguments presented.
Conclusion: Evaluating how arguments are summarized and reinforced.
• 4. Critical Reading Strategies
Skimming and Scanning: Techniques for quickly identifying key arguments and evidence.
Annotating: Marking important points, questions, and reactions as you read.
Summarizing: Practicing the ability to restate arguments in your own words.
• 5. Evaluating Arguments
Bias and Credibility: Assessing the reliability of sources and potential biases in
argumentation.
Logical Fallacies: Identifying common errors in reasoning (e.g., ad hominem, straw man).
• 6. Building Your Own Arguments
Organizing Ideas: Structuring your own arguments clearly and logically.
Using Evidence Effectively: Learning how to support your claims with appropriate evidence.
• 7. Practice Activities
Reading and Responding: Analyzing sample argumentative texts and responding with
critiques or counterarguments.
Debate Exercises: Engaging in discussions or formal debates to practice articulating
arguments.
• 8. Assessment and Reflection
Reflective Writing: Summarizing what was learned about argumentation.
Peer Review: Providing feedback on classmates’ arguments to strengthen understanding.
Importance of reading for argument
• 1. Critical Thinking Skills
Engaging with argumentative texts develops critical thinking. Readers learn to analyze claims, evaluate
evidence, and assess the validity of arguments, fostering a deeper understanding of logical reasoning.
• 2. Enhanced Communication
Understanding how arguments are constructed helps individuals articulate their thoughts more clearly.
This skill is essential not just in academic writing but also in everyday discussions and debates.
• 3. Informed Decision-Making
Reading for argument equips individuals with the ability to weigh different perspectives and make
informed choices. This is particularly important in a world saturated with information, where discerning
credible arguments can impact personal and societal decisions.
• 4. Engagement with Current Issues
Many argumentative texts address contemporary issues, enabling readers to stay informed about
political, social, and economic matters. This engagement encourages civic participation and awareness.
• 5. Exposure to Diverse Perspectives
Reading various arguments exposes individuals to different viewpoints,
enhancing empathy and understanding of others’ beliefs and experiences. This is
vital for fostering a more inclusive society.
• 6. Preparation for Academic Success
In academic settings, argumentation is a key component of writing and
discussion. Mastery of reading for argument helps students succeed in essays,
presentations, and examinations.
• 7. Development of Persuasive Skills
Understanding how to construct and deconstruct arguments aids individuals in
becoming more persuasive in their own writing and speaking, an essential skill in
both professional and personal contexts.
Overall, reading for argument empowers individuals to think critically,
communicate effectively, and engage meaningfully with the world around them.
2.3 READING FOR ENTERTAINMENT
• Definition: Reading for entertainment involves engaging with texts
primarily for enjoyment. This can include genres like fiction, poetry,
graphic novels, and plays. It focuses on the pleasure derived from
storytelling and creative expression rather than academic or technical
content.
• Purpose: The primary purpose is to provide an enjoyable escape,
stimulate the imagination, and provoke emotional responses. This
form of reading can transport readers to different worlds and
perspectives.
Types of Entertaining Texts
1. FICTION:
• Genres: Discuss various genres, such as mystery (Agatha Christie),
fantasy (J.K. Rowling), and romance (Jane Austen), and how each
genre employs different narrative techniques.
2. POETRY:
• Forms: Explore different poetic forms (sonnets, free verse, haikus) and
their unique appeals.
3.PLAYS AND SCRIPTS:
• Performance Aspect: Discuss how reading plays differs from other
forms of literature due to the focus on dialogue and stage directions.

4. GRAPHIC NOVELS AND COMICS:

• Visual Literacy: Emphasize the combination of text and visuals, which
can make stories more accessible and engaging.
Benefits of Reading for
Entertainment
1.Language Acquisition:
Vocabulary Development: Exposure to a wide range of vocabulary in context helps with retention
and usage in speaking and writing.
Idiomatic Expressions: Encountering colloquial language and idioms in context aids in understanding
cultural nuances.
2. Cultural Awareness:
Diverse Perspectives: Reading texts from different cultures and backgrounds fosters empathy and a
broader worldview.
3. Imagination and Creativity:
Creative Thinking: Engaging with imaginative narratives encourages creative thought processes,
which can be beneficial in problem-solving and innovation.
• 1. Ease into it
• Meaning: lay off the classics! The biggest mistake I made when trying to
take up reading again many times over the years was reaching for books I
thought I “should” read. Classic literature is fantastic, yes, but it can also be
a chore. Language is gorgeous—but complicated; narratives meaningful—
but not necessarily entertaining. Many people pick up a Hemingway or a
Dostoyevsky after not having read for years and have a hard time digesting
it. Don’t do that! It will make you feel like you can’t read at all and give up
again.
Remember: the goal is to read for pleasure, so there are no books that you
“should” or “should not” read. To give yourself a fighting chance, after a long
break from reading, reach for something light, easy, and short. Young adult
fiction is a good bet, as is any book you had already read and enjoyed
before. Read a Harry Potter, or a Princess’ Diaries. Anna Karenina will still be
there once you’re ready for her, and the pay-off will be much greater.
• 2. Know your tastes
Try and tailor your books after the content you consume. What kind of
films and series do you watch? Do you like science fiction? Family drama?
Comedy, horror, or true crime? Take what you already know you enjoy
and apply it to books. Once you’ve got a nice, comfortable reading
rhythm, you can start experimenting.

• 3. Don’t bankrupt yourself in the name of reading

Reading books and buying books are two very different hobbies, so don’t
get them confused. Just because you made it to the bookstore and
bought those gorgeous hardbacks, doesn’t mean you’ll ever read them. If
you want to buy books, be smart about it. E-books are also a much
cheaper option if you have something you can read them on.
• 4. Plan and prepare
You have to make an active decision which times of the day/days of the week you want to
read, and then stick to the plan. Then, prepare yourself and your reading space. Make
sure you’re sitting comfortably (lying down is risky!), that you have good light, some
drinks, snacks, and a blanket nearby. That way you won’t be getting up multiple times, to
fetch whatever it is you need, and losing your focus.
Speaking of focus—get rid of distractions.
• 5. Remember that books don’t have feelings…
…so you can’t hurt them. If you start reading a book and after 50-ish pages
you decide you don’t like it, don’t be scared to abandon it. I know, I know, this
is controversial. But remember that you’re only reading for yourself—there’s
no teacher making you do it, no test at the end of the week. Forcing yourself
to read a book you don’t enjoy defeats the purpose of reading for pleasure.
Similarly, you don’t have to enter a monogamous relationship with just one
book. A lot of people read one book at a time, but I’ve found I like to have two
or three titles always ready to go. Some books can be quite tough to get
through, so it’s good to balance it with a light read. You may also want to mix
fiction with non-fiction, long novels with short stories, etc. A to-be-read pile is
always a good thing to have, whether you decide to read many books
simultaneously or not. That way you can jump from one title to another
without a long pause breaking your flow.
• 6. Don’t be too hard on yourself
It’s completely normal to struggle to stay focused and motivated. No,
you’re not stupid and yes, your brain is working fine. If you’ve had a
long break from reading, or if you’ve never been a big reader, then
naturally it will take time to find your rhythm. Don’t beat yourself up
and never compare yourself to other people—there are literary freaks
out there who can read over a hundred books per year, but we regular
folk have to manage our expectations and set realistic goals.
3. PRACTICING SPEAKING
SKILLS