Week 1.

MODULE 1- COMMUNICATION AND

GLOBALIZATION

Overview/ Introduction
The English language, being the country’s
second language, is the language used when
we are in a multicultural or international
setting. Knowing that the country has a number
of different languages and dialects, it is the
English language that bridges the
communication process in a multicultural
setting to attain understanding. But although
the use of the English language has been
present for the longest time already, many
Filipinos are still not confident in using it
especially when they are in a multicultural
setting.
Since you are a non-native speaker of the
English language, there is always this small
voice that tells you that the message you have
in mind will not be expressed the way you
intended it to. Because of this, you hesitate to
express using the wrong words; you do not
give proper emphasis resulting to alteration of
tone; you stutter because you cannot find the
correct words, etc. when this happens, you may
use the non-verbal form of communication to
augment the encoding of your message.
Non-verbals may not have the same
meanings in different cultures or different
countries but understanding these differences
may help you get your message across. In your
generation, it is important to realize that
interacting with people of different cultures and
race is something you must master because of
globalization.
Learning Outcomes
1. Explain how cultural and global issues
affect communication.
 2. Appreciate the impact of communication
in society and in the world.
3. Accomplish various tasks in relation to
the different language registers and
factors affecting intercultural
communication.

Learning Objectives
At the end of the chapter, learners will be
able to:
a. explain how cultural and global
issues affect communication;
b. appreciate the impact of
communication in society in the world;
and
c.accomplish various tasks in relation to
the different language registers and
factors affecting intercultural
communication.
Learning Activities
 Discussion

What is Globalization?
GLOBALIZATION, as defined by the business
dictionary, is the worldwide movement
toward economic, financial, trade, and
communications integration. This
movement resulted to the formation of the
global village. The global village would have
something to do with interactions relating to
the exchange of goods, use of
transportation for business, development
of technology to support the expanding
transactions, integration of investment,
and flow of international trade.
Communication and Globalization
In communication, globalization would
mean the increase in the social
connectedness of the expansion of one’s
social community and the mutual reliance
or dependence of peoples and nations;
the evolution of a language that could be
understood by most countries; and the
development of the global communication skills
or the ability to send message across cultures
through four macro skills (e.g. speaking,
listening, reading, and writing) and the use of
non- verbal communication. Developing one’s
global communication can lead to cultural
diversity.
CULTURAL DIVERSITY refers to people from
different cultures or nations respecting each
other’s differences.

HOW TO COMMUNICATE IN A MULTICULTURAL

SETTING?

It is important to know and adapt the

different communication style with the
people that you will meet in a given situation.
High Context Low Context
Communication Communication
It is used It is used
predominantly in predominantly in
collectivist cultures individualistic cultures
and reflects a holistic and reflects an
thinking style, where analytical thinking
the larger context is style, where most of
taken into the attention is given
consideration when to specific focal
evaluating an action or objects independent of
event. the surrounding
environment.
Most of the Most of the meaning is
information is either in conveyed in the
the physical context or explicit verbal code.
internalized in the
person, with very little
information given in
the coded, explicit,
transmitted part of the
message.
Communication styles can also be direct or
indirect, self-enhancing or self –effacing.
1. Direct or Indirect. It is a direct
communication style if message reveals the
speaker’s true intention and indirect if the
message camouflage the intention.
2. Self-enhancing or self-effacing. It is a
self-enhancing communication style if the
message promotes positive aspects of self and
self- effacing if the message deemphasizes
aspects of self.
3. Elaborated or Understated. It is
elaborated communication styles if there is a
use of rich expressions and understated if there
is an extensive use of silence, pauses, and
understatements.
What is intercultural communication?
Intercultural communication is the sharing
of meanings with and receiving and interpreting
ideas from people whose cultural background is
different from yours.
Samovar and Porter (2001) enumerated some
of the variations of intercultural
communication as follows.
1. Interracial Communication is the
interaction among people of different races.
Examples:
 A tourist guide conducting a tour for a
group of people with different nationalities.
 A Chinese national visited Boracay and
asked some locals the directions of his
hostel.

2. Inter-ethnic Communication is the

interaction among people who have different
ethnic groups.
Examples:
  An international correspondent interviewing
the aborigines of Australia for a television
documentary.
 A group of social workers educating the
members of the tribes from Baguio about
the benefits that the government allotted to
them.

3. International Communication is the

interaction between persons representing
different political structures.
Examples:
 President Duterte recently visited the
President of China, Xi Jinping.
 Senator Manny Pacquiao met President
Donald Trump.

4. Intra-cultural Communication is the

interaction that includes all forms of
communication among members of the same
racial, ethnic, and sub-culture groups.
Examples:
 The head of the Manobo tribe meeting his
constituents
 The organization of criminology students is
having an acquaintance party.

FACTORS THAT MAY AFFECT

INTERCULTURAL COMMUNICATION

The non-verbal used by people from

different countries and by people from different
cultures may vary. The following factors can
help you understand better these variations.
1. Cultural Identity
- Filipinos in general value the
importance of close family ties while
Westerners strongly believe in
individuality.
There are things that you should be very
careful about when communicating with
people from different cultures. These
things are considered walls that could
block the communication process.
- Ethnocentrism- the attitude that one's
own group, ethnicity, or nationality is
superior to others; the term
anthropologists use to describe the opinion
that one’s own way of life is natural or
correct. Some would simply call it cultural
ignorance. Ethnocentrism means that one
may see his/her own culture as the correct
way of living.
- Discrimination- the unfair or prejudicial
treatment of people and groups based on
characteristics such as race, gender, age or
sexual orientation.
- Stereotyping- A judgment based on a
personal point of view; A conclusion,
drawn from specific information that is
used to make a broad statement about
a topic or person.
 Examples: Asians are good at math” or “women are
empathetic,”

- Cultural blindness- the incapacity to

comprehend how specific situations
may be seen by
individuals belonging to
another culture due to a strict
alignment with the viewpoints,
outlooks, and morals of one's
own society or culture.
- Cultural Imposition- the tendency of
an individual or a group to believe that
their cultural values and beliefs should
be dominant. That is why these people
attempt to impose their behavioral
patterns and values onto others.
- Tone differences

2. Racial Identity
 - Racial identity refers to the place or
country where the person was born or
the race that has a greater influence on
his personality.

3. Social Class
- Refers to the status hierarchy of the
person in the society.

4. Gender and Role Identity

- Gender refers to the perception of the
roles of men and women in the society.
Role identity, on the other hand, refers
to the part or character you play in
society.

An example of gender identity, You are

a woman and you perceive yourself as
equal of man. While an example of role
identity, you are a student, a brother
and a son.
5. Age
- Most of the Asian Countries pay great
respect to their elders and listen to their
opinion.

6. Individual Personality
- Refers to the distinct personality of an
individual.

7. Proxemics
- Refers to the use of space when
communication with different people.

8. Clothing and Physical Appearance

- An example of this an Indian woman
wears the Sari.

9. Paralanguage
 - Refers to the factors of speech such as
accent, pitch, range, volume or
articulation.
- Consider silence, when in Greece
silence means you are refusing
something, while in Egypt silence
means you are consenting to
something.

10. Facial Expressions and Eye Contact

- Refers to how we move our facial
muscles to send messages.
- In Western Countries like Australia and
the US it is important to maintain eye
contact during conversation as they see
it as confidence, show of interest and
honesty.

11. Gesture and Body Stance

- Refers to the body movements we use
to send a message.
 - In most countries, sticking your
tongue out is taken as a sign of
mockery, while in Polynesia, this gesture
is used to greet people.

Week 2. VARIETIES AND REGISTERS OF SPOKEN AND

WRITTEN LANGUAGE

FROZEN REGISTER INFORMAL REGISTER

 The most formal register, (CASUAL)
the language used is fixed  The language is laidback
and constant and the and conversational, the
nature of the language language uses slangs,
does not require feedback. jargons and contractions.
 Examples are national  Examples are friendly
anthem, The Lord’s letters, diaries and
Prayer, preamble of the journals, chat with
constitution. friends, most blogs and
text messages.
FORMAL REGISTER INFORMAL REGISTER
 The language requires (INTIMATE)
formal English because it  The language is casual
is used in official and and personal and uses
ceremonial setting and the terms of endearment,
language is written slangs and/or terms
without emotion. understandable only to
 Examples are essays, the person.
 official speeches, court  Examples are lovers,
proceedings, swearing in mother giving pet names
ceremony and an to their children and best
interview. friends formulating slang.
CONSULTATIVE REGISTER NEUTRAL REGISTER
 The language is used  The language sticks to
specifically for the purpose facts and deals with non-
of soliciting aid, support, emotional topics and
or intervention. In the information.
setting, one person is an  Examples are technical
expert and the other writing, reviews, article
person is the receiver of (news article).
expertise.
 Examples are client and
doctor consultation,
teacher and student
conversation and
employee and employer
conversation.

Here are some rules of formal writing for your guidance.

1. Avoid using contractions. Words should always be spelled
out except if you are directly quoting somebody.
Examples:
a. Use cannot instead of can’t
b. Use does not instead of doesn’t
c. Use will not instead of won’t
2. Spell out numbers less than one hundred.
 a. Eighty-six students were chosen to perform for the
president.
b. It was reported that sixteen pieces of jewelry were
missing yesterday.
3. Write in third person point of view. In writing a
qualitative study, you may write using the third person point
of view.
a. Use: The researchers used questionnaires in gathering
the data.
Do not use: We used questionnaires in gathering the
data.
b. Use: They deserve the award.
Do not use: I think they deserve the award.
4. Use the active voice (subject as doer of the action) as
much as possible instead of the passive voice (subject as
receiver of the action)
a. Use: The students did the research.
Do not use: The research was done by the students.
b. Use: Two men stole the jewelry.
Do not use: The jewelry was stolen by two men.
5. Do not use slangs, idioms, exaggerations, and clichés.
Slang refers to the very informal language you use with your
friends. These are street words that a particular group
understands.
Examples of slang:
a. Country slang
Younguns means young people.
Uppity means snobby
b. Urban slang
 Dawg is an expression used to address a close friend.
Awesome sauce ,means awesome than awesome.
c. Gay slang
Miss congeniality refers to someone very friendly.
Brainy-means intelligent
d. Common slang
Kudos is another word for respect or recognition
Blimey is an exclamation of surprise.
6. Avoid abbreviations and acronyms. If you use abbreviations
or acronyms, spell the entire name out the first time it
appears, followed by the acronym. From then on, you can
use the acronym itself.
a. National Aeronautics and Space Administration (NASA)
b. Philippine Astronomical Geophysical Atmospheric Space
Administration (PAGASA)
c. Tablespoon-tbsp.
NOTE: Do not use slang abbreviations or symbols that
you would use in friendly emails and texts.
Ttyl (talk to you later)
w/ (with); c/o-care of; w/o-without
& (and)
7. Do not start sentences with words like: and, so, but, also
You may use: Nevertheless, additionally, however, as a
result of, although, or in addition.
8. Always write in complete sentence.
9. Write longer, more complex sentences.

There are NO STRICT RULES TO INFORMAL WRITING but

you may include the following when you write informally.
 1. Figurative languages
2. Slang and clichés
3. Symbols and abbreviations
4. Acronyms
5. Incomplete sentences
6. Short sentences
7. First person, second person, and third person
8. Jokes
9. Paragraphs or no paragraphs
10. Personal opinions
11. Extra punctuation (Hi, men!!!)
12. Passive and active voice

Week 3. MODULE 2-EVALUATING MESSAGES AND/OR

IMAGES

Overview/Introduction

This chapter will focus on knowing who your audience

is; the various ways you can present your ideas or
messages; and understanding the message via listening,
reading and viewing critically.

Critical thinking is the ability to create an opinion

with factual supporting evidences that are rational. It
involves visualizing the message, analyzing the message,
and logically assessing the meaning of the message. It is
referred to as independent thinking because you need
to direct, discipline, and monitor yourself before you can
attain critical thinking.
To be a critical thinker, you should be able to analyze
information or messages and sort through persuasive
appeals; discriminate between faulty arguments and
valid reasoning; follow ideas to logical conclusions; and
appreciate a diversity of opinions and presentation styles.

Learning Outcomes
1. Evaluate multimodal texts critically to enhance
receptive skills (listening, reading, viewing).
2. Convey ideas through oral, audio-visual, and/or web-
based presentations for different target audiences in
local and global settings using appropriate registers.
3. Adopt awareness of audience and context in
presenting ideas.

Learning Objectives
At the end of the chapter, the learners will be able to:
 a. evaluate multimodal texts critically to enhance
receptive skills (listening, reading, viewing);
b. convey ideas through oral, audio-visual, and/or web-
based presentations for different target audiences in
local and global settings using appropriate registers;
and
c. adopt awareness of audience and context in
presenting ideas.

Learning Activities
 Discussion/Analysis:
 What is a Message?
- it is the final concept of the idea by the
sender.
- it may be encoded in various forms like
spoken words, written words, non-verbals,
pictures, films, advertisements, memes, visual
and performing arts, etc.
- messages sent by different sources have their
specific purpose.

 Three (3) PURPOSES OF MESSAGE

1. To inform/educate – When your purpose is
to inform or educate, your message should be
neutral and unbiased. At present, it is
unfortunately very common that informative write-
ups in social media, specifically Facebook, are not
neutral or unbiased. You should learn how to be
vigilant in identifying or filtering fake news on
social media by using critical thinking.
The usual platforms for this purpose of message
are newspaper articles, magazine features, news
blogs, travel blogs, radio broadcasts, television
newscasts, documentaries, online video tutorials,
seminars or conventions, and classroom lectures.

2. To entertain – When your purpose is to

entertain, your message should give your audience
an enjoyable and relaxing feeling. In oral
communication, your message should be light and
short. In movies, it could be a romantic comedy.
Whatever medium it is that you use, always
remember that you are pleasing your audience and
holding their attention while making a point.
The message may be humorous but you do not
need to be funny all the time just to entertain. In
oral communication, you can share interesting
stories or an anecdote that is relevant to the
 occasion. The usual platforms for this purpose of
message are music, movies, television sitcoms,
sports broadcasts, social networks and
entertainment media.

3. To persuade - When your purpose is to

persuade, your message should be able to
influence your audience towards your point. This
may be the most challenging purpose of message
because you have to change the mindset of your
audience and let them believe the idea you are
offering.
A post on Facebook may influence you to think
one way by narrating only their side of the story.
As a media literate individual, you should be able
to detect biases and read critically.
The usual platforms for this message are
advertisements, political speeches, political blogs,
and social media posts.

 Who Controls the Transmission of these

Messages?
- In the mass, interactive and emerging media,
the ones transmitting and controlling most of
the messages you receive are corporations,
government and individuals.
- CORPORATIONS are also called MEDIA
CONGLOMERATES because most of them
own different media forms that we consume
like television, radio, film, music, websites.
These corporate-owned media’s main goal is
to prosper their respective business, that is
why their messages are motivated by
commercial interests, which are gained
through advertising. As a consumer of media,
you must remember to listen, read, and view
critically to be able to weigh if the message
you are receiving is serving your best
interests, or the interests of these
conglomerates.

- GOVERNMENT, also known as STATE-

OWNED MEDIA, are media produced or
funded by the government. When watching
messages from state sponsored media, you
must carefully evaluate them for propaganda.

- INDIVIDUALS refer to the INDEPENDENT

MEDIA. These forms of media are free from
the influence of the corporate government.
Citizen journalism for instance, has gained
 following because of the social media. This
platform enabled everyday people to report
current events to a wide audience.

 How to Convey the Message?

- Everyday, you connect or communicate with
different people of various personalities and
culture for different purposes. The way you
communicate with them would depend on
your purposes. Listed below are the basic
components to consider in order for you to
communicate with purpose.
1.Have an Objective – Identify the purpose
why you will communicate with the person.
Is it to inform, to entertain, or persuade?
What are your expectations from the
person/audience?

2.Consider your Audience – Message will be

given properly depending on the audience in
a situation.

3.Be Clear – Make your message short and

direct. Make sure that there are no irrelevant
information, no unfamiliar jargons, and no
ambiguous terminologies.
 4.Check for Understanding – Make sure that
conversations are given in a two-way
process. Listen to an interaction, ask
questions, give or answer clarifications if
there is.

Note: Knowing the purpose of your

communication is the key to a
successful communication process.
Keep on practicing your skills in
identifying purpose and planning how
to communicate messages.

UNDERSTANDING THE AUDIENCE

As the sender of the message, you should

realize that the person or the audience you are
communicating with has a purpose too, and you
should be able to identify that purpose. It is
therefore expected that you consider their
motivations to be able to fit the message to their
point of view.

Being able to identify your audience’s

expectations and determining what is the
appropriate way to deliver the message will make
you a rhetorically-sensitive person who can adapt
to diverse social situations and perform reasonably
well in most of them (Hart and Burks, 1972). This
may be an easier task if you are having a dyad. In
a small group public communication, remember
that your audience is most of the time diverse
group of people.

The table below is used for analyzing audience

before delivering a speech.

DEMOGRAPHICS
Ethnicity What is the group’s common
heritage and cultural
traditions?
Race What is their common
ancestry?
What are their common
physical characteristics
Religion What are the religious beliefs
of your audience?
 What are the traditions of
these beliefs?
Sex and Gender Is there a majority of men in
your audience or do women
form the majority?
Is the majority of your
audience masculine, feminine
or androgynous?
Marital Status Are most of the audience
married, single, or separated?
Age Are your audience children,
teenagers, young adults,
adults, middle-aged?
Group Affiliation What are the common
interests of your audience?
Do they all belong to a specific
group?
Occupation/Socio- Does your audience belong to
Economic Status a particular occupational
group?
Regions From what region is your
audience?

Psychographics
Motivation Is the attendance of your
 audience by choice or were
they required?
Values What are the cultural
influences and the
experiences of your
audience?
What is important for your
audience?
Level of Will you audience oppose
Agreement/Attitude you, support you, or remain
neutral?
Beliefs What does your audience
accept as correct, true, and
valid?

Situational Information
Environmental Factors
Nature of What is the event all about?
Event
Location Where will the event take place?
Size of How many people are expected to
Audience attend the event?
Physical What is the physical design of the
Arrangement venue? What part of the room will
the stage be? Where would the
 technical people be?
Technology What technology is available at
the venue? Do you need to bring
your own equipment?
Temporal Factors
Time of Day Will the event happen in the
morning, midday, or evening?
Speaking How many speakers will there be?
order What is the order of presentation
of the speakers?
Length of How much time was allotted for
Speech your part?

Other ways of presenting the message

One message can be presented in several ways

depending on the audience and the occasion. With
the presence of modern technology and new
media, you have multiple selections to choose
from. You just have to know what form will be
advantageous to you and the receiver.

For oral and non-verbal communication, ways

of presenting messages can range from a simple
conversation to speaking in front of a public. In
making the speech creative, and not boring, the
following are suggested: use of music, memes,
visual data, humor, a video or animation, props or
images, flashing a provocative statement or doing
the story telling technique with visuals.

For visual communication, you may use

advertisements, promotional and public relation
collaterals, infographics, pictures, paintings,
sculptures, architectural designs, animation, video,
film, memes. These are used to deliver well your
message.

Week 4. Three (3) Receptive Skills (Critical

Reading, Listening and Viewing)

I. Critical Reading is a more active way of unveiling

information and ideas presented by the text. In the
process of unveiling, you ,must be aware of your biases
and prejudices so that you can honestly evaluate the text.
The steps involved in critical reading are : analysis,
interpretation, and evaluation.
Note: To become a purposeful, active, critical
reader, you may take into consideration the
following strategies:

1. Monitor Comprehension
- It cannot be denied that you do know your limits
when it comes to vocabulary, understanding the
important idea/s presented, connecting ideas to form
a logical conclusion, etc. Monitoring comprehension
does not mean merely knowing what your limitations
are. You must be open to enhance your skills by
applying strategies to fix your limitations.

2. Metacognition
- Besides knowing your limitations, you should also be
aware of how you process thinking. Be clear about
the purpose of your reading before starting to read.
While reading, be aware of how fast or slow you
read and understand the text. After reading, you try
to assess how much of the text were you able to
understand. Try to assess what part made it hard for
you to understand and then find a way to fix this.
You may use the listed steps below. It may be hard at
first but by regular practice, you could be better.

a. Identify where the difficulty occurs.

b. Identify what the difficulty is.
c. Restate the difficult sentence in your own words.
d. Look back through the text.
e. Look forward in the text for the information that
might help you resolve the difficulty.

3. Using of Graphic Organizers

- If you are a visual learner, you may use graphic
organizers to make it easy for you to understand
the text. Maps, graphs, frames, clusters, webs,
storyboards, and Venn diagrams are some examples
of graphic organizers. Use them to understand and
link concepts.

4. Answering Questions
- If you are the student who would speed read a text
given by the teacher because you wanted to get the
answers to the questions posted on the board as
soon as you can, then this strategy will work for you.
Asking questions will give you a purpose for reading
critically. You can start by asking explicit questions
first and then move to implicit questions.

Four (4) types of questions you may use:

a. Questions found right in the text.
 b. Questions based on the recall of facts that are
directly found in the text.
c. Questions where you can make use of what you
already know against what you have learned from
the text.
d. Questions based on your experiences.

5. Recognizing Story Structure

- This strategy can be used when you are reading
fiction. You can draft the story structure by
identifying the characters, setting, significant events,
conflict, climax, denouement, and resolution. You
may combine this strategy with graphic organizer.

6. Summarizing
- This strategy can be used when writing research.
You determine what is important or what the main
idea is in the text and write it using your own words.
After identifying main ideas, you can start
connecting them to complete your study. Do not
forget to eliminate unnecessary information to avoid
confusion.

ADDITIONAL INFORMATION ON READING COMPREHENSION

Different Levels of Comprehension
 Reading Comprehension is the ability to easily and efficiently
read the text for meaning. It is the last step of the reading
process taught to students after they’ve learned phonics, fluency,
and vocabulary. Five levels of reading comprehension can be
taught to students:
1. Lexical Comprehension
2. Literal Comprehension
3. Interpretive Comprehension
4. Applied Comprehension
5. Affective Comprehension

To really understand these different levels, let’s take a

familiar text and see how different types of questions probe
different understandings of the same story. The fairy tale of
Cinderella tells the story of a young girl, whose evil stepmother
won’t let her go to the ball. Cinderella’s fairy godmother,
however, magically whisks her off for the night and Cinderella
eventually marries her Prince Charming.
1. LEXICAL COMPREHENSION
Characteristics:
 It deals with the understanding of the words in a text.

 The reader must be equipped with the knowledge of

unlocking the meaning of the terms in a text.

Questions that start with the following are usually lexical:
 What does ‘enchanted’ mean?
  What words are most like ‘enchanted’: Magical or funny?
Scary or special?

2. LITERAL COMPREHENSION
Characteristics:
 Identify the main ideas of the paragraph.

 Recall details to support the main idea.

 Organize the sequence of main events that occurred.

Example Questions
 Who was the girl who lost the glass slipper?

 Where did Cinderella go to live at the end of the story?

 What happened…?

 How many…?

 How did…?

 Who…?

 What is/are…?

 Which…?

3. INTERPRETIVE COMPREHENSION
Characteristics:
 Reading between the lines.

 Predict endings and anticipate consequences.

 State reasons for events.

 Make generalizations.

 Understand the facts that are explicitly stated in the text.

Example Questions
 What would’ve happened to Cinderella if she hasn’t lost

her slippers?
 Why did…?

 What was…?

 What do you think about…?

  Can you explain…?
 How was this similar to…?

4. APPLIED COMPREHENSION
Characteristics:
 Reading beyond the lines.

 Reader links between the text and his own experience and

knowledge to develop an answer.

 A reader asks open-ended questions to promote deeper

understanding.
 Readers support their answer with a logical reason.

 Readers do the following:

1. Make generalizations.
2. Make comparisons.
3. Make judgments.
4. Make recommendations and suggestions.
5. Make decisions.
6. Create alternative endings.
Example Questions
 Do you think Cinderella was wrong for going to the ball

when her stepmother said she couldn’t go?

 How would you…?

 Do you agree…?

 What would have happened if…?

 How might…?

 What effect does…?

 If you were… what would you…?

5. AFFECTIVE COMPREHENSION
Characteristics:
 Previews social scripts to ensure understanding of plot

development.
 Connects motive to plot and character development.


Example Questions
 What do you do when you’re disappointed because you

cannot do anything fun? Is that how Cinderella reacted.

 Do you think what … has done is appropriate?

Reference:
https://www.elcomblus.com/different-levels-of-comprehension/

Critical Listening – is a logical process of scrutinizing

what you listened to. It involves analyzing, interpreting
and evaluating, just like in critical reading. It sometimes
involves problem solving and decision-making.

Note: Here are some steps that you can follow to

develop your listening skills and be a critical
listener.

1. Be attentive but relaxed.

- being attentive means being not only physically
present but mentally present, too. Focus on what
the speaker is saying by mentally screening out
distractions. Make eye contact but do not stare at
the speaker.
If you are doing something while in conversation,
you can turn your face to the speaker from time to
time to show courtesy and to tell him/her that you
are listening. If you are talking to a person from
another culture, be sure to know if there are issues
on eye contact as what has been discussed in the
previous chapter.
Another way to show the speaker that you are
paying attention is by repeating what he/she has
said. You can use a question form of sentence when
repeating the speaker’s statement. You may say
“Did you day that….” or “I believe there is… when
you said that” or “I agree when you said …”

2. Avoid interrupting the speaker and

imposing your ideas.
- Interrupting the speaker just to impose your ideas
is not a characteristic of a good listener. A good
listener will encourage you to say more. You can do
this by asking open-ended questions like “Why?”
This will prompt the speaker to go on and continue
speaking.

3. Wait for the speaker to pause before you

ask clarifying questions.
- Asking clarifying questions show the speaker that
you are listening. It is better to clarify some things
that you did not grasp than to look foolish reacting
or responding incorrectly because you did not
clarify. When can you ask questions to clarify
things? Do not ask questions while the speaker is in
the middle of his/her statements. You may ask
questions when he/she pauses.

4. Pay attention to non-verbal cues and look

beyond the spoken message.
As the receiver of the message, it is a must that you
learn to decode not just the spoken message but
also the non-verbal signs that go together with the
message sent.

5. Keep an Open Mind and be emphatic.

- Do not let your biases and prejudice affect the
way you listen to speaker. Avoid mentally criticizing
the statements or the gestures of the speaker. You
will not be able to listen well if you keep on
criticizing the person.

6. Listen and try to visualize what the speaker

is saying.
- Create visuals in your mind while listening to the
speaker. The design of your visuals depends on
your creativity. If the statements are too long, try to
flash significant words in your mind to help you
focus on the message.
 7. Give the speaker regular feedback.
- Nodding, smiling, frowning, and other gestures
may be used to give the speaker feedback.
Paralanguage can also be used to show that you are
following the thought of his/her message. You do
not have to speak in order to give feedback.
Sometimes, it is better to use non-verbal
communication for feedbacks.
If you are to give a spoken feedback, make sure
that you reflect the feelings of the speaker to show
him/her that you understand his message.

Critical Viewing- entails comprehension, interpretation,

and evaluation of the information presented by television,
film, and other visual media. In the process of
interpreting, you will be facing symbols like light, sound
effects, editing, script, music and more.

Note: The following can help you evaluate a

film, a television show, or video.

BEFORE VIEWING:

1. Know your purpose before viewing the film,

television show, or video.
2. If you are viewing a film, predict sequence of
events, the point of view of the creator, etc.
3. Connect the film or video with other media like
books, blogs, etc. that describes a similar idea.
4. Concept map the video topic in a self-selected
context.
5. Create self-produced guiding questions

DURING VIEWING:

1. To be able to understand the film or video, you can

pause it to monitor comprehension or rewind to
clarify the comprehension.
2. You can re-watch the film or video with new
purpose and perspective.
3. Form relevant questions based on viewing.
4. Make meaningful inferences.

AFTER VIEWING:

1. Retell what happened.

2. Summarize the main idea.
3. Recall own thinking and/or emotions during video
(metacognition).
4. Infer social context with respect to total views or
social shares.
5. Separate explicit and implicit ideas.

EXTENDED:

- Extended comprehension strategies are

meant to provide extended learning around
video and streaming content, as well as
opportunities for more complex thinking
about the content.

1. Reflect on your purpose and the evaluation

of the film or video.
2. Compare and contrast film or video with
similar video or film content.
3. Create anticipation guide for viewers who
have not seen the film or video yet.
4. Identify the ‘big idea’ of the film or the
video.
5. Roughly determine the history of the film
topic.
6. Evaluate the roles played, the audience, the
format, the topic/theme