TE1091_ IS

Look at the following sentences:
I love drinking coffee. It keeps me awake at night.

These sentences imply that the writer loves drinking coffee
because it keeps her awake at night. To add more specificity, the
signal word “because” can be used. To change the relationship
between the sentences, other transition words can be used.
Transitions (or signal words) are words and phrases that
show the connection between ideas. To show how transitions
guide us, here are the same two ideas, but this time with a
transition word:

I love drinking coffee even though it keeps me awake at night.

Now the writer loves coffee in spite of its keeping her awake at
night. The relationship between the sentences’ ideas has
changed. A transition has smoothed the way from one idea to the
other. In Latin, trans means “across,” so transitions live up to their
name – they carry the reader “across” from one thought to
another. Common signal words show emphasis, addition,
comparison or contrast, illustration, and cause and effect.

EMPHASIS WORDS

Among the most valuable signals for you to know are emphasis
words, through which the writer tells you directly that a particular
idea or detail is especially important. Think of such words as red
flags that the author is using to make sure you pay attention to an
idea. Look over the following list, which contains some typical
words showing emphasis.

important to note Table 3-1 A vital force
Most of all Above all
Most noteworthy
A significant factor Remember that A central issue
A key feature A major event A distinctive quality
The main value Especially relevant
The chief outcome
Especially valuable The principal item Should be noted
A primary concern Pay particular attention to The most substantial issue

The chief factor

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ADDITION WORDS

Addition words tell you that the writer’s thought is going to
continue in the same direction. He is going to add on more points
or details of the same kind. Addition words are typically used to
signal enumeration. Look over some addition words.

Also first Furthermore Likewise And
Another First of all In addition Moreover Second
Finally For one thing Last of all The third reason
next

Table 3-2

COMPARISON OR CONTRAST WORDS

Comparison words signal that the author is pointing out a similarity
between two subjects. They tell you that the second idea is like
the first one in some way. Look over the following comparison
words.

Like Like In the same way Similarly
Likewise Equally Alike Just as
In like manner
just similarity As in a similar fashion

But Table 3-3
However
In contrast Contrast words signal a change in the direction of the writer’s
thought. They tell you that the author is pointing out a difference
between two subjects or statements. Look over the following
contrast words.

Yet Variation Conversely
Differ Still Otherwise
difference On the other hand
On the contrary

Table 3-4

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ILLUSTRATION WORDS

Illustration words tell you that an example or illustration will be
given to make an idea clear. Such words are typically used in
textbooks that present a number of definitions and examples of
those definitions. Look over the following illustration words.

For example Specifically For instance
To illustrate once Such as

Table 3-5

CAUSE-AND-EFFECT WORDS

Cause-and-effect words signal that the author is going to describe
results or effects. Look over the following cause-and-effect words.

Because Cause Thus As a result
Therefore Reason Consequently If…. Then
Result in
So that effect since

Table 3-6

Listen for the signals in the following extracts. These signals can
help you understand when you are listening.

OTHER SIGNAL WORDS

 Introducing

At the beginning of a lecture, or a section of a lecture, the
instructor will give you some idea about the structure of the
lecture. Listen for these signals as it will help you understand what
the instructor is saying.

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What I'd like to do is to discuss ...
What I intend to do is to explain
In my talk today,
My topic today is
Today, I'm going to talk about
I'm going to talk to you about

Table 3-7

The instructor will then often be explicit about the order in which
the points will be mentioned. To make the order clear we use
various links and connectives.

Firstly
Secondly
Next
Then
Thirdly
Lastly
Finally

First of all ...
In the first place
For one thing
To begin with
In the second place
For another thing

first point I'd like to is
make
The second
next point

My last

Table 3-8

 Giving background information

Before the new information is given, the instructor will often
summarize what you are expected to know about the
subject to be covered. This could refer back to a previous
lecture or to some background reading you should have
done.

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As we know ...
As we have already seen
As we have all read
It's clear that
It goes without saying
We all understand
It is understood
You'll remember

Table 3-9

 Defining

In a lecture, it is often necessary to define the terms that
will be used. This is important as familiar words can have
specific meanings in different subjects.

is ...
is called
X is known as
may be defined as
is a type of Y that/which

This term is used generally to mean
In the field of Y, the term refers to

Table 3-10

 Enumerating/Listing

The instructor will often be explicit about the order in which
new points will be mentioned. To make the order clear we
use various links and connectives.

Firstly ...
Next
Then
Lastly
Finally
First of all
In the first place
For one thing
To begin with
For another thing

Table 3-11

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 Giving examples

In lectures, it is common to make generalizations. These
generalizations are often supported with examples. These
signals can help you to understand which generalizations
the examples refer to.

This is shown by
... exemplified
illustrated
...
For example,

For instance,

You only have to think of

This is shown by the following ...
examples:
The following are examples of this:
The following is a case in point:
Let me give you a couple of
examples:

Table 3-12

 Showing importance/Emphasising

When you are taking notes, you cannot write down every
word. You need to distinguish between important and less
important information. The instructor can use these signals
to draw your attention to the important points.

I want to stress ...
I want to highlight
I'd like to emphasize
I'd like to put emphasis on
It's important to remember that
We should bear in mind that
Don't forget that

Table 3-13

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 Clarifying/Explaining/Putting it in other words

The instructor will try to explain the meaning of difficult
concepts. To do this he or she may repeat the information
using different words. It is important for you to recognise
that this is the same information expressed differently and
not new information.

In other words, ...
Or rather,
That is to say,
Basically
To put it another way,
If we put that another way,
By which I mean
Or you could say
That means
Let me put it another way.

Table 3-14

 Moving on/Changing direction

The lecture will be organised around several different
points. It is important to notice when the instructor moves
from one point to the next. Listen for these signals.

That's all I want to say about X. ...
OK
Now
All right
I'd like now to move on to
Moving on now to
The next point is
Another interesting point is
The next aspect I'd like to consider is
Let's now look at
If we could now move on to

Table 3-15

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 Giving contrasting information

These signals show that the instructor is proceeding in a
different direction and giving unexpected or contrasting
information. It is important to listen to this.

Although ...
However
On the other hand
Whereas
Despite
Nevertheless
But

Table 3-16

 Digressing

Sometimes the instructor may leave the main subject of
the lecture for a while and then come back to it.

Incidentally ...
By the way
While I remember
Before I forget

Table 3-17

 Referring to visuals

The following signals can be used to refer to a handout or
PowerPoint slide.

On this graph,. ...
Let's have a look at this.
I'd like you to look at this.
I'd like to draw your attention to

Table 3-18

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 Concluding

The lecture should end with a summary of the main points
made. The following signals will help you to identify this.

So, ...
We've seen that
What I've been saying is that
To sum up
To summarise
In conclusion, I'd like to emphasize
that

Table 3-19

3.2.2 Forms and functions

The Functions of Language include its purpose, its use, and what it
does. These include the following:

1. Informative language function: communicating information,
such as facts.

2. Expressive language function: reporting feelings or attitudes or
evoking these feelings in the reader/listener.

3. Directive language function: using language to cause or prevent
actions, such as in commands or requests.

The Forms of Language include the types of sentences used
(declarative, interrogatory, imperative, exclamatory) and the
method of sharing the information (e.g., conversation, letter,
briefing, speech).

The success of any conversation depends on each speaker’s
approach to the conversation. The way in which people try to
make conversations work is based on four underlying rules.
These include the following:

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Quality speakers should tell the truth, not say what they think or know to be false, or
make statements without evidence.
Quantity
Relevance speakers should be as informative as is required for the conversation to
Manner continue; they should say neither too little, nor too much.

speakers’ contributions should relate only to the purpose of the exchange.
speakers’ contributions should be clear, orderly, and brief—avoiding ambiguity.

Table 3-20

For example,

1. Kristin : Hello, Vijaya. Happy Deepavali to you and family!
Vijaya : Thank you. Do come in. I’m glad you have come.

A) To wish C) To welcome
B) To request D) To inform

3.3 INFORMATION TRANSFER

Information Transfer means making sense of the data given in one form
and transferring them to another. The data given can be in the form of charts,
graphs, diagrams, figures, maps, etc. other types of Information Transfer may
include ordering a sequence of pictures, comparing texts and pictures and
completing documents. The data that usually given may be in the form of
advertisements, headlines of news papers, pie diagrams.

I. When information in text form is transferred to another one form
(for example, visual form), it can be more effectively processed
and retained. The way to transfer information from one form to
another is called a transition device. Its function in reading
comprehension can be shown in the following diagram:

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Sophisticated Input (SI)

Transition Device (TD)

Output (OP)
Figure 3-2

II. Below are some transition devices that are often used:

√ Pictures √ Tables

√ Pie charts √ Chronological sequence

√ Drawings √ Tree diagrams

√ Bar charts √ Subtitles (providing subtitles)

√ Maps √ Cyclic diagrams

√ Flowcharts √ Notes (taking notes while reading)

Table 3-21

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For example :

Listen to the following dialogue carefully.

Olivia : Do you know what our bread, cakes and biscuits are
made from?
Karen
Olivia : From flour and eggs.
Karen : No, they are actually from grass.
Olivia : Can you please explain?
: These special grasses are called cereals and their fruits
Karen
are called grains. We are actually eating the grains of
Olivia cereals.
: Oh, I see! Can you give me some examples of these
grains?
: Rice, wheat, barley, oats, rye and corn.

The above details are used to complete the following information in
the space provided.

Do you know what our bread, biscuits and cakes are made from? Well,
they are actually from grass. These special grass are called cereals.
The fruits are called grains. Rice, wheat, barley, oats, rye and corn are
some of the grains of cereal.

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WIM/TE 1091/12015/S01

References :
1. WIM Bahasa Inggeris 2 (BI 2051), Jabatan Tenaga Manusia (JTM) , 2011
2. Listening for IELTS , Fiona Aish and Jo Tomlinson , 2011
3. Listening Skills , Graeme Beals and Jean Edwards , 2008

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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 4.0 READING SKILLS
NUMBER OF THE 4.1 SKIMMING AND SCANNING
ASSIGNMENT 4.2 GUESSING FROM CONTEXT
4.3 READING TO PREDICT

TERMINAL BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO
DEVELOP CONFIDENCE AND FLUENCY IN ENGLISH THROUGH :
PERFORMANCE 1. READING SKILLS TO CAPTURE AND TO GUESS FROM CONTEXT.
OBJECTIVE (TPO) 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 ENHANCE STUDENT’S READING SKILLS SUCH AS SKIMMING,
OBJECTIVE (EO) SCANNING AND PREDICTING WITH THE AIM OF CREATING A BETTER
READER AND INDIRECTLY DEVELOP THEIR CRITICAL THINKING SKILLS.

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4.0 READING SKILLS
THREE IMPORTANT READING STYLES.

There are three important reading styles you should learn to use. Knowing when and
how to use these three reading styles will make you a flexible reader.

Study Reading is the reading style used by flexible readers when their purpose is to
read difficult material at a high level of comprehension. When using the Study Reading
style, you should read at a rate that is slower than your normal reading rate. Further, as
you read you must challenge yourself to understand the material. Study Reading will
often require you to read material more than once to achieve a high level of
comprehension. Sometimes, reading the material aloud will also help you improve your
comprehension.

Skimming is the reading style used by flexible readers when their purpose is to quickly
obtain a general idea about the reading material. The Skimming style is most useful
when you have to read a large amount of material in a short amount of time. When using
the Skimming style, you should identify the main ideas in each paragraph and ignore the
details in supportive sentences. Because you are only looking for the main idea in each
paragraph you read, a lower level of comprehension is to be expected than when using
the Study Reading style.

Scanning is the reading style used by flexible readers when their purpose is to quickly
locate a specific piece of information within reading material. The piece of information to
be located may be contained in a list of names, words, numbers, short statements, and
sometimes even in a paragraph. Since you know exactly what you are looking for, move
your eyes quickly over the reading material until you locate the specific piece of
information you need to find.

Before you begin your next reading assignment, identify your purpose for reading.
Decide if you are reading for a high level of comprehension, trying to get a general idea
about what you are reading, or looking for specific information. Then use the reading
style that is appropriate for your reading purpose.

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4.1 SKIMMING AND SCANNING
4.1.1 DEFINITION

When you’re reading you don’t have to read everything with the
same amount of care and attention. Sometimes you need to be
able to read a text very quickly.

For example, to look up the word ‘valuable’ in the dictionary you
wouldn’t start at the letter A and read every word. The most
efficient way is to turn to the letter V and then find the words
beginning with va-.

This is called scanning through the dictionary. Scanning is one
type of fast reading.

Skimming is another type of fast reading. You might use
skimming to look through a text quickly to get the gist (the general
idea). So, if you want to know what’s going on in the news, you
might skim through a newspaper or a news website. You wouldn’t
have much detail but you would find out the main points.

Skimming and scanning are both quick reading techniques but
they have different purposes.

You might use skimming to:

 see what’s in the news in a paper or on a website

 browse through a book to see if you want to read it

 look through the television guide to see what’s on
one evening

 flick through a catalogue to see what’s on offer

 look through the options given on a Google search
to see what sites it suggests

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You might use scanning to:

 look up a word in a dictionary or index

 find an address or a phone number in a directory

 check what time your programme is on television

 look up details or prices in a catalogue

 pick out the website you want from options on a
Google search

You can use the scanning technique to look up for a phone
number, read through the small ads in a newspaper, or for
browsing television schedules, timetables, lists, catalogues or
webpage for information. For these tasks you don’t need to read
or understand every word.

Scanning is also useful when you don’t have time to read every
word. This could be when you’re studying or looking for specific
information from a book or article and need to find it quickly.

4.1.2 STEPS TO SKIM AND SCAN

Skimming and scanning are reading techniques that use rapid eye
movement and keywords to move quickly through text for slightly
different purposes. Skimming is reading rapidly in order to get a
general overview of the material. Scanning is reading rapidly in
order to find specific facts. While skimming tells you what general
information is within a section, scanning helps you locate a
particular fact. Skimming is like snorkeling, and scanning is more
like pearl diving.

Use skimming in previewing (reading before you read), reviewing
(reading after you read), determining the main idea from a long
selection you don't wish to read, or when trying to find source
material for a research paper.

Use scanning in research to find particular facts, to study fact-
heavy topics, and to answer questions requiring factual support.

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 Skimming to save time

Skimming can save you hours of laborious reading.
However, it is not always the most appropriate way to read. It is
very useful as a preview to a more detailed reading or when
reviewing a selection heavy in content. But when you skim, you
may miss important points or overlook the finer shadings of
meaning, for which rapid reading or perhaps even study reading
may be necessary.

Use skimming to overview your textbook chapters or to
review for a test. Use skimming to decide if you need to read
something at all, for example during the preliminary research for a
paper. Skimming can tell you enough about the general idea and
tone of the material, as well as its gross similarity or difference
from other sources, to know if you need to read it at all.

To skim, prepare yourself to move rapidly through the
pages. You will not read every word; you will pay special attention
to typographical cues-headings, boldface and italic type,
indenting, bulleted and numbered lists. You will be alert for key
words and phrases, the names of people and places, dates,
nouns, and unfamiliar words. In general follow these steps:

1. Read the table of contents or chapter overview to learn the
main divisions of ideas.

2. Glance through the main headings in each chapter just to see
a word or two. Read the headings of charts and tables.

3. Read the entire introductory paragraph and then the first and
last sentence only of each following paragraph. For each
paragraph, read only the first few words of each sentence or to
locate the main idea.

4. Stop and quickly read the sentences
obtaining keywords indicated in boldface or italics.

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5. When you think you have found something significant, stop to
read the entire sentence to make sure. Then go on the same way.
Resist the temptation to stop to read details you don't need.

6. Read chapter summaries when provided.

If you cannot complete all the steps above, compromise:
read only the chapter overviews and summaries, for example, or
the summaries and all the boldfaced keywords. When you skim,
you take a calculated risk that you may miss something. For
instance, the main ideas of paragraphs are not always found in
the first or last sentences (although in many textbooks they are).
Ideas you miss you may pick up in a chapter overview or
summary.

Good skimmers do not skim everything at the same rate or
give equal attention to everything. While skimming is always faster
than your normal reading speed, you should slow down in the
following situations:

 When you skim introductory and concluding
paragraphs

 When you skim topic sentences

 When you find an unfamiliar word

 When the material is very complicated

 Scanning for research and study

Scanning, too, uses keywords and organizational cues. But while
the goal of skimming is a bird's-eye view of the material, the goal
of scanning is to locate and swoop down on particular facts.

Facts may be buried within long text passages that have relatively
little else to do with your topic or claim. Skim this material first to
decide if it is likely to contain the facts you need. Don't forget to
scan tables of contents, summaries, indexes, headings, and

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typographical cues. To make sense of lists and tables, skim them
first to understand how they are organized: alphabetical,
chronological, or most-to-least, for example. If after skimming you
decide the material will be useful, go ahead and scan:

1. Know what you're looking for. Decide on a few key words
or phrases–search terms, if you will. You will be a flesh-
and-blood search engine.

2. Look for only one keyword at a time. If you use multiple
keywords, do multiple scans.

3. Let your eyes float rapidly down the page until you find the
word or phrase you want.

4. When your eye catches one of your keywords, read the
surrounding material carefully.

 Scanning to answer questions

If you are scanning for facts to answer a specific question, one
step is already done for you: the question itself supplies the
keywords. Follow these steps:

1. Read each question completely before starting to scan.
Choose your keywords from the question itself.

2. Look for answers to only one question at a time. Scan
separately for each question.

3. When you locate a keyword, read the surrounding text
carefully to see if it is relevant.

4. Re-read the question to determine if the answer you found
answers this question.

Scanning is a technique that requires concentration and can be
surprisingly tiring. You may have to practice at not allowing your

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attention to wander. Choose a time and place that you know
works for you and dive in.

Figure 4-1

Figure 4-2

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Skimming vs Scanning

SKIMMING SCANNING

Fast reading Reading technique used when you want to
locate a single fact or specific bit of information
without reading every word.

Get main idea, but not all details E.g.: Scan TV listing in paper to find time to
show or telephone directory you already know
the name of the person. What else do you
know??

Must leave out parts Phone directory when you want to see a show

May leave out ½ to ¾ paragraph once you Fast way to find info
have the main idea of the paragraph

Comprehension is lower, try to comprehend as Must be accurate in terms of finding a specific
much as you can while reading at an average TV show or phone number.
speed.

Comprehend 50% of what you are reading Often done with material that you know
something about

Twice as fast

Usually done with material you know nothing
about

Note as speed increases, comprehension
decreases

Table 4-1

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4.1.3 Reading and Note taking

IMPORTANT NOTE TAKING TECHNIQUES

o Always read your notes before you come to class. Otherwise
the instructor may sound as if it is in Greek. BE PREPARED!

o Find a seat in front of the room. Up close, you can see the
board; be more aware of facial expression; hear better; and not
daydream and snooze easily.

o Identify some ‘serious’ student in each class and get to know
them. Get phone numbers in case you have questions or need
help during the term.

o Copy everything the instructor writes on the board. This is
especially true of examples, solutions, outlines and definitions.

o Organise and index your note with colourful tabs. If notes are
allowed on any exam, you’ll be ahead of the game.

o Date each lecture and number all pages for that course in
sequences.

o In your own words, summarised the main ideas at the bottom
of the right hand page (or write questions you need to ask your
instructor). 

4.2 Guessing meaning from context

The ability to infer the meaning of an unknown word by looking at the
vocabulary around it or its context is an important reading skill. The context here
refers to the sentence or paragraph where the unfamiliar word appears, which
provides the reader with information to make sense of the term.

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Types of Context Clues
Context clues are words or phrases in the sentence or paragraph that
help the reader to figure out the meaning of the unknown word. There are 4 types
of clues you could use to support your reading comprehension.

1. Synonyms
2. Examples and definitions
3. Antonyms and contrast
4. General Knowledge

Synonyms

A synonym is a word or phrase that means the same or is very similar to
another word. Definitions state or describe the meaning of a word. These two
context clues can be used to discover the meaning of an unknown word.
But…how?

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Examples and Definitions

Examples can inform the reader about unknown words. They can
illustrate the meaning of the word that they refer to.

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Antonyms and Contrast

Antonyms are words that mean the opposite of other words. Antonyms
can refer to the opposed idea of an unknown word in the sentence or paragraph.

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General Knowledge

Sometimes it is necessary to rely on your own experience and
background knowledge to figure out the meaning of a word. Read all the words
surrounding the unknown term to help you draw conclusions based on the
complimentary information found in the text.

Chances are that you may know what word should go on the blank spaces solely
on your knowledge or life experience.

Take a look at this example:

It had been raining hard through the night so the ground was saturated.

What does 'saturated' mean?

You may already know, but if you do not, you should be able to have a good
guess from the rest of the sentence. It had been raining which means the ground
must be wet. It was raining 'hard' so this means the ground is probably very wet.

saturated = completely wet

By doing this you are guessing meaning from context and you should try and use
this technique for words you do not know. It may not always be clear from the
actual sentence and you may have to look at other sentences around the word.

However, only do this for words that seem important for an understanding of the
text. If it looks like they are not, then leave it and move on with the reading. You
probably won't have time to do it with every word, especially if you are at a lower
reading level.

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4.3 READING TO PREDICT

Predicting

What is it?

Effective readers use pictures, titles, headings, and text, as well personal
experience, to make predictions before they begin to read. Predicting
involves thinking ahead while reading and anticipating information and
events in the text. After making predictions, students can read through the
text and refine, revise, and verify their predictions.

The strategy of making predictions actively engages students and
connects them to the text by asking them what they think might occur in
the story. Using the text, students refine, revise, and verify their thinking
and predictions.

Why Is It Important?

Making predictions activates students' prior knowledge about the text and
helps them make connections between new information and what they
already know. By making predictions about the text before, during, and
after reading, students use what they already know, as well as what they
suppose might happen, to make connections to the text.

Snow (1998) has found that throughout the early grades, reading
curricula should include explicit instruction on strategies used to
comprehend text either read to the students or that students read
themselves. These strategies include summarizing the main idea,
predicting events or information to which the text is leading, drawing
inferences, and monitoring for misunderstandings.

How Can You Make It Happen?

Teachers should begin modelling the strategy of making predictions
regularly with young students, and they should continue using this

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strategy throughout elementary and middle school, until students have
integrated the strategy into their independent reading.

Model how to make predictions for emergent readers. The “Think-Aloud”
strategy is particularly helpful.

 Think aloud before reading a book to students, modelling the
process of predicting before reading. "I found an interesting book at the
library and by looking at the cover I am guessing or predicting the story
will be about _____ and _______. When we use what we know to make a
guess before we read it is called 'Predicting.'

 Think aloud while reading a book to students, modelling the
process of predicting while reading. "Hmmm… my prediction that the
story would be about ____ was right, but I did not think that ____ would
happen. I'll make a new prediction that _____ will happen based on what
we read."

 Think aloud after reading, modelling the process of reflecting on
predictions after reading. "My first prediction was _____. After reading
part of the story I predicted _____. Now that I am finished reading I think
my predictions were close/not close to what really happened
because_____."

4.3.1 Preview of Titles, Headings and Caption

Non-fiction text contains common features such as titles,
headings, subheadings, captions, maps, diagrams, charts and
graphs, legends, bold and italicized text, glossaries, indexes, and
cutaways. Readers recognize and use these features to help them
understand what they are reading.

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Examples:

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Pic 4-1

References :
1. WIM Bahasa Inggeris 2 (BI 2051), Jabatan Tenaga Manusia (JTM) , 2011
2. Developing Critcal Reading Skills , Deanne Spears , 2012
3. College Writing Skills with Reading , John Langan , 2013

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