TE1091_ IS

INFORMATION SHEET T

WRITTEN INSTRUCTIONAL MATERIALS

MANPOWER DEPARTMENT
TRAINING INSTITUTION

TECHNICAL ENGLISH
Semester 1

First Edition Mac 2015

Manpower Department Training Institute
http ://www.jtm.gov.my/kurikulum

All Rights Reserved. This document is classified as LIMITED. No part of the Written
Instructional Manual (WIM) may be reproduced in any form without the prior permission of
the Manpower Department (JTM).

This Semester One learning material is developed for fulltime courses in Manpower
Department Training Institute’s (ILJTM) by WIM Development Committee Members and
had been revised and verified by Curriculum Steering Committee to be applied in all
ILJTM.

WIM Approval Code : WIM/TE1091/12015/S01
Syllabus Approval Code : SFB/TE XO91 /22014
WIM Approval Date : 25 Mac 2015

ENDORSEMENT OF CURRICULUM COMMITTEE
CLUSTER – GENERAL SUBJECT

Hereby, the Written Instructional Manual (WIM)cluster of General Subject for
Technical English 1 had been revised by curriculum review committee of
Manpower Department and had been VERIFIED in the Curriculum Steering
Committee Meeting (MJPK) No. 1/2015 dated 25 Mac 2015. This Written
Instructional Manual (WIM) should be applied from July 2015 in all ILJTM.

.................................................... ....................................................

(SHAHRULNIZAM BIN SHARIP) (SYED MOHAMAD NOOR BIN SYED MAT ALI)
Cluster Chairman Chairman of the

Curriculum Steering Committee

CONTENT

LIST OF COMMITTEE MEMBERS .....................................................................................i

LIST OF ABBREVIATIONS................................................................................................ ii

INFORMATION SHEET SEMESTER 1............................................................................ .3

1.0 SPEAKING SKILLS 4

2.0 WRITING SKILLS 18

3.0. LISTENING SKILLS 32

4.0 READING SKILLS 60

INSTITUSI LATIHAN
JABATAN TENAGA MANUSIA

LIST OF COMMITTEE MEMBERS

TECHNICAL ENGLISH 1

Committee Members :

1. Shahrulnizam bin Sharip ADTEC Bintulu
(Cluster Chairman)
ILP Ledang
2. Waheeda binti Rahmat
(Cluster Assisstant Chairman) ILP Kuala Lumpur
ILP Ipoh
3. Gayathri a/p Sunarun ILP Pedas.
4. Mohanaa a/p Raja Silvan ILP Pasir Gudang
5. Shobaa Menon a/p Narayanan ADTEC Shah Alam
6. Anjitha a/p Kalimuthu ILP Ledang
7. Rosezan binti Abd Rahim ADTEC Batu Pahat
8 Muhammad Hafiz bin Abu Samah
9. Mimi Nora binti Mohd Noh

Secretariat :

1. Norpisah binti Jumin BKT, Ibu Pejabat
2. Ismail bin Mohd Taha BKT, Ibu Pejabat
3. Che Puteh binti Zakaria BKT, Ibu Pejabat
4. Oze Farahmeela binti Otoh BKT, Ibu Pejabat
5. Hamed bin Yacob BKT, Ibu Pejabat

1st Session : 23 - 26 Jun 2014
Date : Hotel Seri Malaysia Bagan Lalang, Sepang, Selangor
Venue
: 9 - 12 Mac 2015
2nd Session : TH Hotel, Penang
Date
Venue

i

LIST OF ABBREVIATIONS

IS INFORMATION SHEET
WS WORK SHEET
AS ASSIGNMENT SHEET

COURSE CODE
SEMESTER

SUBJECT NO.
CREDIT

TOPIC NO.
TYPE OF WIM

TE 1 09 1 01 IS

ii

INFORMATION
SHEET

TE 1091 SEMESTER 1

TE 1091-01-IS WIM/TE 1091/22014/S01 3

INSTITUSI LATIHAN
JABATAN TENAGA MANUSIA
KEMENTERIAN SUMBER MANUSIA

MALAYSIA

CLUSTER NAME INFORMATION SHEET
NUMBER AND
COMMON SUBJECT– SEMESTER 1
TITLE OF MODUL
LEARNING TE 1091 – TECHNICAL ENGLISH 1

EXPERIENCE 1.0 SPEAKING SKILLS
NUMBER OF THE
ASSIGNMENT 1.1 INTRODUCTION TO COMMUNICATION SKILLS
1.2 BASIC COMMUNICATION THEORY
1.3 SOCIAL INTERACTION SKILLS
1.4 PRESENTATION SKILLS

TERMINAL BY THE END OF THE LESSON, STUDENTS SHIULD BE ABLE TO
PERFORMANCE DEVELOP CONFIDENCE AND FLUENCY IN ENGLISH THROUGH:
OBJECTIVE (TPO)
1. READING SKILLS TO CAPTURE AND TO GUESS FROM
CONTEXT.

2. LISTENING AND WRITING SKILLS TO INTERPRET AND TO TAKE
NOTES USING APPROPRIATE LEVEL OF ENGLISH.

3. SPEAKING AND COMMUNICATION SKILLS TO PRESENT
INFERENCES BASED ON OBSERVATION.

ENABLING APPLY EXCELLENT COMMUNICATION SKILLS BY IMPLEMENTING
OBJECTIVE (EO) BASIC COMMUNICATION THEORY, SOCIAL INTERACTION AND
PUBLIC SPEAKING TECHNIQUES SO THAT A GOOD

COMMUNICATION SKILL CAN BE DEVELOPED.

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1.0 SPEAKING SKILLS

1.1 INTRODUCTION TO COMMUNICATION SKILLS

INSTRUCTIONAL AIMS: Introduction to communication skills used to get the
students familiar with the methods of communication content.

INFORMATION: Figure 1-1
1.1.1 Definition:

 Communication is giving, receiving or exchanging information,
opinions or ideas so that what is communicated is completely
understood.

 Communication is a process involving a sender and a receiver.
The writer or speaker sends a message which is supposed to elicit
a response from a reader or listener. Thus, communication is a
two-way process. Poor communication occurs when the line is
broken between sender and receiver or vice-versa.

 Good communication is the lifeblood of successful organizations.

 Effective communication results in effective business. People
understand your meaning and reply in such way that moves the
exchange forward in the right direction.

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1.1.2 Methods in communication:

 One-way and two-way communications represent two basic
methods of communication.

One- way communication

 If the flow of information from the sender to the receiver is
one-way, the communication is dominated by the sender’s
knowledge and information is poured out towards the receiver.
This method does not consider feedback and interaction with the
sender.
 For example : one-way intercom systems, broadcast
stations, and wire line news services.

SENDER RECEIVER

Figure 1-2

Two- way communication
 Two-way process of reaching mutual understanding, in
which participants not only exchange information, news,
ideas and feelings but also create and share meaning. This
method considers feedback and interaction with the sender.
 For example: Phone calls, video conferencing calls,
interview, team meetings

SENDER RECEIVER

TE 1091-01-IS Figure 1-3 6
WIM/TE 1091/22014/S01

The best communication methods succeed in putting across the right
message in a clear, unambiguous way that gets noticed by the target
audience. Good communicators succeed in choosing the best method of
communication for the particular purpose in mind. In communication skills
there are five methods that usually appear in communication.

Written word Visual images

Spoken word Multimedia
Symbolic gesture

Figure 1-4

a) Written word
Typically communication in written is authority, it will be permanent
record, can be the evidence for future, can be read at leisure and
can include visual aids to assist understanding.

The instances:
Letters, memos, fax messages, e-mail, reports, notices, leaflets, agendas,
minutes, advertisements, fact sheets, newsletters, invitations, forms,
questionnaires, press releases.

b) Spoken word
In the spoken word the project of voice adds emphasis and you will
get immediate feedback and the body language or tone of voice
will add stress on certain messages.

The instances: speeches,
Telephone calls, discussions, meetings, interviews,
presentations, conferences, seminars, conversations.

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c) Symbolic gestures
We can gain extra information and easy to understand through the
symbolic gestures.

The instances:
Tone of voice, posture, gestures, facial expressions, actions, silence,
movement, eye contact.

d) Visual images
Understanding is often aided with visual images. They can convey
powerful conscious and unconscious messages and able to hold
attention and interest.

The instances:
Cartoons, illustrations, graphics, photographs, slides, drawing

e) Multimedia

Can combine any of the above methods for interest and
participation.

The instances;
Newspaper, magazines, radio, cassettes, television, video, intranet,
internet, World Wide Web, CD-ROMs

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1.2 BASIC COMMUNICATION THEORY

1.2.1 Process of Communication

The main components of communication process are as follows:

a) Sender

Sender is a person who sends the message. A sender makes use
of symbols (words or graphic or visual aids) to convey the
message and produce the required response. The views,
background, approach, skills, competencies, and knowledge of
the sender have a great impact on the message. The verbal and
non verbal symbols chosen are essential in ascertaining
interpretation of the message by the recipient in the same terms
as intended by the sender.

b) Message

Message is a key idea that the sender wants to communicate. It is
a sign that elicits the response of recipient. Communication
process begins with deciding about the message to be conveyed.
It must be ensured that the main objective of the message is clear.

c) Medium

Medium is a means used to exchange / transmit the message.
The sender must choose an appropriate medium for transmitting
the message else the message might not be conveyed to the
desired recipients. The choice of appropriate medium of
communication is essential for making the message effective and
correctly interpreted by the recipient. This choice of
communication medium varies depending upon the features of
communication. For instance - Written medium is chosen when a
message has to be conveyed to a small group of people, while an
oral medium is chosen when spontaneous feedback is required
from the recipient as misunderstandings are cleared then and
there.

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d) Recipient

Recipient is a person for whom the message is intended / aimed /
targeted. The degree to which the recipient understands the
message is dependent upon various factors such as knowledge of
recipient and their responsiveness to the message.

e) Feedback

Feedback is the main component of communication process as it
permits the sender to analyze the efficacy of the message. It helps
the sender in confirming the correct interpretation of message by
the recipient. Feedback may be verbal (through words) or non-
verbal (in form of smiles, sighs, etc.). It may take written form also
in form of memos, reports, etc.

1.3 SOCIAL INTERACTION SKILLS

1.3.1 Barriers in Communication

Barriers to effective communication can retard or distort the message and
intention of the message being conveyed which may result in failure of
the communication process or an effect that is undesirable. These include
filtering, selective perception, information overload, emotions, language,
silence, communication apprehension, gender differences.

This also includes a lack of expressing "knowledge-appropriate"
communication, which occurs when a person uses ambiguous or complex
legal words, medical jargon, or descriptions of a situation or environment
that is not understood by the recipient.

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Physical barriers

Physical barriers are often due to the nature of the environment. An
example of this is the natural barrier which exists if stuffs are located in
different buildings or on different sites. Likewise, poor or outdated
equipment, particularly the failure of management to introduce new
technology, may also cause problems. Staff shortages are another factor
which frequently causes communication difficulties for an organization.
While distractions like background noise, poor lighting or an environment
which is too hot or cold can all affect people's morale and concentration,
which in turn interfere with effective communication.

System design

System design faults refer to problems with the structures or systems in
place in an organization. Examples might include an organizational
structure which is unclear and therefore makes it confusing to know
whom to communicate with. Other examples could be inefficient or
inappropriate information systems, a lack of supervision or training, and a
lack of clarity in roles and responsibilities which can lead to staff being
uncertain about what is expected of them.

Attitudinal barriers

Attitudinal barriers come about as a result of problems with staff in an
organization. These may be brought about, for example, by such factors
as poor management, lack of consultation with employees, personality
conflicts which can result in people delaying or refusing to communicate,
the personal attitudes of individual employees which may be due to lack
of motivation or dissatisfaction at work, brought about by insufficient
training to enable them to carry out particular tasks, or just resistance to
change due to entrenched attitudes and ideas, it may be as a result delay
in payment at the end of the month.

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Ambiguity of words/phrases

Words sounding the same but having different meaning can convey a
different meaning altogether. Hence the communicator must ensure that
the receiver receives the same meaning. It is better if such words are
avoided by using alternatives whenever possible.

Individual linguistic ability

The use of jargon, difficult or inappropriate words in communication can
prevent the recipients from understanding the message. Poorly explained
or misunderstood messages can also result in confusion. However,
research in communication has shown that confusion can lend legitimacy
to research when persuasion fails.

Physiological barriers

These may result from individuals' personal discomfort, caused—for
example—by ill health, poor eyesight or hearing difficulties.

Presentation of information

Presentation of information is important to aid understanding. The
communicator must consider the audience before making the
presentation itself and in cases where it is not possible the presenter can
at least try to simplify his/her vocabulary so that the majority can
understand.

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1.3.2 Tips for Better Communication

Effective communication can be achieved through a good knowledge of
the communication cycle, awareness of the barriers which exist and by
carefully considering these factors:

a) Before communicating any message, ask yourself the four Ws ;
 What is the aim of the communication? Is to give
information, to persuade, to request, to inform?
 Who will receive the communication? What is the
recipient’s background knowledge, experience and
culture?
 What are the circumstances? Is the situation urgent,
serious, dangerous, emotive, and informative?
 What will the recipient’s reaction be? How will the
message affect the recipient? How can I make it achieve
the desired aims?

b) Think and plan before you speak or write.

c) Listen intelligently. Communication is a two-way process.
Listening is just as important as speaking. Similarly, try reading
your written message as if you were the recipient. Consider if it is
appropriate.

d) Use appropriate language. Use clear, simple language that will be
understood, and appreciate the same used by others.

e) Be open-minded. Consider other people’s viewpoints, be willing to
adapt and change methods or procedures if necessary.

f) Select appropriate media. Consider carefully the method for
communicating the message. It should be appropriate to achieve
the desired aim.

g) Time your communication carefully. Consider the best time
for the communication and how long it should take.

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h) Obtain feedback. Feedback is essential to find out if the
communication has been effective. If the message is not
understood, do not blame the recipient. Ask yourself why the
communication failed and how it could have been improved.

i) Read. Extend your knowledge of language by reading.

j) Aim high. Set and maintain high standards of language and
presentation in all your methods of communication.

1.4 PRESENTATION SKILLS

1.4.1 Introduction to Presentation

A presentation is a means of communication which can be adapted to
various speaking situations, such as talking to a group, addressing a
meeting or briefing a team. To be effective, step-by-step preparation and
the method and means of presenting the information should be carefully
considered. A presentation concerns getting a message across to the
listeners and may often contain a 'persuasive' element, for example a talk
about the positive work of your organisation, what you could offer an
employer, or why you should receive additional funding for a project.

 The Key Elements of a Presentation

a) Context

When and where will you deliver your presentation? Will it be in a
setting you are familiar with, or somewhere new? Will it be within
a formal work setting, or a less formal, social setting? Will the
presentation be to a small group or a large crowd? And are you
already familiar with the audience?

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Pic 1-1

b) Presenter

The presenter communicates with the audience and controls the
presentation.

c) Audience

The audience receives the presenter’s message(s). However, this
reception will be filtered through and affected by such things as
the listener’s own experience, knowledge and personal sense of
values.

d) Message

The message, (or messages), is delivered by the presenter to the
audience. The message is delivered not just by the spoken word
(verbal communication) but can be augmented by techniques
such as voice projection, body language, gestures, eye contact
(non-verbal communication), and visual aids.

e) Reaction

The audience’s reaction and success of the presentation will
largely depend upon whether the presenter’s message was
effectively communicated.

f) Method

Presentations are usually delivered direct to an
audience. However, today there may be occasions where they
are delivered from a distance over the Internet using video
conferencing.

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g) Impediments

Many factors can influence the effectiveness of how your
message is communicated to the audience, for example
background noise or other distractions, an overly warm or cool
room, or the time of day and state of audience alertness can all
influence your audience’s level of concentration. As presenter,
you have to be prepared to cope with any such problems and try
to keep your audience focused on your message.

1.4.2 Strategies in Presentation

i. Know your material. Pick a topic you are interested in. Know
more about it than you conclude in your speech. Use personal
stories and conversational language – that way you won’t easily
forget what to say.

ii. Practice. Practice. Practice! Rehearse out loud with all
equipment you plan on using. Revise as necessary.

iii. Know the audience. Greet some of the audience members as
they arrive. It’s easier to speak to a group of friends than to
strangers

iv. Know the room. Arrive early, walk around the speaking area and
practice using the microphone and any visual aids.

v. Relax – Ease tension by doing exercise. Transform nervous
energy into enthusiasm.

vi. Visualize yourself giving speech. Imagine yourself speaking,
your voice loud, clear and confident. Visualize the audience
clapping – it will boost your confident.

vii. Realize that people want you to succeed. Audiences want you
to be interesting, stimulating, informative and entertaining. They
don’t want you to fail.

viii. Don’t apologize for any nervousness or problem – the audience
probably never noticed it.

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ix. Concentrate on the message – not the medium. Focus your
attention away from you own anxieties and concentrate on your
message and your audience.

x. Gain experience. Experience builds confidence, which is the key
to effective speaking.

Pic 1-2

References :
1. WIM Bahasa Inggeris 2 (BI 2051), Jabatan Tenaga Manusia (JTM) , 2011
2. Essential Communication Skills , Sirley Taylor , Longman, 2000
3. Giving Presentations , Mark Ellis and Nina O’ driscoll , Longman , 1995
4. Communication Skills , John W. Davies , 2001

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INSTITUSI LATIHAN
JABATAN TENAGA MANUSIA
KEMENTERIAN SUMBER MANUSIA

MALAYSIA

CLUSTER NAME INFORMATION SHEET
NUMBER AND
TITLE OF MODUL COMMON SUBJECT– SEMESTER 1
LEARNING TE1091 – TECHNICAL ENGLISH 1
EXPERIENCE
2.0 WRITING SKILLS
NUMBER OF THE 2.1 USING ABBREVIATIONS
2.2 GRAPHIC ORGANIZER
ASSIGNMENT 2.3 NOTE-TAKING

TERMINAL BY THE END OF THE LESSON, STUDENTS SHIULD BE ABLE TO
PERFORMANCE DEVELOP CONFIDENCE AND FLUENCY IN ENGLISH THROUGH:
OBJECTIVE (TPO)
1. READING SKILLS TO CAPTURE AND TO GUESS FROM CONTEXT.

2. LISTENING AND WRITING SKILLS TO INTERPRET AND TO TAKE
NOTES USING APPROPRIATE LEVEL OF ENGLISH.

3. SPEAKING AND COMMUNICATION SKILLS TO PRESENT
INFERENCES BASED ON OBSERVATION.

ENABLING WRITE A TECHNICAL SUMMARY BY USING APPROPRIATE
OBJECTIVE (EO) ELEMENTS SUCH AS ABBREVIATIONS, GRAPHIC ORGANIZER
AND NOTE TAKING SKILLS FROM THE GIVEN TEXT IN ORDER TO
DELIVER INFORMATION EFFECTIVELY.

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2.0 WRITING SKILLS

2.1 USING ABBREVIATIONS

INSTRUCTIONAL AIMS: This information sheet is to introduce an abbreviation
to a simple English word that can be used in a technical summary in order to be
understood and delivered effectively.

2.1.1 Using abbreviation

Abbreviation is a root word of abbreviate that mean to make something
shorter especially words and phrases. Meaning, abbreviation is a short form of
word or phrases.

The use :
Abbreviation is use in a technical writing and mostly in scientific report.
e.g. Kilometre is usually abbreviate into KM

Examples of Abbreviation

 sth – something
 sb – somebody

Examples of Scientific Abbreviation

 KM – Kilometre Pic 2-1
 Hz – Hertz

2.1.2 Types of abbreviations

Apart from the common form of shortening one word, there are other
types of abbreviations. These include acronym and initialism (including three-
letter acronyms), apocope, clipping, elision, syncope, syllabic abbreviation, and
portmanteau.

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Syllabic abbreviation

A syllabic abbreviation (SA) is an abbreviation formed from (usually) initial
syllables of several words, such as Interpol for International Police, but should
be distinguished from portmanteaux. They are usually written in lower case,
sometimes starting with a capital letter, and are always pronounced as words
rather than letter by letter.

Periods (full stops) and spaces

 A period (full stop) is sometimes written after an abbreviated word, but
there is much disagreement and many exceptions.

 There is never a stop/period between letters of the same word. For
example, Tiberius is abbreviated as Tb. and not as T.b..

 In formal British English it is more common to write abbreviations with full
stops if the word has been cut at the point of abbreviation but not
otherwise: for example,
o Street — "St[reet]" — becomes "St.", but "Saint" — "S[ain]t" —
becomes "St".

Plurals Forms

To form the plural of an abbreviation, a number, or a capital letter used as
a noun, simply add a lowercase s to the end.

 A group of MPs
 The roaring '20s
 Mind your Ps and Qs

To form the plural of an abbreviation with periods, a lowercase letter used as a
noun, and abbreviations or capital letters that would be ambiguous or confusing
if the 's' alone were added, use an apostrophe and an s.

 A group of Ph.D.'s
 The x's of the equation

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 Sending SOS's
While some authors use the apostrophe in all plural abbreviated forms, it is
generally best avoided except as above to prevent ambiguity with the possessive
form.

Measurement

l=line, ll=lines; p=page, pp=pages; s=section, ss=sections; op.=opus,
opp.=opera. This form, derived from Latin is used in Europe in many places:
dd=didots. "The following (lines or pages)" is denoted by "ff". One example that
does not concern printing is hh=hands.

2.1.3 Aspects in Abbreviation
You can also form your own abbreviation for just about any word. Here are
three ways you can do this.

1. Write just the beginning of a long word.

Here are some examples of long words that have been abbreviated by writing
just the beginning of the word:

Table 2-1

Word Abbreviation Word Abbreviation
different fem
incorporated diff feminine pop
elementary ambig
molecular inc population sep
division hippo
elem ambiguous

molec separate

div hippopotamus

2. Leave out the vowels when writing a word.

Here are some examples of words that have been abbreviated by leaving out the
vowels when writing the word:

Table 2-2

Word Abbreviation Word Abbreviation
century pnt
mountain cntry point schl
reason cln
popular mntn school tchr

rsn clean

pplr teacher

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quality qlty progress prgrss

3. For words that have just one syllable, write just the first and last
letter of the word.

Here are some examples of words that have been abbreviated by writing just the
first and last letter of the word:

Table 2-3

Word Abbreviation Word Abbreviation
quart qt land ld
tick tk round rd
girl gl pack pk
night nt field fd
link lk heart ht

Use common abbreviations of words whenever you recognize them. For other
words, form abbreviations by using one of the three ways you just learned. Use
the way that best fits the word for which you are writing an abbreviation. Do not
try to abbreviate every word you write in your notes. Abbreviate those words that
are important and for which you can quickly form an abbreviation.

REMEMBER: YOU MUST BE ABLE TO RECOGNIZE THE COMPLETE WORD
FROM ITS ABBREVIATION.

Knowing the context in which you wrote the word will help you recognize the
complete word from its abbreviation. Using abbreviations for words will help you
take good notes more quickly. Having good notes will help you do better in tests.

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2.2 GRAPHIC ORGANISER

2.2.1 Definition Pic 2-2

Graphic Organiser is the method of listing the idea or main frame of
each information so that it is easy to be understood. A graphic organizer
is a visual and graphic display that depicts the relationships between
facts, terms, and/or ideas within a learning task. Graphic organisers are
also sometimes referred to as knowledge maps, concept maps, story
maps, cognitive organisers, advance organisers, or concept diagrams.

The use

Graphic Organiser can be used in recognizing the ideas of each
paragraph that need to be summarized to make things clear and certain.
It can help you to classify ideas and communicate more effectively. Use
graphic organisers to structure writing projects, to help in problem solving,
decision making, studying, planning research and brainstorming.

2.2.2 TYPES OF GRAPHIC ORGANISER

Graphic organisers come in many different forms, each one best suited to
organizing a particular type of information. The following examples are
merely a sampling of the different types and uses of graphic organizers.

Figure 2-1

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Example of Graphic Organisers:

i. Outline - An outline is the form of notes presented in a linear
style. It contains headings, sub-headings, and example presented
in a text. Special symbols are used to show how the ideas and
details relate to one another.

Title
Introduction (usually written in full paragraph form)

- Specific purpose – to
- Background information – rational of talk existing

problem significance of topic
- Scope – area to be delivered in your text

Body (elaboration of scope – discussion/ arguments/
analysis/ gearing towards purpose – point can be
phrase or sentence form)

1. Main point
a. Sub point
b. Sub point
Sub-sub
point Sub-
sub point
i. sub-sub-sub point
ii. sub-sub-sub point

2. Main point
a. Sub point
b. Sub point
Sub-sub
point Sub-
sub point
i. sub-sub-sub point
ii. sub-sub-sub point

Conclusion
- Summary/ opinion/ suggestion/ comment

Bibliography

Figure 2-2

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ii. Mind Map - Mind mapping is another way of making notes. In a
mind map is the main idea is placed at the centre while the sub-
ideas are branched out in all directions.

IDEA 1

IDEA 2 Text / Paragraph

IDEA 1

Figure 2-3

Note : The following are useful guidelines when drawing a mind map:
1. Start by writing the title of the subject
2. Draw line out from the title to the other subheadings
3. Facilitate memory recall by using different shapes and colours
4. Use single words or simple short phrases in the mind map
5. Use lines, arrows, colours to link ideas.

iii. Table - Some information is the best transferred into a table form
especially when the information can be classified into several
categories.

Table 2-4

MAIN IDEA DETAILS
IDEA 1
1. Sub point
2. Sub point

- Sub-sub point
- Sub-sub point

IDEA 2 1. Sub point

2. Sub point
- Sub-sub point

- Sub-sub point

Note : Columns and rows must be given clear titles/headings.

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iv. Timeline - Timeline is a form of notes that usually contains
information on events that happened sequence over a period of
time.

Timeline tag Statement of facts

found in the
paragraph

Figure 2-4
v. Pie Chart - A pie chart is the best way to show percentages on

factual information.

Monthly Expenditure

TE 1091-02-IS Figure 2-5 26
WIM/TE 1091/22014/S01

vi. Flow Chart - A flow chart represents information that comes in a
series of process.

Title

Introduction (usually written in full paragraph form)
Specific purpose – to
Background information – rational of talk existing problem
significance of topic
Scope – area to be delivered in your text

Body ( elaboration of scope – discussion/ arguments/ analysis/ gearing
towards purpose – point can be phrase or sentence form )

1. Main point ii.

a. Sub point
b. Sub point

Sub-subpoint
Sub-subpoint
i. sub-sub-subpoint
sub-sub-subpoint

2. Main point

a. Sub point
b. Sub point

Sub-subpoint Sub-
subpoint
i. sub-sub-subpoint
ii. sub-sub-subpoint

Conclusion

- summary /opinion/
suggestion / comment

Bibliography
Figure 2-6

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2.3 NOTE TAKING

2.3.1 Note taking Technique

Many times note taking is one of the most difficult things for a student to
do effectively. It can be difficult for students to know what to write down,
what is important or pertinent information, or how to structure their notes
so they are easy to study from in the future. By taking the time to
understand why we take notes, how best to do so, and how to use them,
we are able to improve our ability to make them truly useful. Notes taken
during reading or lectures can be one of the strongest tools a student has
in their academic experience.

Before attempting to take notes, consider the following questions:

 What is effective note taking?
 How can I take good notes in class or from written texts?
 Is it different for each?
 What is the overall goal of my note taking?
 How do I study and what should I include in my notes to help this

process?
 How is the class that I am taking taught and how should I take

notes based on this?

Why do we take notes?

 To summarize.
 To highlight important information.
 Most importantly, to review and study from later.

Pic 2-3

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What should be included?

 Pertinent information – What subject/chapter are you covering in
class that day? Look on your syllabus. Any information that is
presented and pertains to that area is pertinent information.

 Valid information – Before including information in notes, it is
important to determine if the information is accurate and based on
fact.

 Questions you have – These include questions you have about
things you don’t understand and the topics that you need
clarification on later. Perhaps they may even include questions
about how the point pertains to the subject. Account for anything
that will prompt your memory later when you are reviewing.

 Ideas - Write down ideas that you come up with during discussion
in class, from points read in the text, or even ideas for an
upcoming paper or essay exam.

 Verbal clues – These may include clues from the professor about
future exams, or future implications of the material on concepts
you will study later.

 Points to study later - Included can be ideas/concepts you need
more review to grasp or points the professor indicated will be
covered on the exam.

 Know the source (lecturer, author, etc.) - Knowing the lecturer can
help pinpoint important information or highly testable material.
Even if they simply repeat material from the texts, always be
prepared to take notes and listen. There may be clues in the
lecture about exams and assignments. Some will amplify the
textbook. This is more often the case, which means careful
attention and good note-taking skills will ensure success in the
course. Others will present new information typically not in the
text. In this case, class notes will be the most crucial tool in this
mix. The lecturer is pointing out what he/she thinks is important.

 Tangents/Examples – It may appear that your professor is off
subject, but more that likely examples and real case scenarios will
be given. It is important to discern between examples that
illustrate points of importance and tangents that will not contribute

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to your understanding of the course material.
 Specific order – Follow the book or at least chapter order. This

allows for a logical flow of information in your notes.
 Handouts – These are always important tools to supplement

lecture. Test questions often come off handouts; otherwise they
would be a waste of a professor’s time.

General tips and tricks:

 Develop a personal form of abbreviations to allow you to take
notes more quickly and allow you to include more information
effectively.

 Skip lines to allow you to fill in more information later.
 Always date material to know what material each test covers.
 Leave marginal room for notes when reviewing or from reading

text.
 Re-write notes right after lecture for better retention.
 Paraphrase. – It is easier to study from your own ideas than your

lecturers’.
 Stay ahead of reading assignments. This will help you understand

lectures better and give you a better indication of what notes are
important to take.
 Use labels, categories, and separate chapters/concepts to
organize your notes.
 Keep notes clear. Doodling is distracting when you go back to
study and is an indication of daydreaming during class.
 Use separate notebooks for each class.
 Underline or star key points.

 Record lectures if you are having trouble keeping up.
(Remember to ask permission from lecturer).

 Know the type of test you will be taking, if you are going to be
tested on the material. This will allow you to tailor your notes to fit
this style.

 Diagram relationships between information. This can be especially

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useful in subjects such as history.
 If your lecturer repeatedly speaks on a topic, it is likely that you

will have to know it in the future.

Use your notes for review and study later:

The main reason we take notes is to aid our studying later. Use them
appropriately. Review your notes frequently; this can be extremely useful
even in short sittings. It is best to begin this process within 24 hours of
first taking the notes. By doing so, retention is greatly increased. The
more you use your notes, the more familiar the material will become and
the more information you will retain for future use.

Pic 2-4

References :
1. WIM Bahasa Inggeris 2 (BI 2051), Jabatan Tenaga Manusia (JTM) , 2011
2. Patterns for College Writing , Laurie G. Kirszner and Stephen R. Mandell , 2011
3. College Writing Skills With Reading , John Langan , 2

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INSTITUSI LATIHAN
JABATAN TENAGA MANUSIA
KEMENTERIAN SUMBER MANUSIA

MALAYSIA

CLUSTER NAME INFORMATION SHEET
NUMBER AND
TITLE OF MODUL COMMON SUBJECT– SEMESTER 1
LEARNING
EXPERIENCE TE 1091 – TECHNICAL ENGLISH 1

NUMBER OF THE 3.0 LISTENING SKILLS
ASSIGNMENT
3.1 BASIC LISTENING SKILLS
3.2 SIGNAL WORDS
3.3 INFORMATION TRANSFER

TERMINAL BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO
DEVELOP CONFIDENCE AND FLUENCY IN ENGLISH THROUGH :
PERFORMANCE
OBJECTIVE (TPO) 1. READING SKILLS TO CAPTURE AND TO GUESS FROM CONTEXT.
2. LISTENING AND WRITING SKILLS TO INTERPRET AND TO TAKE

NOTES USING APPROPRIATE LEVEL OF ENGLISH.
3. SPEAKING AND COMMUNICATION SKILLS TO PRESENT

INFERENCES BASED ON OBSERVATION.

ENABLING TO DEVELOP THE GLOBAL LISTENING ABILITIES BY TEACHING BASIC
OBJECTIVE (EO) LISTENING STRATEGIES AND TO EXPOSE STUDENTS TO A NUMBER
OF DIFFERENT LISTENING SITUATION THROUGH ACTIVITIES.

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3.0 LISTENING SKILLS

Listening is the ability to accurately receive messages in the communication process.
Listening is key to all effective communication, without the ability to listen effectively
messages are easily misunderstood – communication breaks down and the sender of
the message can easily become frustrated or irritated.

Listening is so important that many top employers give regular 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, increased
sharing of information that in turn can lead to more creative and innovative work.

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 in
academic work and increased health and wellbeing. Studies have shown that, whereas
speaking raises blood pressure, listening brings it down.

Listening is NOT the Same as Hearing

Hearing refers to the sounds that you hear, whereas listening requires more than that: it
requires focus. 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.

“The most basic and powerful way to connect to another person is to
listen. Just listen. Perhaps the most important thing we ever give
each other is our attention.”

Rachel Naomi Remen

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We Spend a lot of Time Listening

Adults spend an average of 70% of their time engaged in some sort of communication,
of this an average of 45% is spent listening compared to 30% speaking, 16% reading
and 9% writing. (Adler, R. et al. 2001).

Based on the research of: Adler, R., Rosenfeld, L. and Proctor, R. (2001)
Interplay: the process of interpersonal communicating (8th edn), Fort Worth, TX:
Harcourt.

Figure 3-1

3.1 THE BASICS OF LISTENING SKILLS

LISTENING FOR SPECIFIC INFORMATION

 You do not have to listen to every word that was said.
 You can predict what you expect to hear.
 You usually listen for key words.
 You also usually listen to words ‘around’ the key words.

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LISTENING FOR MAIN IDEAS

To get the main idea:
 Listen for the topic of discussion The topic is the subject of the

discussion. This allows you to focus on key ideas in the discussion which
are relevant to the topic.
 Listen for key ideas which are related to the topic. The key ideas are the
important main points related to the topic.
 Ignore unimportant details and details not related to the key ideas.
These are usually the minor supporting details which are not important.

LISTENING TO TAKE NOTES

It is important for you to be a good listener in class. Much of what you will
have to learn will be presented verbally by your instructors. Just hearing
what your instructors say is not the same as listening to what they say.
Listening is a cognitive act that requires you to pay attention and think
about and mentally process what you hear.

Here are some things you should do to be a good listener in class.

Be Cognitively Ready to Listen When You Come to Class.
Make sure you complete all assigned work and readings. Review your
notes from previous class sessions. Think about what you know about the
topic that will be covered in class that day.

Be Emotionally Ready to Listen When You Come to Class.
Your attitude is important. Make a conscious choice to find the topic
useful and interesting. Be committed to learning all that you can.

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Listen with a Purpose.
Identify what you expect and hope to learn from the class session. Listen
for these things as your instructor talks.

Listen with an Open Mind.
Be receptive to what your instructor says. It is good to question what is
said as long as you remain open to points of view other than your own.

Be Attentive.
Focus on what your instructor is saying. Try not to daydream and let your
mind wander to other things. It helps to sit in the front and centre of the
class, and to maintain eye contact with your instructor.

Be an Active Listener.
You can think faster than your instructor can speak. Use this to your
advantage by evaluating what is being said and trying to anticipate what
will be said next. Take good written notes about what your instructor says.
While you can think faster than your instructor can speak, you cannot
write faster than your instructor can speak. Taking notes requires you to
make decisions about what to write, and you have to be an active listener
to do this.

Meet the Challenge.
Don't give up and stop listening when you find the information being
presented difficult to understand. Listen even more carefully at these
times and work hard to understand what is being said. Don't be reluctant
to ask questions.

Triumph Over the Environment.
The classroom may too noisy, too hot, too cold, too bright, or too dark.
Don't give in to these inconveniences. Stay focused on the big picture -
LEARNING.

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LISTENING TO MAKE INFERENCES

When you make an inference, you are deducing an idea which is not
directly stated. In other words, you make use of clues to figure out
something which the speaker does not explicitly tell you.

For example, if someone says, ‘I hate sentimental music. I prefer
something fast, noisy and loud’, you can infer that:

He will refuse your offer to get him tickets to a piano concert.
You will need ear plugs if you live with him, unless you share his taste in
music.
He probably can’t hear the phone ring when he plays his music.

Making an inference involves:

Making deductions based on available facts and evidence.
Making intelligent guesses.
Using your own experience and knowledge.

LISTENING TO DRAW CONCLUSIONS

When you listen to draw conclusions, you make a statement based on the
evidence or facts that you hear. In other words, you make a deduction
based on facts, evidence or details.

For example, if someone says, ‘I must have everything in order in my
house. I can’t stand it when something is out of place, and I absolutely
hate dust. If one leaves a cup or an apple core lying around, I just go
crazy!’ you can conclude that:

He is obsessed with cleanliness
or
He may have a psychological disorder.

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LISTENING TO PREDICT

To predict is to say what you think will happen.

Making predictions involves:

 Using your own experience and knowledge, and logical assertion.
 Listening to tone of voice
 Listening out for transitional devices
 Making inferences

LISTENING FOR TONE AND ATTITUDE

Communication is made up of words, tone of voice and body language
clues. Studies have shown that words are only 7% effective in conveying
the message, while the effectiveness of tone of voice and body language
cues are 35% and 55% respectively.

You can tell how people really feel about situation by observing their tone
of voice and body language. In this way, you can also assess their
attitude towards the situation.

 Tone of voice refers to how your voice sounds, for example, you can say
‘no’ in a friendly way, and you can also say ‘no’ in a firm way.

 Body language refers to gestures, facial expressions, posture and others.
 Attitude refers to the feelings you have towards something, for example,

your attitude could be optimistic, friendly, respectful, defensive,
sympathetic and others.

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3.1.1 TYPES OF LISTENING

Pic 3-1

There are ten different types of listening. Each type gives more depth to
communication.

a. Discriminative Listening

This is the most basic type of listening. Here is where the difference
between different sounds is identified. We learn to discriminate between
sounds within our own language early and that way we are able to know
the difference in the phonemes of other languages. This can also be
applied to emotion in a person’s voice. If one cannot discern the emotion,
then the listener will not connect with the experience of that emotion.
Body language is another thing that people will need to be able to tell the
difference. This actually makes up the biggest portion of a message
someone is trying to give; it is even louder than the words he is saying.

b. Comprehension Listening

This is the next step and it means the person needs to have a variety of
words that he knows and also all rules of grammar and syntax by which
he can understand what others are saying. Comprehension often benefits
from taking away key facts and items from a long spiel. This is also
known as content listening, informative listening, and full listening.

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c. Biased Listening

This is when people hear only what they want to hear. They misinterpret
what others are saying based on the stereotypes and other biases that
they have.

d. Evaluative Listening

Also known as critical listening, evaluative listening is when people make
judgments about what the other person is saying. People judge what
others say about their values, assessing them as good or bad, worthy or
unworthy. Normally people are trying to persuade others to change their
behavior or beliefs. Evaluative listening is also called critical, judgmental,
or interpretive listening.

e. Appreciative listening

People seek information that will meet their needs and goals. This is used
when listening to good music, poetry, or maybe a speech from a great
leader.

f. Sympathetic listening

A person listening to someone else and shows concern through the way
he pays attention and expresses sorrow for their hard times and
happiness in their good times.

g. Empathetic Listening

Here the listener goes beyond sympathy to truly seek to understand how
others are feeling. This requires excellent discrimination and close
attention to the emotional signals. If we are truly listening empathetically,
we are actually feeling what they are feeling.

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h. Therapeutic listening

The listener has a purpose of not only empathizing with the speaker, but
also to use a deep connection to help the speaker understand, change, or
develop in some way. This can either be done professionally or with
family members and those who are close to the speaker.

i. Dialogic Listening

This is learning through conversation and an engaged interchange of
ideas and information in which we actively seek to learn more about the
person and how they think. This is sometimes known as relational
listening.

j. Relationship Listening

This may be the most important because it is used to develop and sustain
relationships. They listen and take advice from these people more so than
anyone else, even if they are saying the same thing. Sales people use
this type of listening because they want to gain your trust and for you to
like them.

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THE 10 PRINCIPLES OF LISTENING

A good listener will listen not only to what is being said, but also to what is
left unsaid or only partially said.

Listening involves observing body language and noticing inconsistencies
between verbal and non-verbal messages. For example, if someone tells
you that they are happy with their life but through gritted teeth or with
tears filling their eyes, you should consider that the verbal and non-verbal
messages are in conflict, they maybe don't mean what they say. Listening
requires you to concentrate and use your other senses in addition to
simply hearing the words spoken.

Listening is not the same as hearing and in order to listen effectively you
need to use more than just your ears.

a. Stop Talking

Don't talk, listen. When somebody else is talking listen to what they are
saying, do not interrupt, talk over them or finish their sentences for them.
Stop, just listen. When the other person has finished talking you may
need to clarify to ensure you have received their message accurately.

b. Prepare Yourself to Listen

Relax. Focus on the speaker. Put other things out of mind. The human
mind is easily distracted by other thoughts – what’s for lunch, what time
do I need to leave to catch my train, is it going to rain – try to put other
thoughts out of mind and concentrate on the messages that are being
communicated.

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c. Put the Speaker at Ease

Help the speaker to feel free to speak. Remember their needs and
concerns. Nod or use other gestures or words to encourage them to
continue. Maintain eye contact but don’t stare – show you are listening
and understanding what is being said.

d. Remove Distractions

Focus on what is being said: don’t doodle, shuffle papers, look out the
window, pick your fingernails or similar. Avoid unnecessary interruptions.
These behaviours disrupt the listening process and send messages to the
speaker that you are bored or distracted.

e. Empathise

Try to understand the other person’s point of view. Look at issues from
their perspective. Let go of preconceived ideas. By having an open mind
we can more fully empathise with the speaker. If the speaker says
something that you disagree with then wait and construct an argument to
counter what is said but keep an open mind to the views and opinions of
others.

f. Be Patient

A pause, even a long pause, does not necessarily mean that the speaker
has finished. Be patient and let the speaker continue in their own time,
sometimes it takes time to formulate what to say and how to say it. Never
interrupt or finish a sentence for someone.

g. Avoid Personal Prejudice

Try to be impartial. Don't become irritated and don't let the person’s habits
or mannerisms distract you from what they are really saying. Everybody
has a different way of speaking - some people are for example more
nervous or shy than others, some have regional accents or make

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excessive arm movements, some people like to pace whilst talking -
others like to sit still. Focus on what is being said and try to ignore styles
of delivery.

h. Listen to the Tone

Volume and tone both add to what someone is saying. A good speaker
will use both volume and tone to their advantage to keep an audience
attentive; everybody will use pitch, tone and volume of voice in certain
situations – let these help you to understand the emphasis of what is
being said.

i. Listen for Ideas – Not Just Words

You need to get the whole picture, not just isolated bits and pieces.
Maybe one of the most difficult aspects of listening is the ability to link
together pieces of information to reveal the ideas of others. With proper
concentration, letting go of distractions, and focus this becomes easier.

j. Wait and Watch for Non-Verbal Communication

Gestures, facial expressions, and eye-movements can all be important.
We don’t just listen with our ears but also with our eyes – watch and pick
up the additional information being transmitted via non-verbal
communication.

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3.1.2 TIPS FOR BETTER LISTENING

Listening is half of oral communication and it is a skill that should be
taken as seriously as speaking. Effective leaders realize the importance
of acquiring good listening skills. No one can be expected to pay attention
to anything for a very long period, but good speakers use various
techniques to try to keep your attention. You must help yourself, however,
by following these guidelines:

a) Prepare to listen. Clear your mind so that you can give your full
attention.

b) Avoid pre-judgment. Do not pre-judge the speaker because of
appearance or occupation. Do not jump to any conclusions before
hearing what is said.

c) Be open-minded. Hear what is being said, and appreciate the
speaker’s point of view.

d) Establish eye contact. This shows that you are listening, as does
your posture.

e) Watch for signals. Pick up important point by watching the
speaker’s posture and gesture and by listening to intonation in
speaker’s words.

f) Extract the main points. Pick out and repeat to yourself the key
words or phrases. Make notes which will be a reminder
afterwards. Develop your note taking skills by jotting down the
main points of meetings or lectures.

g) Don’t interrupt. Try to avoid interrupting someone mid-sentence.
This is not only off putting, it is also rude. If this happens,
apologies and ask the speaker to continue.

h) Avoid distractions. Try to concentrate on what is being said and
don’t be distracted by anything else happening around you. Help
yourself by trying not to doodle!

i) Switch on. It is easy to switch off during a lecture or speech. Be
aware of when this is happening to you and make a conscious
effort to ‘switch on’ again.

j) Give feedback. You can give feedback by nodding, by smiling, by
k) adding appropriate ‘yes’ and ‘no’ feedback, by asking a question

or by adding comments of your own.

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3.2 SIGNAL WORDS
3.2.1 Introduction
RECOGNIZING TRANSITIONS OR SIGNAL WORDS

Pic 3-2

Transitions or signal words help you, the reader, follow the
direction of a writer’s thought. They are like signposts on the road
that guide the traveller.

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