CCMEN601CCMEN601 RTQF Level: 6 Credits: 5 PRE-ADVANCED WORKPLACE ENGLISH Apply Pre-advanced Workplace English Learning hours 50 Sector: All Sub-sector: All Issue date: September, 2020 Purpose statement This module describes the skills, knowledge and attitudes required to communicate effectively at the workplace. In fact, the trainee will be able to apply English general language skills, listen to trade related speeches, speak about trade related topics and read trade-specific texts. Once this module is well delivered the trainee will be equipped with necessary skills to communicate in English at workplace. Learning assumed to be in place N/A Elements of competence and performance criteria Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit. By the end of the module, the trainee will be able to: Elements of competence 1. Apply English general language skills Performance criteria 1.1. Use effectively English parts of speech in sentences in accordance with grammatical rules 1.2. Use correctly verb forms in sentences according to grammar rules 1.3. Write correctly sentences according to sentence types 2.1. Interpret information from audiovisual materials in relation with different varieties of English accents 2. Listen to trade related speeches 2.2. Answer correctly listening questions in accordance with effective listening skills 2.3. Summarize effectively information captured in line with summarizing techniques 3.1. Pronounce properly English sounds according to phonological rules. 3. Speak about trade related topics 3.2. Present clearly trade related topics based on speaking skills 3.3. Describe effectively trade related activities according to the given context 4.1. Identify accurately specific information from text as per reading techniques 4. Read trade-specific texts 4.2. Read correctly trade related texts according to stress rules 4.3. Apply effectively punctuation marks and spelling rules to read trade related text based on proper orthography LEARNING UNIT 1: APPLY ENGLISH GENERAL LANGUAGE SKILLS Learning Outcomes: Learning hours: 1.1. Use English parts of speech 1.2. Use verb forms 1.3. Write sentences 20 Hours Learning Outcome 1.1: Use English parts of speech Content Learning activities ● Concept of nouns Brainstorming on nouns Whiteboard Definition Discussion on adjectives Chalkboard Types of nouns Discussion on pronouns Markers Proper versus Discussion on article Chalks common nouns Brainstorming on Eraser countable versus uncountable abstract versus concrete prepositions Question and answer on conjunctions Practical exercise on using Resources Flipchart Pen Sheets of paper Pencil/ highlighter single versus parts of speech in Reference books compound nouns sentences Reading material collective nouns Function of nouns Subject Object Object of preposition Complement Agent Appositive Apostrophes Plural of nouns ● Adjectives Possessive adjectives Demonstrative adjectives Indefinite adjectives Numerical adjectives ● Pronouns Personal pronouns Subject Object Possessive pronouns Reflexive pronouns ● Articles Definite article Indefinite article Zero article ● Prepositions Definition Types Time Place Prepositions after some words After verbs After adjectives ● Conjunctions Definition of conjunction Coordinating conjunctions Correlative conjunctions Subordinating conjunctions Formative Assessment 1.1 Performance criterion Use effectively English parts of speech in sentences in accordance with grammatical rules Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Portfolio assessment tools Matching questions Multiple questions Fill in the blanks/sentence completion Essay (Short responses) Checklist Score Yes Indicator 1: the concepts of “nouns” is well explained “Noun” is defined Types of nouns are explained Functions of nouns are explained Plural of nouns are explained Indicator 2: Adjectives are properly used Possessive adjectives are used Demonstrative adjectives are used No Indefinite adjectives are used Numerical adjectives are used Indicator3: Pronouns are effectively used Personal pronouns are used Possessive pronouns are used Reflexive pronouns considered Indicator 4: Articles are correctly used Definite article is used Indefinite articles are used Zero article is considered Indicator 5: Prepositions are effectively used Types of prepositions are considered Prepositions after some words are used Indicator 6: Conjunctions are effectively used Coordinating conjunctions are used Correlative conjunctions are used Subordinating conjunctions are used Observation Learning Outcome 1.2: Use verb forms Content Learning activities ● Concept of verb Discussion the concept of Definition the verb Resources Whiteboard Chalkboard Types of verbs Action verbs Transitive verbs Intransitive verbs Linking verbs Helping verbs Auxiliary verbs Modal verbs Phrasal verbs ● Tenses Discussion on tenses Markers Discussion on active versus Chalks passive voice Brainstorming on reported speech Discussion on conditional sentences Discussion on relative clauses Practical exercise on the Definition application of verb Present tenses forms to write Past tenses sentences Future tenses Subjunctive Present subjunctive Past subjunctive ● Active versus passive voice Change of tenses Change of adverbs Change of pronouns ● Reported speech Reporting statements Reporting questions Reporting orders ● Conditional sentences Pprobable Improbable Unfulfilled Eraser Flipchart Pen Sheets of paper Pencil/highlighter Reference books Reading material ● Relative clauses Defining relative clause Non-defining relative clause Formative Assessment 1.2 Performance criterion Use correctly verb forms in sentences according to grammar rules Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Portfolio assessment tools Matching questions Multiple questions Fill in the blanks/sentence completion Essay (Short responses) Observation checklist Task: Write conditional sentences (probable improbable &unfulfilled) Checklist Score Yes Indicator 1: The concept of verb is clearly explained Key terms are defined The term “verb” is defined The term “tense” is defined Types of verbs are identified No Action verbs are identified Linking verbs are identified Helping verbs are identified Phrasal verbs are identified Indicator 2: Tenses are correctly used Present tenses are used Past tenses are used Future tenses are used Subjunctive is used Indicator 3: Active and passive voice are effectively used Tenses are used Adverbs are used Pronouns are used Indicator 4: Reported speech is properly used Statements are reported Questions are reported Orders are reported Indicator 5: Conditional sentences are correctly written Probable conditional sentence is written Improbable conditional sentence is written Unfulfilled conditional sentence is written Indicator 6: Relative clauses are correctly written Defining relative clause is written Non-defining relative clause is written Observation Learning Outcome 1.3: Write sentences Content Learning activities o Brainstorming on Definition of key terms Sentence definition of key terms Clause o Question and answer on Types of sentences according forms of sentences o Discussion on the to the form Declarative sentence Interrogative sentence Projector Computer Flipcharts Markers Chalks Practical exercise on writing Duster Exclamatory sentence Whiteboard structure of sentences sentences Imperative sentence Resources Reference books Pen Paper Types of sentences according to the structure Simple sentence Compound sentence Complex sentence Compound complex sentence Formative Assessment 1.3 Performance criterion Write correctly sentences according to sentence types Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Written evidence Oral evidence Portfolio assessment tools Close questions (Matching questions, multiple Choice questions, true – false questions, sentence completion / fill in the blanks, etc) Open questions (Essay: short responses) Observation checklist Task: Write sentences according to given instructions Checklist Score Yes Indicator 1: Key terms are well defined Sentence is defined Clause is defined Indicator 2: Types of sentences according to the form are well written A full stop is used in declarative sentences A question mark is used in interrogative sentence Instructions are given using imperative sentences Exclamation mark is used in exclamatory sentence Indicator 3: Types of sentences according to the structure are written Simple sentences are written Compound sentences are written Complex sentences are written Compound complex sentence are written Observation No LEARNING UNIT 2: LISTEN TO TRADE RELATED SPEECHES Learning Outcomes: 2.1. Interpret effectively information from audiovisual materials Learning hours: 2.2. Answer listening questions 2.3. Summarize information captured 20 Hours Learning Outcome 2.1: Interpret information from audiovisual materials Content Learning activities ● Concepts of listening Question and answer on Definition of key terms Listening models Competitive or combative listening Passive or listening definition Discussion on listening process Listening practical exercise on trade related topics Resources Whiteboard Chalkboard Markers Chalks Eraser Computer Discussion on Benefits of Projector attentive listening applying listening Internet Active or reflective strategies Audiovisual listening Types of listening resources Speakers Biased listening Flipchart Sympathetic Pen listening Sheets of paper Empathetic Pencil/highlighter listening Reference books Critical listening Informational listening Appreciative listening Selective listening Rapport listening Types of listerners Time-oriented Action-oriented Content-oriented People-oriented ● Listening process Pre-listening While listening Post-listening ● Listening strategies Be attentive Ask questions Don’t interrupt unnecessarily Use body language Take note ● English accents Definition of key terms Accent Dialect World English(es) paradigm Global spread of English The future of World Englishes Types of accents British accent (RP) American accent Indian accent Nigerian accent Formative Assessment 2.1 Performance criterion Interpret effectively information from audiovisual materials in relation with different varieties of English accents Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written evidence Matching questions Oral evidence Multiple questions Short questions Checklist Task: Answer questions about a trade related recorded audiovisual material Checklist Score Yes Indicator 1: Concepts of listening are well explained The term “listening” is defined Listening models are explained Types of listening are explained Types of listeners are explained Indicator 2: Listening process is well respected No Pre-listening is done While listening is done Post-listening is done Indicator 3: Listening strategies are well applied Attentiveness is reflected Questions are asked Unnecessary interruptions are avoided Body language is used Notes are taken Indicator 4: World Englishe (s ) paradigm is well explained Global spread of English is explained The future of World Englishes is explained Indicator 5: Audiovisual materials with different types of English accents are well interpreted Key terms are explained World Englishe(s ) paradigm is explained Types of English accents are listened to Audiovisual material with British accent (RP) is interpreted Audiovisual material with American accent is interpreted Audiovisual material with Indian accent is interpreted Audiovisual material with Nigerian accent is interpreted Observation Learning Outcome 2.2: Answer listening questions Content Learning activities ● Listening barriers Discussion on listening Environmental and physical Cognitive and personal barriers Difference between speech and thought rate Lack of listening preparation Bad messages and/or speakers barriers Practical exercise on Resources Whiteboard Chalkboard Markers applying paraphrasing Chalks techniques in answering Eraser questions of different Computer types. Projector Internet Audiovisual resources Speakers Flipchart Prejudice Pen Bad listening practices Sheets of paper ● Paraphrasing techniques Using synonyms and key words Changing word class Changing the grammatical structure Changing percentages and numbers Changing word order Changing sentence patterns Breaking long sentences nito short ones Pencil/highlighter Reference books Making abstract ideas more concrete Change a clause to a phrase or vice versa Change quoted speech to indirect speech or vice versa Change from active voice to passive voice or vice versa Answering different types of listening questions Matching Multiple choice Note completion Form completion Table completion Sentence completion Summary completion Short answer questions Map & plan labelling Diagram & flowchart completion Formative Assessment 2.2 Performance criterion Answer correctly listening questions in accordance with effective listening skills Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written evidence Matching questions Oral evidence Multiple choice questions Short answer questions Performance evidence checklist Task: Listen to a recorded audio visual trade related message and answer to the questions about it. Checklist Score Yes Indicator 1: Listening barriers are well explained Environmental and physical barriers are explained Cognitive and personal barriers are explained Speech and thought rate are differentiated Lack of listening preparation is explained Bad messages and/or speakers are explained Prejudice is explained Bad listening practices are explained Environmental and physical barriers are explained Indicator 2: Paraphrasing techniques are well applied Synonyms and key words are used The class of words is changed Grammatical structure is changed Percentages and numbers are changed No Word order is changed Sentence patterns are changed Long sentences are broken into short ones Abstract ideas are made more concrete Clauses are changed to phrases or vice vers Quoted speeches are chanded to indirect speeches or vice versa Active voice is changed to passive voice or vice versa Indicator 3: Questions of different types are answered Matching questions are asnwered Multiple choice questions are asnwered Note completion is done Form completion is done Table completion is done Sentence completion is done Summary completion is done Short answer questions are asnwered Map & plan labelling is done Diagram & flowchart completion is done Matching questions are asnwered Observation Learning Outcome 2.3: Summarize information captured Content Learning activities Question and answer on Definition of key terms Summary Characteristics of a good Markers Chalks Eraser Understandable elements of agood Computer Faithful summary Projector Brief Unified Elements for a good summary Practical exercise on Internet summarizing trade Audiovisual resources related instructions. Speakers Proper citation Flipchart Thesis statement Pen Supporting ideas Sheets of paper Grammar and the Pencil/highlighter structure of writing Length Discussion on Chalkboard characteristics and summary definition of key terms Resources Steps in summary writing Read Reread Write one sentence summaries Formulate the thesis statement Write the first draft Edit the draft Write the final draft Reference books Techniques in summary writing Grasping the central idea Condensation Formative Assessment 2.3 Performance criterion Summarize effectively information captured in line with summarizing techniques Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written evidence Essay (short / extended responses) Oral evidence Checklist Product evidence Task: Summarize a recorded audio visual trade related message Checklist Score Yes Indicator 1: Key term(s) is/are defined The term “summary” is defined Indicator 2: Characteristics of a good summary are well reflected The summary is understandable The reproduction is faithful The summary is brief The summary is unified Indicator 3: Elements for a good summary are well reflected No Proper citations are reflected The thesis statement is reflected Supporting ideas are reflected Grammar and the structure of writing are reflected Length is appropriate Indicator 4: Steps in summary writing are well respected Reading is done Rereading is done One-sentence summaries are written The thesis statement is formulated The first draft is written The draft is edited The final draft is written Indicator 5: Techniques in summary writing are well applied Paraphrasing is done The central idea is grasped Condensation is done Observation LEARNING UNIT 3: SPEAK ABOUT TRADE RELATED TOPICS Learning Outcomes: 3.1. Pronounce English sounds 3.2. Present trade related topics 3.3. Describe trade related activities Learning hours: 30 hours Learning Outcome 3.1: Pronounce English sounds Content Learning activities ● Definition of key terms sound phonology phonetics ● Types of sounds Vowel sounds Short vowels Whiteboard of key terms Computer Repetition drills on all Projector types of sounds internet Brainstorming on types of Individual research and Long vowels presentation on all the Diphthongs types of sounds Triphthongs Consonant sounds Brainstorming on definition sounds Auxiliary letters Practical exercise on pronunciation of all types Silent letters of sounds Resources Practical exercise on speakers Chalkboard Eraser Flipchart Audiovisual resources Soft and hard dictionaries Exocentric pronunciation of words Pen diagraphs containing silent letters Sheets of paper Endocentric Pencil/highlighter duagraphs Reference books Dummy letters Inert letters Empty letters Reading materials Formative Assessment 3.1 Performance criterion Pronounce properly English sounds according to phonological patterns Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written evidence Matching questions Oral evidence Multiple questions Short questions Sentence completion / fill in the blanks Observation checklist Task: Read a given passage pronouncing correctly the English sounds and respecting the silent ones. Checklist Score Yes Indicator 1: Key terms are clearly explained Sound is defined Phonology is defined Phonetics is defined Indicator 2: Vowel sounds are properly pronounced Short vowels are pronounced Long vowels are pronounced Diphthongs are pronounced Triphthongs are pronounced Consonants are pronounced No Indicator 3: Silent letters are omitted Silent letters are identified (auxiliary letters and dummy letters) Silent letters are not pronounced Observation Learning Outcome 3.2: Present trade related topics Content Learning activities Resources ● Oral presentation skills Structure of an oral presentation Introduction Body Conclusion ● Preparation Knowledge of the audience Knowledge of subject Use of time and rehearsal Personal appearance ● Presentation delivery Poise and enthousiasm Eye contact Use of voice Use of time Language Visual aids o Brainstorming on oral presentation skills o Discussion / role play on public speaking o Discussion on debate o Public speaking /debate practical exercise on trade related topics Whiteboard Projector Computer Flipcharts Markers Chalks Duster Reference books Pen Sheets of paper Dos and DON’Ts of oral presentation ● Delivery methods Extemporaneous method Impromptu method Memorization method Reading method ● Public speaking Definition of public speaking Types of public speaking Demonstrative speaking Persuasive speaking Descriptive speaking Narrative speaking Tips for effective public speaking Prepare to succeed Say it correctly Overcome your anxiety Make first impressions count Stand for attention Act naturally Make eye contact Show your feelings Make yourself heard Silence your distracters ● Debate Debate vs discussion Debate skills Structure Role of the teams Opening proposition Opening opposition Closing proposition team Closing opposition team Case building Points of information Formative Assessment 3.2 Performance criterion Present clearly trade related topics based on speaking skills Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Oral evidence Matching questions Written evidence Multiple questions Performance evidence Essay (Short answer questions) Recordings of presentation and debate. Observation checklist Task: Organize a parliamentary debate in class. Present a given trade related topic in class. Checklist Score Yes Indicator 1: Oral presentation skills are effectively applied Structure of an oral presentation is respected Indicator 2: Oral presentation is well prepared Knowledge of the audience is reflected Knowledge of subject is reflected Time is appropriately used Personal appearance is appropriate Indicator 3: Oral presentation is well delivered Poise and enthousiasm are reflected Eye contact is maintained Voice is appropriately used Time is effectively used Language is appropriate Visual aids are effectively used Dos and DON’Ts of oral presentation are considered Indicator 4: Oral presentation delivery methods are well applied Extemporaneous method is applied Impromptu method is applied Memorization method is applied Reading method is applied No Indicator 5: The concept of public speaking is effectively explained Public speaking is defined Types of public speaking are explained Indicator 6: Tips for effective public speaking are well applied Desired outcome is identified Value to the audience is provided Slides are not relied on too much Conversational tone is used Examples and anecdotes are incorporated Indicator 7: Concept of debate is well explained Debate is defined Debate and discussion are differentiated Debate skills are applied Structure is respected Role of each of the teams is performed Cases are built Points of information are given Observation Learning Outcome 3.3: Describe trade related activities Content Learning activities Key term(s) Descriptive words Descriptive words Verbs Definition Discussion on descriptive words Brainstorming on tips for an oral description Resources Whiteboard Markers Computer Projector internet speakers Some descriptive verbs Adjectives Oral presentation on trade Chalkboard related topics Chalks descriptions Eraser Definition Flipchart Comparison of Audiovisual adjectives resources Comparative Pen Superlative Sheets of paper Irregular Reference books comparison Progressive comparison Conditional comparison Order of adjectives Some descriptive adjectives Adverbs Definition Adverbs of frequency Adverbs of manner Adverbs of degree ● Tips for an oral description Talk in sentences Organize your description – Reading materials Start with a general idea before going into details Give reasons for your ideas Talk about the situation as well as the physical things you can see Give some personal reaction Listen quietly when your partner describes Formative Assessment 3.3 Performance criterion Describe effectively trade related activities according to the given context Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written evidence Close questions Performance evidence Matching questions Multiple Choice questions, True – false questions Sentence completion / fill in the blanks, etc) Open questions (Essay: short responses) Observation checklist Task: Describe your workshop orally to your colleagues in class. Checklist Score Yes Indicator 1:the key term is well defined The term ”descriptive words” is defined Indicator 2: Descriptive words are appropriately used Descriptive verbs are used Descriptive adjectives are used Order of adjectives is respected Adverbs are used Indicator 3: Tips of an oral description are well applied Talk in sentences is applied Description is organized General idea started before going into details Reason for the idea is given Situation and physical things that can be seen are talked about Some personal reactions are given Partner description is listened to quietly Observation No LEARNING UNIT 4: READ TRADE-SPECIFIC TEXTS 4.1. Identify specific information from the text Learning Outcomes: 4.2. Read trade related texts 4.3. Apply punctuation marks and spelling rules to read trade related texts Learning hours: 20 Hours Learning Outcome 4.1: Identify specific information from the text Content Learning activities ● Concept of effective reading Discussion on the concept of Definition of effective reading Effective reading strategies Components of reading Attitude/motivation effective reading Question and answer on reading techniques Discussion on bad reading habits to avoid Practical exercise on Resources Whiteboard Markers Eraser Chalkboard Flipchart Pen Sheets of paper (Contextualisation) Identification of specific Pencil/highlighter Phonological information from trade Reference books awareness related texts Reading material Reading fluency Vocabulary Comprehension ● Reading techniques Scanning Skimming Intensive Extensive ● Bad reading habits to avoid Poor decoding Poor automaticity. Poor fluency Reading too fast Being a passive rather than active reader Physical discomfort while reading Formative Assessment 4.1. Performance criterion Identify accurately specific information from text as per reading techniques Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written evidence Matching questions Oral evidence Multiple choice questions Short answer questions Record of students’ reading Observation checklist Task: Identify trade related vocabulary in the text. Checklist Score Yes Indicator 1: Concept of effective reading Effective reading is defined Effective reading strategies are stated Components of reading are explained No Indicator 2: Reading techniques are clearly explained Scanning is defined Skimming defined Intensive reading explained Extensive reading explained Indicator 3: Components of reading are effectively explained Attitude/motivation is explained Phonological awareness is defined Reading fluency is explained Vocabulary is explained Comprehension is explained Observation Learning Outcome 4.2: Read trade related texts Content Learning activities ● Concept of Stress Brainstorming on stress Whiteboard Discussion on word stress Chalkboard definition Forms of stress Weak forms Strong forms ● Word stress rules Stress on first syllable Stress on last syllable Stress on penultimate syllable rules Practical exercise on Resources Markers Chalks application of stress and Computer intonation to read trade Speakers related texts. Audiovisual resoiurces Flipchart Pen Stress on anti-penultimate Sheets of paper Stress on compound Pencil/ highlighter nouns Reference books ● Intonation Reading materials Definition Types of intonation Falling intonation Rising intonation Rise-fall intonation Fall-rise intonation Formative Assessment 4.2 Performance criterion Read correctly trade related texts according to stress rules Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written evidence Matching questions Oral evidence Multiple Choice questions True – False questions Sentence completion / fill in the blanks) Observation checklist Task: Read a given trade related text Checklist Score Yes Indicator 1: the concept of Stress is properly explained No Stress is defined Forms of stress are explained Indicator 2: Word stress rules are correctly applied Stress on first syllable is considered Stress on last syllable is applied Stress on penultimate syllable is considered Stress on ante-penultimate is applied Stress on compound nouns is applied Indicator 3: Intonation is effectively used Intonation is defined Types of intonation are applied Observation Learning Outcome 4.3: Apply punctuation marks and spelling rules to read trade related texts Content Learning activities ● Key concepts: Question and answer on key Orthography Punctuation spelling ● Types of punctuation marks Question mark Full stop Exclamation mark concepts Question and answer on Resources Whiteboard Chalkboard Markers types of punctuation Chalks Discussion on spelling rules Eraser Practical exercise on reading Flipchart text related topics Pen Sheets of paper Dash Pencil/highlighter Hyphen Reference books Coma Reading material Colon Semicolon Quotation marks is applied Apostrophes are used Spelling rules “I” before “E”, except after “C” Adding suffixes to words that End in “Y” The silent “E” Double consonants Plural suffixes Formative Assessment 4.3 Performance criterion Apply effectively punctuation marks and spelling rules to read trade related text based on proper orthography Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not. Types of evidence Portfolio assessment tools Written evidence Matching questions Oral evidence Multiple Choice questions True – False questions Sentence completion / fill in the blanks) Observation checklist Task: Read a trade related text Checklist Score Yes Indicator 1: key terms are defined Orthography is defined Punctuation is defined Spelling is defined Indicator 2: Types punctuation marks are properly applied Question mark is applied Full stop is applied Exclamation mark is applied Dash is applied Hyphen is applied Coma is applied Colon is applied Semicolon is applied Quotation marks is applied Apostrophes are used Indicator 3: Spelling rules are properly applied “I” before “E”, except after “C” rule is applied Adding suffixes to words that End in “Y” rule is applied The silent “E” rule is applied Double consonants rule is applied Plural suffixes rule is applied No Observation References 1 EDC Communications. (n.d.). Developing Effective Listening Skills. 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