MODULE

IN

SEM3-
SEMINARS TRAINING IN
LANGUAGE &
EDUCATION

JAY-R C. VARONA
COMPILER

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 COURSE OUTLINE

SEM3 - SEMINARS TRAINING IN LANGUAGE & EDUCATION

DURATION TOPICS /
ACTIVITIES
Week 1-2 Seminars & webinars for English
Speaking skills

Week 3-4 Listening skills

Week 5-6
Cohesion and coherence in essay writing

Week 7-8 Vocabulary skills

Classroom management
Week 9-10

Week 11-12
Computer Literacy

Week 13-14
News Literacy

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 Table of Contents

Topics Page

Seminars & webinars for English 4

Speaking skills

Listening skills 9
The purpose of listening skills
The barriers to effective listening
Cohesion & coherence in essay writing 16
Five methods of cohesion
Vocabulary skills 22

Direct and Indirect vocabulary learning

7 ways to improve vocabulary

Classroom management 30

Effective classroom management

School wide implementation
Classroom language

Computer literacy 34

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WEEK 1-2

DESIRED LEARNING OBJECTIVES:

• To be able to understand what seminars for

• To be able to create their own presentation on relevant issues

We understand the needs of teachers and learners of English language and the challenges they face, and
recognise that qualifications may not be all that is needed in today’s competitive job market.

To help both teachers and learners further develop their skills, it offers a wide variety of seminars,
workshops, webinars and other training opportunities, all designed and delivered by highly qualified and
experienced presenters.

Seminars and webinars for English

The aim of seminars and webinars for student-teachers of English is to share our considerable knowledge,
skills and expertise in teaching, provide information, clarify grey areas, introduce new approaches to the
teaching of English and gives the opportunity to come together to discuss issues around preparing
students for exams. Both new and experienced teachers are welcome to take part.

Given the level and speed of changes taking place in exams, these seminars and webinars will be even
more important in future and will enable teachers to plan and prepare students for very different
qualifications.

The whole range of workshops is aimed to student-teachers of English to refresh, inspire and enliven their
teaching practices. Various techniques can help improve the quality of their teaching approach to make it
more attractive for all their students. The activities have been designed to raise the children’s interest,
keep their concentration, to broaden their knowledge of the English language and the ability to use it with
comfort (thinking in the target language, not learning about it!).

Seminar and Workshop

Learning Objectives

 Deliver Your Presentations with Confidence, Clarity, and Conviction

 Apply the Elements Essential to Planning, Practicing Engagement, and Presenting to Create
Effective Presentations
 Utilize Best Practices to Maximize Your Presentation Strengths and Opportunities for Growth
 Use Relaxation Techniques to Overcome Nervousness

Speaking skills

Many teachers simply do not know how to make their lessons more communicative. They wait till the
children absorb more language. However, we lose the most suitable time to start – the very beginning.

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The workshop will deal with activities motivating the students to use English based on simple situations
using simple pieces of text but, being perfectly meaningful – to exchange messages and convey the
meaning.

Speaking skills: Speaking skills are the skills that give us the ability to communicate effectively. These skills
allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking
skills also help to assure that one won't be misunderstood by those who are listening.

It is a common desire for all of us to speak a second language well. To do this we need to know what skills
are required to become a good speaker. This short article will help you to understand four important skills
that you need to develop:

1. FLUENCY. Fluency is about how comfortable and confident you are in speaking English. If you can speak
for an extended period of time, that is an indicator of strong fluency. It is also about showing a clear
connection between each point that you are trying to make. This skill means that the listener can follow
what you are saying and does not get lost.

2. VOCABULARY. Of course, if you don’t have the words to say what you want to say, then you cannot say
it. Being a good speaker means constantly growing you’re vocabulary. The more interesting words you
know, the stronger your speaking skills. The best way to grow your vocabulary is to read in English and
make a note of any new words that you encounter in a vocabulary notebook.

3. GRAMMAR. The dreaded G word! Grammar does matter and the fewer mistakes you make, the better
your speaking skill will be. However, do not worry about making mistakes either! A good speaker does not
have to use perfect grammar. Certainly, though, it is a good idea to make sure that you have mastered
the major tenses.

4. PRONUNCIATION. Pronunciation is a complex area, with a lot of sub skills that can be practiced. The
basic rule of thumb is that an average speaker can speak and be understood. A skilled speaker can use the
sub skills of pronunciation to emphasise and make the communicative effect of their speech more
impactful. The sub skills of pronunciation include: word and sentence stress, intonation, rhythm and the
use of the individual sounds of a language. A good way to practice your pronunciation is to copy! Simply
listen to how someone with good pronunciation speaks, and try to imitate them as closely as possible.

Frequently Practice to Improve Your English Speaking Skills

Practice makes perfect, so do speak English in plenty. Some people think that they do not have the
opportunity to practice speaking because they do not live in the US or another English-speaking country.
They might also be discouraged because English is not used at their workplace, or they do not know any
native speakers.

1. Participate in public speaking events

Big universities, theatres and culture societies organize events like open debates, spoken word readings
and improvised storytelling gatherings. These are places where you can come and mingle with like-minded
people and practice speaking English.

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Many cities are now hosting TED or TEDx talks where you can register to participate and share your
innovative ideas. Check the events page of your local university to see if there are any available. It might
be a nerve-racking experience, but it would be great for your English!

2. Using apps

Another option is to use an app to talk to native speakers online, in the comfort of your own home. Some
popular apps are Hello Talk and Tandem. Basically, you register for an account, introduce yourself, your
native language and your hobbies. The app will find you some matches—the people who speak English
and want to practice the language you know well. All you need to do is to press a few buttons and start
talking.

In this 1-day seminar, you’ll learn to communicate effectively and persuasively and become comfortable
with your own style. Develop key presentation skills and learn how to present your ideas with conviction,
control, and poise -- and without fear. Plus receive expert advice on how to handle especially challenging
situations. Best of all, you’ll gain confidence by making presentations.

Transform yourself from inexperienced speaker to skilled presenter.

In this 1-day seminar, you’ll learn to communicate effectively and persuasively and become comfortable
with your own style. Develop key presentation skills and learn how to present your ideas with conviction,
control, and poise—and without fear. Plus receive expert advice on how to handle especially challenging
situations. Best of all, you’ll gain confidence by making presentations.

How You Will Benefit

1. Tailor your presentation to your audience

2. Use relaxation techniques to overcome nervousness
3. Learn how to project your voice and use pauses to dramatize your point
4. Expertly handle difficult questions and situations
5. Communicate with clarity and conviction
6. Gain confidence in your presentation skills

What You Will Cover

1. Balancing verbal and nonverbal messages so content is clear and memorable and you engage
listeners
2. Turning a speech outline into notes
3. Preparing to give the presentation by rehearsing, adhering to a time frame, and speaking from
notes
4. Reducing stress and speaker's anxiety
5. Managing the presentation environment so you can anticipate, avoid, and handle equipment
problems

Who Should Attend

Everyone who needs to develop their presentation skills, speak in front of groups or sell ideas to others,
and has little or no presentation experience.

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Special Feature

Throughout the workshop, you will practice and apply what you’ve learned, hone your presentation skills,
self-assess and receive feedback, and update and deliver your five-minute pre-work presentation

LINK: https://www.youtube.com/watch?v=HAnw168huqA

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ACTIVITY 1

WEEK1-2

Name:__________________________________ Score:_________________

Section:_________________________________ Date:_________________

INSTRUCTION: First answer the questions below, and do on the second part.

A.
1. What are the techniques used in anxiety management?
2. What are the Ground rules for being comfortable in speaking in spontaneous situations?

B. Make 2 presentation about timely and relevant topic based from what you have learned about
the presentation that have you seen. 1 presentation is unrehearsed and the other one is
rehearsed presentation and let’s find out the difference between the two. Submit it into my email.

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WEEK 3-4

DESIRED LEARNING OBJECTIVES:

• To be able to use listening skills

• To be able to demonstrate what they have learned on the activity

Listening skills

Activities presented in this workshop will show various ways to use effective strategies to get people used
to listening. Some activities were chosen to show the way to simply use any course book to liven up the
listening part, others offer profound procedures to fulfil the task focused on listening.

Listening is the ability to accurately receive and interpret messages in the communication process.

Listening is key to all effective communication. Without the ability to listen effectively, messages are easily
misunderstood. As a result, communication breaks down and the sender of the message can easily
become frustrated or irritated.

If there is one communication skill you should aim to master, then listening is it.

Listening is so important that many top employers provide listening skills training for their employees.
This is not surprising when you consider that good listening skills can lead to better customer satisfaction,
greater productivity with fewer mistakes, and increased sharing of information that in turn can lead to
more creative and innovative work.

Many successful leaders and entrepreneurs credit their success to effective listening skills.

Good listening skills also have benefits in our personal lives, including:

A greater number of friends and social networks, improved self-esteem and confidence, higher grades at
school and in academic work, and even better health and general well-being.

Studies have shown that, whereas speaking raises blood pressure, attentive listening can bring it down.

Listening is not the same as Hearing

Hearing refers to the sounds that enter your ears. It is a physical process that, provided you do not have
any hearing problems, happens automatically.

Listening, however, requires more than that: it requires focus and concentrated effort, both mental and
sometimes physical as well.

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Listening means paying attention not only to the story, but how it is told, the use of language and voice,
and how the other person uses his or her body. In other words, it means being aware of both verbal and
non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and
understand these messages.

Listening is not a passive process. In fact, the listener can, and should, be at least as engaged in the process
as the speaker. The phrase ‘active listening’ is used to describe this process of being fully involved.

We spend a lot of Time Listening

Adults spend an average of 70% of their time engaged in some sort of communication.

Of this, research shows that an average of 45% is spent listening compared to 30% speaking, 16% reading
and 9% writing. (Adler, R. et al. 2001). That is, by any standards, a lot of time listening. It is worthwhile,
therefore, taking a bit of extra time to ensure that you listen effectively.

The Purpose of Listening

There is no doubt that effective listening is an extremely important life skill. Why is listening so important?

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Listening serves a number of possible purposes, and the purpose of listening will depend on the situation
and the nature of the communication.

To specifically focus on the messages being communicated, avoiding distractions and preconceptions.

To gain a full and accurate understanding into the speakers point of view and ideas.

To critically assess what is being said. (See our page on Critical Thinking for more).

To observe the non-verbal signals accompanying what is being said to enhance understanding.

To show interest, concern and concentration.

To encourage the speaker to communicate fully, openly and honestly.

To develop an selflessness approach, putting the speaker first.

To arrive at a shared and agreed understanding and acceptance of both sides views.

Often our main concern while listening is to formulate ways to respond. This is not a function of listening.
We should try to focus fully on what is being said and how it's being said in order to more fully understand
the speaker.

Barriers to Effective Listening

To improve the process of effective listening, it can be helpful to turn the problem on its head and look at
barriers to effective listening, or ineffective listening.

For example, one common problem is that instead of listening closely to what someone is saying, we often
get distracted after a sentence or two and instead start to think about what we are going to say in reply
or think about unrelated things. This means that we do not fully listen to the rest of the speaker’s message.

This problem is attributed, in part, to the difference between average speech rate and average processing
rate. Average speech rates are between 125 and 175 words a minute whereas we can process on average
between 400 and 800 words a minute. It is a common habit for the listener to use the spare time while
listening to daydream or think about other things, rather than focusing on what the speaker is saying.

Of course the clarity of what the speaker is saying can also affect how well we listen. Generally we find it
easier to focus if the speaker is fluent in their speech, has a familiar accent, and speaks at an appropriate
loudness for the situation. It is more difficult, for example, to focus on somebody who is speaking very
fast and very quietly, especially if they are conveying complex information.

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We may also get distracted by the speaker’s personal appearance or by what someone else is saying,
which sounds more interesting.

These issues not only affect you, but you are likely to show your lack of attention in your body language.

Generally, we find it much harder to control our body language, and you are likely to show your distraction
and/or lack of interest by lack of eye contact, or posture. The speaker will detect the problem, and
probably stop talking at best. At worse, they may be very offended or upset.

Benefits of active listening

There are many important benefits of active listening, these include:

Builds deep trust - As you cultivate the habit of listening sincerely, you invite people to open up. They can
sense that you will not be jumping to conclusions based on superficial details. They also realise that you
care enough about them to listen attentively. While building trust takes time, it leads to great benefits
such as lifelong friendships and a promise of help in difficult times.

Broadens your perspective - Your own perspective in life is not the complete truth or how everyone else
sees it. The way you understand life from your beliefs and thinking is only one way to look at it – listening
to other people’s perspectives allows you to look at life from different perspectives, some of which you
may not have thought of before.

Strengthens your patience - The ability to be a good listener takes time and you need to develop it with
regular efforts over time. But as you gradually get better and better at listening, an automatic benefit is
that you develop patience. Patience to let the other person express his or her feelings and thoughts
honestly while you don’t judge.

Makes you approachable - As you present yourself as a patient listener, people feel more naturally inclined
to communicate with you. By being there for them, you give them the freedom to express their feelings.

Increases competence and knowledge - Great listening skills make an employee more competent and
capable, regardless of their position. The more an individual can get information out of the meetings, the
instructions, and reports provided to him, the more efficient and successful they will be at completing the
task. Listening also builds knowledge and helps fulfil work requirements through progressive learning.

Saves time and money - Effective listening not only reduces risks of misunderstanding and mistakes that
could be very damaging to the business, it saves time and money by avoiding starting a task or a project
over again, just because the directives given were misunderstood. Employees do not waste precious time
and a specific budget allocated to a project.

Helps detect and solve problems - As a leader, they should always be attentive to what employees have
to say. In the workplace, they are the first ones to spot flaws and come up with suggestions for
improvements. Listening to colleagues will help you understand what needs to be changed and worked
on to retain talent and make improvements.

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Improve your active listening skills in our training course. Click here to learn more.

What makes a good listener?

Good listeners actively endeavour to understand what others are really trying to say, regardless of how
unclear the messages might be. Listening involves not only the effort to decode verbal messages, but also
to interpret non-verbal cues such as facial expressions and physical posture.

Effective listeners make sure to let others know that they have been heard, and encourage them to share
their thoughts and feelings fully.

You also need to show to the person speaking that you’re listening through non-verbal cues, such as
maintaining eye contact, nodding your head and smiling, agreeing by saying ‘Yes’. By providing this
feedback the person speaking will usually feel more at ease and communicates more easily, openly and
honestly.

Listening vs. hearing

Hearing is an accidental and automatic brain response to sound that requires no effort. We are
surrounded by sounds most of the time. For example, we are accustomed to the sounds of cars,
construction workers and so on. We hear those sounds and, unless we have a reason to do otherwise, we
learn to ignore them.

Hearing is:

Accidental

Involuntary

Effortless

Listening, on the other hand, is purposeful and focused rather than accidental. As a result, it requires
motivation and effort. Listening, at its best, is active, focused, concentrated attention for the purpose of
understanding the meanings expressed by a speaker.

Listening means paying attention not only to the story, but how it is told, the use of language and voice,
and how the other person uses his or her body. In other words, it means being aware of both verbal and
non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and
understand these messages.

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Listening is:

Focused

Voluntary

Intentional

Verbal and non-verbal signs of active listening skills

It’s a horrible feeling talking to someone and realising that they are not really listening. There are some
simple steps you can take to let the speaker know you are actively listening, such as asking relevant
questions, positive body language, nodding and maintaining eye contact.

LINK: https://www.youtube.com/watch?v=saXfavo1OQo

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ACTIVITY 2

WEEK3-4

Name:__________________________________ Score:_________________

Section:_________________________________ Date:_________________

I. INSTRUCTION: Answer the following question below.

1. What are the 3 important reasons why to listen? Explain

II. LISTENING GAME: DICTOGLOSS

-The teacher tells an interesting story to the students and they have to memorize it after that
they put them into groups and they have to retell the story using their own words after that
the teacher will break them up and make new groups and they have to retell they story in
those groups.
-it is good idea that you are going to record when you are going to tell the story on the first
time to show them the original at the end.

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WEEK 5-6

DESIRED LEARNING OBJECTIVES:

• To be able to understand cohesion and coherence

• To be able to create a composition using cohesion and coherence

COHESION AND COHERENCE IN ESSAY WRITING

Cohesion concerns the flow of sentences and paragraphs from one to another. It involves the tying
together of old information and new. When we write academic essays, particularly in the humanities, we
work hard to foster cohesion structurally, which enhances a reader's understanding of our ideas.

It is important for the parts of a written text to be connected together. Another word for this is cohesion.
This word comes from the word cohere, which means 'to stick together'. Cohesion is therefore related to
ensuring that the words and sentences you use stick together.

Good cohesion is achieved through the following five main methods, each of which is described in more
detail below:

Repeated words/ideas

Reference words

Transition signals

Substitution

Ellipsis

Two other ways in which cohesion is achieved in a text, which are covered less frequently in academic
English courses, are shell nouns and thematic development. These are also considered below.

Repeated words/ideas

One way to achieve cohesion is to repeat words, or to repeat ideas using different words (synonyms).
Study the following example. Repeated words (or synonyms) are shown in bold.

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Cohesion is an important feature of academic writing. It can help ensure that your writing coheres or
'sticks together', which will make it easier for the reader to follow the main ideas in your essay or report.
You can achieve good cohesion by paying attention to five important features. The first of these is
repeated words. The second key feature is reference words. The third one is transition signals. The fourth
is substitution. The final important aspect is ellipsis.

In this example, the word cohesion is used several times, including as a verb (coheres). It is important, in
academic writing, to avoid too much repetition, so using different word forms or synonyms is common.
The word writing is also used several times, including the phrase essay or report, which is a synonym for
writing. The words important features are also repeated, again using synonyms: key feature, important
aspect.

Reference words

Reference words are words which are used to refer to something which is mentioned elsewhere in the
text, usually in a preceding sentence. The most common type is pronouns, such as 'it' or 'this' or 'these'.
Study the previous example again. This time, the reference words are shown in bold.

Cohesion is an important feature of academic writing. It can help ensure that your writing coheres or
'sticks together', which will make it easier for the reader to follow the main ideas in your essay or report.
You can achieve good cohesion by paying attention to five important features. The first of these is
repeated words. The second key feature is reference words. The third one is transition signals. The fourth
is substitution. The final important aspect is ellipsis.

The words it, which and these are reference words. The first two of these, it and which, both refer to
'cohesion' used in the preceding sentence. The final example, these, refers to 'important features', again
used in the sentence that precedes it.

Transition signals

Transition signals, also called cohesive devices or linking words, are words or phrases which show the
relationship between ideas. There are many different types, the most common of which are explained in
the next section on transition signals. Some examples of transition signals are:

For example - used to give examples

In contrast - used to show a contrasting or opposite idea

First - used to show the first item in a list

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As a result - used to show a result or effect

Study the previous example again. This time, the transition signals are shown in bold. Here the transition
signals simply give a list, relating to the five important features: first, second, third, fourth, and final.

Cohesion is an important feature of academic writing. It can help ensure that your writing coheres or
'sticks together', which will make it easier for the reader to follow the main ideas in your essay or report.
You can achieve good cohesion by paying attention to five important features. The first of these is
repeated words. The second key feature is reference words. The third one is transition signals. The fourth
is substitution. The final important aspect is ellipsis.

Substitution

Substitution means using one or more words to replace (substitute) for one or more words used earlier
in the text. Grammatically, it is similar to reference words, the main difference being that substitution is
usually limited to the clause which follows the word(s) being substituted, whereas reference words can
refer to something far back in the text. The most common words used for substitution are one, so, and
auxiliary verbs such as do, have and be. The following is an example.

Drinking alcohol before driving is illegal in many countries, since doing so can seriously impair one's ability
to drive safely.

In this sentence, the phrase 'doing so' substitutes for the phrase 'drinking alcohol before driving' which
appears at the beginning of the sentence.

Below is the example used throughout this section. There is just one example of substitution: the word
one, which substitutes for the phrase 'important features'.

Cohesion is an important feature of academic writing. It can help ensure that your writing coheres or
'sticks together', which will make it easier for the reader to follow the main ideas in your essay or report.
You can achieve good cohesion by paying attention to five important features. The first of these is
repeated words. The second key feature is reference words. The third one is transition signals. The fourth
is substitution. The final important aspect is ellipsis.

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Ellipsis

Ellipsis means leaving out one or more words, because the meaning is clear from the context. Ellipsis is
sometimes called substitution by zero, since essentially one or more words are substituted with no word
taking their place.

Below is the example passage again. There is one example of ellipsis: the phrase 'The fourth is', which
means 'The fourth [important feature] is', so the words 'important feature' have been omitted.

Cohesion is an important feature of academic writing. It can help ensure that your writing coheres or
'sticks together', which will make it easier for the reader to follow the main ideas in your essay or report.
You can achieve good cohesion by paying attention to five important features. The first of these is
repeated words. The second key feature is reference words. The third one is transition signals. The fourth
is substitution. The final important aspect is ellipsis.

Coherence is achieved when sentences and ideas are connected and flow together smoothly. An essay
without coherence can inhibit a reader’s ability to understand the ideas and main points of the essay.
Coherence allows the reader to move easily throughout the essay from one idea to the next, from one
sentence to the next, and from one paragraph to the next. Following are several methods that can be
used to achieve coherence in writing:

Use Repetition to Link Ideas, Sentences, and Paragraphs

Repeating key words or phrases helps connect and focus idea(s) throughout the essay. Repetition also
helps the reader remain focused and headed in the right direction.

Example: Most students are intimidated by the works of William Shakespeare. They believe Shakespeare’s
sonnets and plays are far to complicated to read and understand.

Use Transitional Expressions to Link Ideas, Sentences, and Paragraphs

Transitional expressions, such as however, because, therefore, and in addition, are used to establish
relationships between ideas, sentences, and paragraphs. They serve as signals to let the reader know the
previous idea, sentence, or paragraph is connected to what follows. For a list of the most commonly used
transitional expressions, refer to the South-eastern Writing Centre’s hand out.

Useful Transitional Words and Phrases.

Example: Many students believe they cannot write a good essay because they are not writers. However,
as they practice writing and work on developing their writing skills, most students are able to gain the
needed confidence to start thinking of themselves writers.

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Use Pronouns to Link Sentences

Pronouns are used to link or connect sentences by referring to preceding nouns and pronouns. Pronouns
can also help create paragraphs that are easy to read by eliminating wordiness and unnecessary
repetition.

Example: Mr. Thompson agreed to meet with members of the worker’s union before he signed the
contract. He was interested in hearing their concerns about the new insurance plan.

Use Synonyms to Link Ideas and Create Variety

Synonyms are words that have the same or nearly the same meaning as another word. They provide
alternative word choices that can add variety to an essay and can help eliminate unnecessary repetition.

Example: Teenagers face an enormous amount of peer pressure from friends and schoolmates. As a result,
many young adults are exhibiting signs of severe stress or depression at an early age.

Use Parallel Structures to Link Ideas, Sentences, and Paragraphs

Parallelism is the use of matching words, phrases, clauses, or sentence structures to express similar ideas.
Parallel structures allow the reader to flow smoothly from one idea, sentence, or paragraph to the next
and to understand the relationships and connections between ideas.

Example: Usually, the children spend the summer weekends playing ball in park, swimming in the
neighbour’s pool, eating ice cream under the tree, or camping in the backyard.

At the museum, the class attended a lecture where the speaker demonstrated how the Native Americans
made bows and arrows. They also attended a lecture where a sword smith demonstrated how the Vikings
crafted swords.

LINK: https://www.youtube.com/watch?v=6piVC5rgWsM

20
ACTIVITY 3

WEEK5-6

Name:__________________________________ Score:_________________

Section:_________________________________ Date:_________________

INSTRUCTION: USE COHESION AND COHERENCE UPON ANSWERING THE QUESTION.

1. The growing number of overweight people is putting a strain on the health care system in an effort
to deal with the health issues involved. Some people think that the best way to deal with this
problem is to introduce more physical education lessons in the school curriculum. To what extent
do you agree or disagree?
2. Experiencing pandemic nowadays, what are the things that made you realized/ how this
realization affects you?

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WEEK 7-8

DESIRED LEARNING OBJECTIVES:

• To be able to use vocabulary

• To be able to use vocabulary skills in getting meaning of unfamiliar word

VOCABULARY SKILLS

Vocabulary refers to the words we must understand to communicate effectively. Educators often consider
four types of vocabulary: listening, speaking, reading, and writing.

Listening vocabulary refers to the words we need to know to understand what we hear. Speaking
vocabulary consists of the words we use when we speak. Reading vocabulary refers to the words we need
to know to understand what we read. Writing vocabulary consists of the words we use in writing.

Vocabulary plays an important part in learning to read. Beginning readers must use the words they hear
orally to make sense of the words they see in print. Kids who hear more words spoken at home learn more
words and enter school with better vocabularies. This larger vocabulary pays off exponentially as a child
progresses through school.

Consider, for example, what happens when a beginning reader comes to the word dig in a book. As she
begins to figure out the sounds represented by the letters d, i, g, the reader recognizes that the sounds
make up a very familiar word that she has heard and said many times. It is harder for a beginning reader
to figure out words that are not already part of their speaking (oral) vocabulary.

Vocabulary is key to reading comprehension. Readers cannot understand what they are reading without
knowing what most of the words mean. As children learn to read more advanced texts, they must learn
the meaning of new words that are not part of their oral vocabulary.

The scientific research on vocabulary instruction reveals that most vocabulary is learned indirectly and
that some vocabulary must be taught directly. Thus, research supports using a combination of both
indirect and direct approaches.

Indirect vocabulary learning

Children learn the meanings of most words indirectly, through everyday experiences with oral and written
language. Children learn word meanings indirectly in three ways:

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They engage daily in oral language

They listen to adults read to them

They read extensively on their own

Direct vocabulary learning

Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly.

Direct instruction helps students learn difficult words, such as words that represent complex concepts
that are not part of the students' everyday experiences. Direct instruction of vocabulary relevant to a
given text leads to better reading comprehension.

Direct instruction includes:

Providing students with instruction in specific words that are important to students’ content learning or
understanding of a particular text

Teaching students more general word-learning strategies that they can apply to a variety of words, such
as analyzing parts of words (e.g., root words)

To learn more about vocabulary, browse the articles, parent tips, research briefs, and video below.

7 Ways to Improve Your Vocabulary

Most of us have not spent much time learning new vocabulary since we were high school or college
students. Thankfully you can always pick up where you left off. Here are some tips to help you start
learning new vocabulary words:

Develop a reading habit. Vocabulary building is easiest when you encounter words in context. Seeing
words appear in a novel or a newspaper article can be far more helpful than seeing them appear on
vocabulary lists. Not only do you gain exposure to unfamiliar words; you also see how they’re used.

Use the dictionary and thesaurus. Online dictionaries and thesauruses are helpful resources if used
properly. They can jog your memory about synonyms that would actually be better words in the context
of what you’re writing. A full dictionary definition can also educate you about antonyms, root words, and
related words, which is another way to learn vocabulary.

Play word games. Classic games like Scrabble and Boggle can function as a fun way to expand your English
vocabulary. Crossword puzzles can as well. If you really want to be efficient, follow up rounds of these
word games with a little note-taking. Keep a list of the different words you learned while playing the game,
and then study that list from time to time.

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Use flashcards. A quick way to build a large vocabulary is to study a number of words via flashcards. In
today’s digital age, a wide array of smartphone apps make flashcards convenient and easy to organize.
Aiming for one new word a day is reasonable. You can always go for more, but it may not be reasonable
to assimilate dozens of English words every single day.

Subscribe to “word of the day” feeds. Some web platforms will provide you with a word a day—either on
a website, an app, or via email—to help you expand your vocabulary. You can add these words to running
word lists.

Use mnemonics. A mnemonic device is a form of word association that helps you remember words’
definitions and proper uses. For instance think of the word obsequious which means “attempting to win
favor from influential people by flattery.” Break down that word into components: “obse” is the beginning
of “obsessed,” “qui” sounds like the French word for “yes” (oui), and “us” is like the word “us.” So you can
think of that big word obsequious as “obsessed with saying yes to us”—which is kind of what it means!

Practice using new words in conversation. It’s possible to amass a huge vocabulary without actually
knowing how to use words. This means you have to take it upon yourself to put your personal dictionary
into use. If you come across an interesting word in your reading, make a point of using it in conversation.
By experimenting in low-stakes situations, you can practice the art of word choice and, with a little bit of
trial and error, hone in on the right word for a particular context.

Differences in Early Vocabulary Development

We know that young children acquire vocabulary indirectly, first by listening when others speak or read
to them, and then by using words to talk to others. As children begin to read and write, they acquire more
words through understanding what they are reading and then incorporate those words into their speaking
and writing.

Vocabulary knowledge varies greatly among learners. The word knowledge gap between groups of
children begins before they enter school. Why do some students have a richer, fuller vocabulary than
some of their classmates?

Language rich home with lots of verbal stimulation

Wide background experiences

Read to at home and at school

Read a lot independently

Early development of word consciousness

Why do some students have a limited, inadequate vocabulary compared to most of their classmates?

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Speaking/vocabulary not encouraged at home

Limited experiences outside of home

Limited exposure to books

Reluctant reader

Second language—English language learners

Children who have been encouraged by their parents to ask questions and to learn about things and ideas
come to school with oral vocabularies many times larger than children from disadvantaged homes.
Without intervention this gap grows ever larger as students proceed through school (Hart and Risley,
1995).

How Vocabulary Affects Reading Development

From the research, we know that vocabulary supports reading development and increases
comprehension. Students with low vocabulary scores tend to have low comprehension and students with
satisfactory or high vocabulary scores tend to have satisfactory or high comprehension scores.

The report of the National Reading Panel states that the complex process of comprehension is critical to
the development of children’s reading skills and cannot be understood without a clear understanding of
the role that vocabulary development and instruction play in understanding what is read (NRP, 2000).

Chall’s classic 1990 study showed that students with low vocabulary development were able to maintain
their overall reading test scores at expected levels through grade four, but their mean scores for word
recognition and word meaning began to slip as words became more abstract, technical, and literary.
Declines in word recognition and word meaning continued, and by grade seven, word meaning scores had
fallen to almost three years below grade level, and mean reading comprehension was almost a year below.
Jeanne Chall coined the term “the fourth-grade slump” to describe this pattern in developing readers
(Chall, Jacobs, and Baldwin, 1990).

Incidental and Intentional Vocabulary Learning

How do we close the gap for students who have limited or inadequate vocabularies? The National Reading
Panel (2000) concluded that there is no single research-based method for developing vocabulary and
closing the gap. From its analysis, the panel recommended using a variety of indirect (incidental) and
direct (intentional) methods of vocabulary instruction.

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Incidental Vocabulary Learning

Most students acquire vocabulary incidentally through indirect exposure to words at home and at
school—by listening and talking, by listening to books read aloud to them, and by reading widely on their
own.

The amount of reading is important to long-term vocabulary development (Cunningham and Stanovich,
1998). Extensive reading provides students with repeated or multiple exposures to words and is also one
of the means by which students see vocabulary in rich contexts (Kamil and Hiebert, 2005).

Intentional Vocabulary Learning

Students need to be explicitly taught methods for intentional vocabulary learning. According to Michael
Graves (2000), effective intentional vocabulary instruction includes:

Teaching specific words (rich, robust instruction) to support understanding of texts containing those
words.

Teaching word-learning strategies that students can use independently.

Promoting the development of word consciousness and using word play activities to motivate and engage
students in learning new words.

Research-Supported Vocabulary-Learning Strategies

Students need a wide range of independent word-learning strategies. Vocabulary instruction should aim
to engage students in actively thinking about word meanings, the relationships among words, and how
we can use words in different situations. This type of rich, deep instruction is most likely to influence
comprehension (Graves, 2006; McKeown and Beck, 2004).

Student-Friendly Definitions

The meaning of a new word should be explained to students rather than just providing a dictionary
definition for the word—which may be difficult for students to understand. According to Isabel Beck, two
basic principles should be followed in developing student-friendly explanations or definitions (Beck et al.,
2013):

Characterize the word and how it is typically used.

Explain the meaning using everyday language—language that is accessible and meaningful to the student.

Sometimes a word’s natural context (in text or literature) is not informative or helpful for deriving word
meanings (Beck et al., 2013). It is useful to intentionally create and develop instructional contexts that

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provide strong clues to a word’s meaning. These are usually created by teachers, but they can sometimes
be found in commercial reading programs.

Defining Words within Context

Research shows that when words and easy-to-understand explanations are introduced in context,
knowledge of those words increases (Biemiller and Boote, 2006) and word meanings are better learned
(Stahl and Fairbanks, 1986). When an unfamiliar word is likely to affect comprehension, the most effective
time to introduce the words meaning may be at the moment the word is met in the text.

Using Context Clues

Research by Nagy and Scott (2000) showed that students use contextual analysis to infer the meaning of
a word by looking closely at surrounding text. Since students encounter such an enormous number of
words as they read, some researchers believe that even a small improvement in the ability to use context
clues has the potential to produce substantial, long-term vocabulary growth (Nagy, Herman, and
Anderson, 1985; Nagy, Anderson, and Herman, 1987; Swanborn and de Glopper, 1999).

Sketching words

For many students, it is easier to remember a word’s meaning by making a

quick sketch that connects the word to something personally meaningful to
the student. The student applies each target word to a new, familiar context.
The student does not have to spend a lot of time making a great drawing. The
important thing is that the sketch makes sense and helps the student connect
with the meaning of the word.

Applying the Target Words

Applying the target words provides another context for learning word meanings. When students are
challenged to apply the target words to their own experiences, they have another opportunity to
understand the meaning of each word at a personal level. This allows for deep processing of the meaning
of each word.

Analyzing word parts is a vocabulary learning strategy

The ability to analyze word parts also helps when students are faced with unknown vocabulary. If students
know the meanings of root words and affixes, they are more likely to understand a word containing these
word parts. Explicit instruction in word parts includes teaching meanings of word parts and disassembling
and reassembling words to derive meaning (Baumann et al., 2002; Baumann, Edwards, Boland, Olejnik,
and Kame'enui, 2003; Graves, 2004).

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Semantic mapping

Semantic maps help students develop

connections among words and increase
learning of vocabulary words (Baumann
et al., 2003; Heimlich and Pittleman,
1986). For example, by writing an
example, a non-example, a synonym, and
an antonym, students must deeply
process the word persist.

Word Consciousness

Word consciousness is an interest in and awareness of words (Anderson and Nagy, 1992; Graves and
Watts-Taffe, 2002). Students who are word conscious are aware of the words around them—those they
read and hear and those they write and speak (Graves and Watts-Taffe, 2002). Word-conscious students
use words skilfully. They are aware of the subtleties of word meaning. They are curious about language,
and they enjoy playing with words and investigating the origins and histories of words.

Teachers need to take word-consciousness into account throughout their instructional day—not just
during vocabulary lessons (Scott and Nagy, 2004). It is important to build a classroom “rich in words” (Beck
et al., 2002). Students should have access to resources such as dictionaries, thesauruses, word walls,
crossword puzzles, Scrabble® and other word games, literature, poetry books, joke books, and word-play
activities.

LINK: https://www.youtube.com/watch?v=53SIKuCuHv0

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ACTIVITY 4

WEEK7-8

Name:__________________________________ Score:_________________

Section:_________________________________ Date:_________________

I. INSTRUCTION: Answer the following questions.

1. Why vocabulary is really important to writers, especially to students?

II. Letter Scramble. Arrange the words based on its definition.

1. raraibenot
-a state or condition markedly different from the norm.
=
2. edecca
-yield to another's wish or opinion
=
3. etalutipac
-surrender under agreed conditions
=
4. esuorac
-engage in boisterous, drunken merrymaking
=
5. noitucolmucric
-an indirect way of expressing something
=
6. eugogamed
-a leader who seeks support by appealing to popular passions
=
7. ytiminauqe
-steadiness of mind under stress
=
8. tnecsenave
-tending to vanish like vapour
=
9. suotiutarg
-unnecessary and unwarranted
=
10. ynomegeh
-the dominance or leadership of one social group over others

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WEEK 9-10

DESIRED LEARNING OBJECTIVES:

• To be able to understand the importance of classroom management

• To be able to make a plan about classroom management in the field of teaching

Classroom Management

Classroom management is the process by which teachers and schools create and maintain appropriate
behaviour of students in classroom settings. The purpose of implementing classroom management
strategies is to enhance pro social behaviour and increase student academic engagement (Emmer &
Sabornie, 2015; Everston & Weinstein, 2006). Effective classroom management principles work across
almost all subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006). When using a tiered model in
which school-wide support is provided at the universal level, classroom behaviour management programs
have shown to be effective for 80-85 percent of all students. More intensive programs may be needed for
some students.

Why classroom management is important?

Effective classroom management:

Establishes and sustains an orderly environment in the classroom. Increases meaningful academic learning
and facilitates social and emotional growth. Decreases negative behaviours and increases time spent
academically engaged.

Although effective classroom management produces a variety of positive outcomes for students,
according to a 2006 survey of pre-K through grade 12 teachers conducted by APA, teachers report a lack
of support in implementing classroom management strategies. Chaotic classroom environments are a
large issue for teachers and can contribute to high teacher stress and burnout rates. Therefore, it is
important to use effective classroom management strategies at the universal level in a tiered model, as
they serve as both prevention and intervention methods that promote positive outcomes for students.

Effective classroom management

Classroom management systems are effective because they increase student success by creating an
orderly learning environment that enhances students' academic skills and competencies, as well as their
social and emotional development. Classroom management systems are most effective when they adhere
to three basic principles (Brophy, 2006, pp. 39-40):

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Emphasize student expectations for behaviour and learning. Promote active learning and student
involvement. Identify important student behaviours for success. More specifically:

What behaviours are required to reach the goals of learning activities? What implications does a particular
learning activity have for student roles? How will the teacher prepare students to take on these roles?

School Wide Implementation

Teachers concerned with classroom management typically need help with two issues:

Preventing discipline problems. Dealing with current discipline problems.

What is classroom language?

Classroom language is the routine language that is used on a regular basis in classroom like giving
instructions of praise, for example “Take out your books” or “Please sit down”. This is language that
teachers are used to using and students are used to hearing, but when teaching a language it takes a while
to learn this part of the language. Knowing these language basics reduces the amount that students are
forced to use their mother tongue and increases the amount of the target language they are using; it
makes the language classroom environment more authentic.

Why can teaching classroom language pose a challenge?

Teachers often experience difficulties when trying to integrate classroom language into a lesson. The
difficulty often lies in that many second language teachers learned the language themselves after
childhood, so are not exposed to authentic classroom language. Those teachers must make a particular
effort to seek out what the correct language is in order to create the most authentic experience for the
students. Students often encounter difficulties when the form in the target language does not make sense
in their mother tongue; students must learn to accept that different languages work in different ways.

How can classroom language be taught?

When teaching classroom language, there are several strategies a teacher can employ to facilitate the
learning:

Teach the students the classroom language in a scaffolded way. Start with short commands, maybe just
one word such as “Sit”. Then the teacher can progress to a longer command, such as “Sit down please”
and eventually students can learn alternate phrases that mean the same think, for example “Take a seat”.

31
Make sure the students know what this language is for. Don’t leave them out of the learning process; they
should know that the more they use the language, the more they will develop and that these forms are
meant to help use the language in the most natural way possible.

Once you introduce the concepts, use them! Employ them as much as possible so the students become
accustomed to them and eventually are able to use them as well.

Use prompts such as language ladders or visuals to help students learn and remember the classroom
language. The web site Encouraging Classroom Language Use discusses several different types of prompts
that can be used.

Link: https://www.youtube.com/watch?v=z_XR6dy69f4

32
ACTIVITY 5

WEEK9-10

Name:__________________________________ Score:_________________

Section:_________________________________ Date:_________________

I. INSTRUCTION: Answer the following questions.

1. What is/are the teacher’s role in classroom management?
2. Why classroom language must be emphasized in classroom?

II. Make a plan about how you manage the classroom and present it in class.

33
WEEK 11-12

DESIRED LEARNING OBJECTIVES:

• To be able to understand the importance of computer literacy

• To be able to create a presentation

Computer literacy

What is computer literacy?

Computer literacy means you know how to use a computer to perform basic tasks such as operating the
basic software systems, platforms and other computer programs commonly used in the workplace. The
term is always evolving based on the latest improvements in computer technology.

Why is computer literacy important?

There are a number of reasons it’s important to have a basic understanding of computers:

Computers are everywhere. Almost every workplace requires computers to complete at least a small
portion of daily tasks.

Foundational value. Having a foundational understanding of computers makes it easier to learn more
advanced concepts and programs, as needed by a company. This results in less time spent by supervisors
in training employees in company software and platform applications.

Efficiency and productivity. Computer literacy helps enhance efficiency, workflow and overall experience
within the workplace. Employees can produce more in a shorter amount of time, freeing up resources to
do more.

Streamlined communication. Being computer literate may also make it easier to work with customers or
clients because it streamlines communication. Employees can easily connect with clients via email to share
documents and important resources.

Examples of computer literacy skills

Preferred computer literacy skills can often vary depending on your workplace and role. Some companies
may expect you to operate a computer during the entire day, while others may require less computer
usage. Here are some examples of computer literacy skills that may be used in your workplace:

Basic computer skills

34
If it’s your first experience in an office role and you haven’t worked with technology in the past, start with
basic computer skills. This may include typing, powering a computer on and off, learning keyboard
commands and knowing how to connect and disconnect your computer. Educating yourself on these basic
computer skills can prepare you for hands-on computer demands in the workplace.

Social media and search engines

Most companies’ marketing departments use social media to post updates about their company, services
and that of their clients. You may be asked to help your company build awareness through liking, sharing
or commenting on its social campaigns. Knowledge of using social media is important. Social media can
also help you better connect with industry leaders and experts to build your professional network.

Even more crucial to your workplace value is your ability to search for information online. In most work
environments, you’ll find that you have questions that can be answered quickly by entering them in a
search engine. Learning how to search for specific subjects can help enhance your knowledge of well,
everything. More specifically, it can keep you apprised of your industry and applicable trending topics.

Microsoft Office or GSuite

Depending on your role, supervisors and team members may expect you to type memos, build reports,
track data or give presentations. You can complete these tasks using Microsoft Office or GSuite programs.
Here are the common programs and how you can use them in the office:

Microsoft PowerPoint or Google Slides: If your position requires presenting ideas or strategies, you will
likely be expected to present on a slideshow. A computer literate employee will know how to upload
images and text to slides, create graphs or charts and transition each slide from one to the next.

Microsoft Word or Google Docs: If you hold a basic office position, you will likely need to type memos or
project plans. You can complete this using Microsoft Word or Google Docs. You’ll use basic typing skills to
use this program. Saving, attaching and sending files is often associated with using this platform as well.

Microsoft Excel or Google Sheets: If your position involves tracking or analyzing data, you will need to use
spreadsheets. Using a Microsoft Excel spreadsheet can vary from basic number inputting to complex
formulas. Practicing and researching different formulas may help accurately track your data in Excel.

Email and other communication programs

Communication is a vital part of most workplaces. In most office environments today, employees relay
information through in-person discussions, as well as through email and online messaging platforms. A

35
computer literate professional should know popular email platforms (such as Gmail and Outlook) and be
familiar with online messaging systems (Slack).

Networking diagnosis and troubleshooting

In an office environment, issues can often occur with your computer that don’t always require a call to IT.
With basic computer literacy skills, you can diagnose and fix simple computer issues on your own. For
example, if your computer is showing network or connection errors, you may need to find your IP address,
verify you’re connected to the network and attempt to reconnect.

How to improve your computer literacy

Hiring managers often prefer to hire employees who have strong computer literacy skills. Here’s how to
develop and enhance your computer skills to become a more valuable employee and job candidate:

1. Search for answers online

If you get stumped or confused by a computer program, search online. You’re likely not the only person
to have encountered the issue. Often, there are many step-by-step articles online that will help you
resolve the problem easily.

2. Practice what you know

A great way to enhance your current computer skills is to practice them regularly. The more you use what
you already know, the easier it becomes to perform these tasks often. Once you’ve become more
confident in these current skills, learning new computer skills will become easier and less intimidating.

3. Enroll in educational courses

If you want to learn specific software systems or skills and can’t find the info online, enroll in those
educational courses, in-person or as a part of an online curriculum. Not only will you achieve a better,
implementable knowledge of these computer skills and software; but you will also likely have an instructor
on-hand to field questions you might have.

36
4. Reach out to leadership

When you find a computer skill or program you want to learn but don’t have the resources, talk to the
leadership in your office. Your supervisor or HR manager may be able to connect you with the tools to
help you learn more, such as workshops, specialized training, and conferences. Also, there may be other
employees in the office who have the same interest. Ask around. Leadership might be more willing to pay
for these kinds of resources if they know there is a general need for them.

Link: https://www.youtube.com/watch?v=RFT2L9x3vnc

37
ACTIVITY 6

WEEK11-12

Name:__________________________________ Score:_________________

Section:_________________________________ Date:_________________

I. INSTRUCTION: Answer the following questions.

1. As a 21srt century learner, why learning basic computer is really important nowadays?
2. How learning computer helps people in the workplace?

II. Make a PowerPoint presentation about timely and relevant topic then email it.9 be creative
as you can)

38
What is News Literacy?

An introduction and overview of the course, highlighted by an outline of the role of a free press in a
democratic society and examples of current print and broadcast stories that illustrate why news literacy
matters to students – and society. We define “the news media,” and put the course in the context of the
accelerating communications revolution, ranging from Johann Gutenberg to Jon Stewart. Students leave
this class with an understanding of the purpose of the First Amendment in our society and the core
definition of News Literacy: The ability to judge the credibility and reliability of news reports–and why
that matters to them.

The Power of Information and the Press

We explore the universal need to receive and share information and the function that news has played in
every recorded society: to alert, to connect and to divert. Paying attention to disaster and celebrity stories
– even dog stories – is embedded deeply in our DNA. We then examine the specific cases in the United
States and the role technology has played in amplifying information – from smoke signals to television –
and how this also has enabled the sender to control the news. Students leave this class with an
understanding of why there is a need for a free flow of information in American and other cultures and
why some people are willing to kill (and journalists are willing to die) in the battle to control information.

.Know Your Neighbourhood

What makes journalism different from other kinds of information? The first rule for a smart news
consumer is this: always know what information “neighbourhood” you’re in. This lecture explores the
differences between news, propaganda, publicity, advertising, entertainment and raw information.
Students begin work on an Information Grid that defines these “neighbourhoods.” In the journalism
neighbourhood, a news consumer should always find three key values: verification, independence and
accountability. But the lines on the grid are blurring, often by design, and it’s easy to be deceived as to
what journalism is and who is a journalist.

39
WEEK 13-14

DESIRED LEARNING OBJECTIVES:

• To be able to define news and news literacy

• To be able to examine if the news is fake or not

What is News and Why?

What makes some information news? This class examines news drivers, news values and how the news
process works. What is the decision-making process that determines whether a story gets published or
broadcast? Who decides? How do editors balance the interesting and the important? What is “news
play,” or presentation, and why does it matter? What is proportionality? What is sensationalism? Are
news decisions driven by the profit motive or social responsibility or some combination of the two?
Students examine the question of whether there is too much bad news.

These six principles are to guide producers and consumers of news and information.

1. Free expression is the foundation — the cornerstone — of democracy

The First Amendment is based upon the conviction that all human beings have inalienable rights. The
foundation of journalism is the professionals’ understanding of their obligation to accurately, thoroughly
and completely inform their communities, so people may become more effective and active citizens. This
notion of civic responsibility will empower communities to make enlightened decisions, to express their
disagreements and to seek common ground.

When ideas are allowed to flourish, it is the public’s responsibility to determine what ideas and concepts
to accept and which to embrace, to question or to reject. The First Amendment is based on the premise
that people who can freely share information (especially about their government) will be informed and
able to make sound choices about what leaders to elect, to take responsibility for the welfare of their
communities and to respect the rights of people with different viewpoints and beliefs.

2. Discerning fact from opinion is a basic skill – and obligation

Journalists must clearly separate and label fact from opinion in their reporting of information to
communities and they should make concerted efforts to ensure that citizens know how to tell the
difference. This includes news and news analysis, the news organizations’ and individuals’ opinions
(columns, commentary, editorials, and letters to the editor), advertising, advocacy ads and advocacy
reporting.

The public must make it a priority to learn the difference between fact and opinion and make it a skill to
help others in their communities know the difference. Individuals must wield the right to challenge what
communicators claim is fact and what is opinion. People must demand transparency and credibility of
information. Readers and viewers must look at information beyond their circle of comfort so they obtain

40
complete and thorough data before acting. These obligations include evaluating what they receive and
verifying what they develop on their own.

3. When the process of gathering and reporting is transparent, news and information are more
meaningful, trusted and credible.

Journalists must present information free of bias and agendas. They should clearly identify issues or
limitations on that information, including reporting that the information might be incomplete or from
questionable sources. Journalistic independence is essential to this process.

Readers and viewers must understand a source’s agendas, motivations and backgrounds so they can make
full use of that information, assessing what is true. They need to insist on independent journalists,
professionals free of outside obligation and limitation, so they can trust the information they receive. They
need to hold media accountable for the quality of information delivered. If members of the public are
news sources, they must identify their biases and be transparent in their actions.

4. Effective communication of news and information requires synthesis of multiple sources into
meaningful context and comprehension of its impact

Journalists must make sense of information, using the most credible and reliable resources, so audiences
can make meaningful use of it, in context, with a minimum need for clarification. In short, journalists must
get it right. And it must be presented in a relevant, engaging manner without sensationalism, speculation
and bias.

Citizens must take responsibility to make every effort to understand information received, including
asking questions and pursuing their own versions of it. They must demand credible and reliable
information sources, not infotainment based on information that is not right. And they must be taught
the importance of seeking information of consequence.

5. Information requires verification to be effective

Journalists must find the best resources and substantiate what they say. They should present information
in coherent ways as well as keep it clear, meaningful and relevant. The purpose of news is not diversion
but the sharing of usable and reliable information in an engaging and relevant way. Journalists must
question sources without advocacy or disengagement. Journalists’ roles can be called “engaged
independence.”

Individuals must expect that the information they receive is accurate, thorough and reliably sourced and
that the media delivering this information is responsible and credible. Communities must not accept
information without critical thought and analysis, including comparison and evaluation. In evaluating such
information, they should be involved, skeptical and challenging, in what they act on.

6. Information in today’s society must empower forums to give voice to citizens and to monitor the free
flow of information

41
Journalists must reflect their communities, but, when the need arises, they must first be able to challenge
a community’s values and preconceptions to maintain the free and accurate flow of information.
Journalists must report information from all stakeholders, especially from those who might not otherwise
have a chance to be heard, by creating a forum that adheres to journalistic principles. Journalists are the
“watchdog” for society. They can bring about change by being journalistically responsible as well as by
offering voice to those traditionally unheard.

Individuals should expect to have a forum to air their views. That forum must also involve the
responsibility to listen to the views of others. Individuals can join journalists in the “watchdog” function
not only of society but also of the media, and can also provide the important function of giving voice to
those traditionally underserved.

https://www.youtube.com/watch?v=hja6b0D6s-g

https://www.youtube.com/watch?v=In10RmG9HG4&pbjreload=101

42
ACTIVITY 7

WEEK13-14

Name:__________________________________ Score:_________________

Section:_________________________________ Date:_________________

I. INSTRUCTION: Answer the following questions.

1. What is the importance of news? What are the steps to know if the news is authentic?
2. How can we fight fake news?

II. Make a diagram about any news and determine the fake into the original one.

43
References

Anderson, R. C., & Nagy, W. E. (1992). “The vocabulary conundrum,” American Educator, Vol. 16, pp. 14-
18, 44-47.

Baumann, J. F., Edwards, E. C., Boland, E., Olejnik, S., & Kame'enui, E. (2003). “Vocabulary tricks: effects
of instruction in morphology and context on fifth grade students’ ability to derive and infer word
meanings,” American Educational Research Journal, Vol. 40, No. 2, pp. 447–494.

http://www.sylviad.cz/Workshops%20for%20teachers.html

https://www.indeed.com/career-advice/career-development/how-to-become-computer-literate

The United Kingdom’s international organisation for cultural relations and educational opportunities. A
registered charity: 209131 (England and Wales) SC037733 (Scotland)

https://www.britishcouncil.gr/en/exam/schools-institutions/seminars-teachers-and-learners-english

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