HAND-OUTS IN ENGLISH 10 – MODULE 5

Employ Analytical Listening in Problem Solving

Listening is the ability to accurately receive and interpret messages in the communication process. It is the key to effective communication.
Without the ability to listen effectively, messages are easily misunderstood.

Listening is the first means of acquiring information and learning a new language. It helps solve problems, in decision making, and in framing
plans and policies.

Analytical Listening is about the ability and the capacity to properly analyze what is being said. This not only means understanding what the
other person is saying and what they mean to say, but also being able to divide difficult questions into separate parts in order to get to the core.
The objective of analytical listening is to quickly see logical connections, as well as detecting possible gaps in all the information.

Critical and analytical listening are interrelated for this is applied when the purpose of listening is to evaluate or to scrutinize what is being said.
When you do critical listening, you are to analyze opinion then make judgement.

When you do critical/analytical listening, you may ask yourself the following questions:
• What is the speaker trying to say?
• What is the main argument being presented?
• How does what I am hearing differ from my beliefs, knowledge or opinion?

ANALYTICAL LISTENING HELPS US TO:

• Understand the people around us

• Increase our confidence
• Build relationships
• Solve Problems

Analytical Listening deals with one’s ability and capacity to carefully and properly analyze the sounds heard.
ANALYTICAL LISTENING PROCESS
1. Receiving Stage. This refers to the actual hearing process.
2. Understanding Stage. This focuses on generating meaning from what has been heard.
3. Evaluating Stage. This allows the listener to critically examine the details of the information heard.
4. Responding Stage. This phase allows the listeners to provide verbal and / or non-verbal feedback and responses based on the
listening contexts.
5. Remembering Stage. This is a personal stage for the listener that allows him to integrate himself in the information heard.

4 STEPS IN SOLVING A PROBLEM

American Society Quality (2020)

1. Define the problem.

2. Generate alternative solutions.
3. Evaluate and select and alternative.
4. Implement and follow-up on a solution.

When you do critical/analytical listening, you may ask yourself the following questions:
• What is the speaker trying to say?
• What is the main argument being presented?
• How does what I am hearing differ from my beliefs, knowledge or opinion?
• Good listening is tied to good problem solving. You have to listen with empathy.

HAND-OUTS IN ENGLISH 10 – MODULE 6

TEXT TYPES: FEATURES AND PURPOSES

WHAT IS A TEXT?
• the original words of something written, printed, or spoken, in contrast to a summary
• a coherent stretch of language that may be regarded as an object of critical analysis
• refers to the content rather than the form

TYPES OF TEXT
EVALUATING A TEXT
The purpose of writing an evaluation is to evaluate somebody’s work in order to increase the reader’s understanding of it. To critique a piece
of writing is to do the following:

1. Describe – gives the reader a sense of the writer’s overall purpose and intent. Identify the writer’s thesis and purpose.
2. Analyze – examine how the structures and language of the text convey its meaning by identifying all main ideas.
3. Interpret – state the significance or importance of each part of the text.
4. Assess – make judgment of the work’s worth or value.

Strategies Used in Evaluating a TEXT

When you are writing, you cannot just jump right into evaluating. Instead, you have to present the ideas from the text first. You can use any of
the following strategies:

A. Summarize – restating in your own words the general points of the text. Involves stating the main ideas and findings of a text into your
own words.
Example: Bill wasn’t sure this was a good idea, but suddenly a fish jumped from the sparkling water. He decided Tom was right; they
should definitely skip class on such a nice day.
Summary: Two friends decided to skip school and go fishing.

B. Paraphrase – restating in your own words a specific idea from the text. Involves putting a section of a text into your own words.
Example: “Don’t forget that you need to bring your money for the field trip, as well as a lunch, next Thursday.”
Paraphrased: “Bring money and a lunch next Thursday for the field trip.”

C. Quote – present the exact words from the text. Involves copying short sentences or passages from the original text.
Example: "We are all at risk, but do not increase the odds or chances of getting it," President Duterte said, warning against
complacency.

Add on:
Factual Texts - inform, instruct or persuade by giving facts and information.
Examples: Factual recount, news report, procedural recount, explanation report, letters, interview transcript, etc.

Literary Texts - entertain or elicit an emotional response by using language to create mental images.
Examples: Narrative, poetry, picture recounts, fiction, myths, legends, fable, parable, etc.

Instructive Text: a text that instructs or tells you how to do something. A recipe wants to instruct you how to cook something. A leaflet with a
piece of furniture wants to tell you how to put it together or take care of it.

LET’S TRY!
Answer this in your notebook. Determine what text type is shown in the examples below:

1. My bedroom is full of color. In my bedroom there is a television, because I like watching television. There is mp4 player because I like
listening to music. In my bedroom, I study because it is a quiet place. There is a brown desk and brown wardrobe. On the desk, there
are photos of my family and friends. There are boxes and newspapers. There is also a bed and two pillows.
2. Once, a cap seller was passing through a jungle. He was very tired and needed to rest. Then, he stopped and spread a cloth under a
tree.
3. Child abuse is a very common problem which calls for immediate solution. The help should be extended by specialists right away to
the child. After a teacher receives a complaint of abuse from the child, a written statement is no longer necessary from the child or
one that requires the child to repeat the same allegation.
4. The little girl was mesmerized by what she saw inside. Never could she have imagined that there in the middle of the desert,
there existed a tent like this one. The ground was covered with the most beautiful carpets he had ever walked upon, and from
the top of the structure hung lamps of hand-wrought gold, each with a lighted candle.
HAND-OUTS IN ENGLISH 10 – MODULE 7
SPOKEN VS. WRITTEN TEXTS
 Common Examples of Spoken Text
1. Oral Stories are an intimate tradition where a person tells a story orally in front of his audience. It is often presented in prose or poem
with a goal to entertain, share experiences or give moral to the listeners.
Oral stories are not really written down; it comes out in spur of a moment from one’s imagination or experience.

2. Monologue is a long tedious speech by one person in a conversation or in a play or movie. In drama, it is the vocalization of a
character’s thoughts; in literature, the verbalization. It is traditionally a device used in theater—a speech to be given on stage—but
nowadays, its use extends to film and television.

3. Dialogue is a conversation between two or more people as a feature of a book, play or movie.

4. Speech is a formal address or discourse delivered to an audience. It can also be a public discourse. It allows one to inform, persuade,
argue, motivate or entertain.

5. Other examples of spoken text includes phone conversations, interviews, discussions, role play, and any other piece of spoken
language.
Verbal and Non-Verbal Signals in Evaluating Spoken Text
Human speech is a combination of verbal and non-verbal signals, while speaking the words humans also use gestures and pauses that
determine the meaning of speech and convey the message appropriately.
Non-verbal signals include all communication between people that do not have a direct verbal translation. It consists largely of body language
cues. The actions the speaker projects are as important as the message of the text.
Prosodic is a non-verbal quality of speech which modifies meaning or conveys emotions through shifts in sounds and grammatical structure.
• Volume- perceived loudness of the speaker. Vary the volume of your voice to convey importance or draw attention to a particular
point.
• Stress- degree of strength used to produce a syllable in a word or word in a sentence. Stress may be determined by grammatical
function of utterance
• Pitch- pertains to the relative highness or lowness of a tone. Pitch changes to achieve certain meaningful effects in speech. High pitch
may mean excitement while low pitch may mean seriousness or authority.
• Intonation- a variation in spoken pitch when used for a range of functions such as indicating the attitudes and emotion of the speaker,
signaling the difference between statements and questions and distinguishing types of questions.
• Tone of voice is the ability to change the meaning of the words by changing the pitch, intonation, and volume. It builds connection to
the listeners
• Fluency- means speaking easily, reasonably quickly, and without having to stop and pause a lot.

Verbal Signals are prompts which are conveyed in spoken language from one person to another or a group of people. These also include
choice of words, connection of ideas and sentences, and some grammatical functions.

Cohesion is the grammatical and lexical linking within a text or sentence that holds a text together and gives it meaning. It also refers to the
way we use cohesive devices to stick our ideas together.
Some cohesive devices do this by:
• referring to the words in the text
• replacing words in the text
• connecting information together

Correctness means that certain words or word forms meet the grammatical rules and the right use of vocabulary.
Example: 1. You ask very short delivery of your order.
Corrected: You require prompt delivery of your order.