7 English Activity Sheet Quarter 2 – MELC 1 Use Listening Strategies Based on Purpose, Familiarity with the Topics and Levels of Difficulty of Short Text Listened to REGION VI – WESTERN VISAYAS i English 7 Activity Sheet ( LAS ) 1 First Edition, 2020 Published in the Philippines By the Department of Education Region 6 – Western Visayas Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. This Learning Activity Sheet is developed by DepEd Region 6 – Western Visayas. ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or transmitted in any form or by any means electronic or mechanical without written permission from the DepEd Regional Office 6 – Western Visayas. Development Team of English Activity Sheet Writer: JUDELYN M. TAYACTAC Editors: CECILIA M. FUENTES Layout Artist: Kris Dawn C. Rivera, Mara Jamaica B. Floreno Schools Division Quality Assurance Team: Dr. Analie Lobaton, Cecilia M. Fuentes, Bernadette Pacheco Division of Cadiz City Management Team: Dr. Ma. Lorlinie M. Ortillio Dr. May P. Pascual, Dr. Analie Lobaton Regional Management Team Ma. Gemma M. Ledesma, Dr. Josilyn S. Solana, Dr. Elena P. Gonzaga, Mr. Donald T. Genine, Dr. Nestor Paul M. Pingil Introductory Message Welcome to ENGLISH GRADE 7! The Learning Activity Sheet is a product of the collaborative efforts of the Schools Division of Cadiz and DepEd Regional Office VI - Western Visayas through the Curriculum and Learning Management Division (CLMD). This is developed to guide the learning facilitators (teachers, parents and responsible adults) in helping the learners meet the standards set by the K to 12 Basic Education Curriculum. The Learning Activity Sheet is self-directed instructional materials aimed to guide the learners in accomplishing activities at their own pace and time using the contextualized resources in the community. This will also assist the learners in acquiring the lifelong learning skills, knowledge and attitudes for productivity and employment. For learning facilitator: The English 7 Activity Sheet will help you facilitate the leaching-learning activities specified in each Most Essential Learning Competency (MELC) with minimal or no face-to-face encounter between you and learner. This will be made available to the learners with the references/links to ease the independent learning. For the learner: The ENGLISH 7 Learning Activity Sheet (LAS) is developed to help you continue learning even if you are not in school. This learning material provides you with meaningful and engaging activities for independent learning. Being an active learner, carefully read and understand the instructions then perform the activities and answer the assessments. This will be returned to your facilitator on the agreed schedule. Quarter 2, Week 1 Name of Learner: ___________________________________ Grade and Section: ______________ Date: ___________________________ ENGLISH 7 ACTIVITY SHEET NO. 1 Use listening strategies based on purpose, familiarity with the topic and levels of difficulty of short text listened to I. Learning Competency with Code EN7LC-III-a-7: Use different listening strategies based on purpose, topic and levels of difficulty of short text listened to II. Background Information for Learners We love to hear stories. We spend time listening to the latest news about our friends on what happened over the weekend and we even rush to see the latest films that promise a good story. We all have a lot of stories to tell when most of us spent months in our homes during the pandemic; how we were able to adjust to the new normal. We can also narrate our feelings and experiences about the opening of classes such as your personal experiences with modular instruction, online classes Radio Based/TV-based Instructions. Surely, there are lots of stories to tell at the onset of the new normal scheme for it changes one’s way of life. In this lesson, we are going to study how to use different listening strategies based on purpose, topic and levels of difficulty of short text listened to. Listening plays a vital role in daily lives. People listen for different purposes such as entertainment, academic purposes or obtaining necessary information. The following are the different listening strategies: BEFORE LISTENING STRATEGIES 1. Connect Help yourself better understand a listening assignment by thinking of things you already know about a topic. This helps your mind build connections between what you know and new information you will hear. Say to yourself things like, “This lecture explains how and why we should stay healthy in this time of pandemic.” 2. Predict Make guesses about what you may learn as you listen. Guessing helps your brain focus on the assignment. It doesn’t matter if your guesses are right or wrong. For instance, if the topic is about prevention against Covid19, you might guess, “Face mask and alcohol would be highly in demand. I am afraid there would be running out of stock or price increase on these products.” 3. Talk about New Words If there is a list of preselected vocabulary words from the assignment, go through the list and think about what you know about them. If you don’t know the words, talk about them with a friend or use any available offline or online dictionary. If there isn’t a preselected list of words, make sure you understand words in the title and in any introductory material. Have a brief conversation in your head to clarify key words. Example: If you do not know what pandemic means, write down a synonym like “universal” to refer to as you listen or read. DURING LISTENING STRATEGIES 4. Listen for Answers As you listen, listen for answers to questions you have. To identify questions to ask, preview activities you need to complete after you listen or turn the title of an assignment into a question. For instance, if the title is “Staying Healthy Amidst Pandemic” form a question such as “How do people stay healthy in the time of pandemic?” Looking for answers to questions gives you a reason to listen and keeps your mind active and alert. 5. Take Notes Write notes that help you remember ideas. Use connected circles and shapes, create a chart, or draw a map. Use abbreviations and symbols that help you keep up with the speaker’s rate of speech. For instance, if the words “health” and “wealth” are used a lot, just use an “H” and “W” in your notes and add a reminder that explains this after you finish listening. Speakers also convey ideas in nonverbal ways. Pay attention to intonation, and if applicable, facial expressions, to take notes on a speaker’s opinions and outlooks. 6. Re-listen/Find a Fix When you get bored or when ideas are hard, the best way to fix it is to re-listen. You do not have to wait until the end to re-listen. Sometimes a quick backtracking and re-listening to a line or two can quickly clear up confusion. This is especially important at the beginning of an audio assignment. If you can not re-listen, shift to a different listening strategy that helps you regain your focus. For instance, if you’ve been taking notes, and you’re becoming confused, figure out what is causing the confusion. Do you need to look up the meaning of some words, can you write down your questions, or should you try to summarize what you have understood so far? AFTER LISTENING STRATEGIES 7. Respond What do you agree and disagree with? What parts do you like best? What parts are confusing? Use symbols, such an exclamation mark (!) before an idea you like or an “X” next to something you disagree with, that help you quickly write your reactions so you won’t forget them. 8. Summarize Read your lecture notes several times before and after class all week. In your head, summarize what the assignment was about and test yourself on your notes. 9. Extend Read and listen to other sources for more information about the topic. Learning more information makes a topic more meaningful and interesting, especially if you share these ideas with others. "Model How to Use the Strategies." TESOL Connections - June 2014. 2014. Accessed December 28, 2020. http://newsmanager.commpartners.com/tesolc/issues/2014-0601/3.html. III. Accompanying DepEd Textbook and Educational Sites "Model How to Use the Strategies." TESOL Connections - June 2014. 2014. Accessed December 28, 2020. http://newsmanager.commpartners.com/tesolc/issues/2014-06-01/3.html. IV. Activity Proper Activity 1: Before Listening Strategies Direction: You will be listening to an article titled: “About COVID 19”. Before you do that, you need to answer the following questions applying the strategies before listening. Write your answer on your activity notebook or in your answer sheet. 1. Based on the title of the article, what are the important ideas that you already know about COVID 19? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ________. 2. What do you predict to be the presentation of the topic? What would the author be talking about? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________ 3. What are the words or terms that you expect to encounter as you listen to the audio or to somebody reading the text: “About COVID 19”? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________ Activity 2: During Listening Strategies Option 1 Play the recorded audio of the article “About COVID 19”. (English teacher shall record the listening text and share the audio file to all learners) Option 2 Request any member of your family or responsible adult to read the given article titled “About COVID 19”. Let him/her read twice Direction: Applying the strategies during listening, answer the questions that follow. Write your answer on your activity notebook or in your answer sheet. 1. What are Coronaviruses? 2. What is novel coronavirus? 3. What does zoonotic mean? 4. What animal transmitted SARS CoV to humans? 5. What animal transmitted MERS CoV to humans? 6. What are the common signs of the illness brought by coronavirus? Text for the Listening Activity About COVID 19 Coronaviruses (CoV) are a large family of viruses that cause illness ranging from the common cold to more severe diseases such as Middle East Respiratory Syndrome (MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV). A novel coronavirus (nCoV) is a new strain that has not been previously identified in humans. Coronaviruses are zoonotic, meaning they are transmitted between animals and people. Detailed investigations found that SARS-CoV was transmitted from civet cats to humans and MERS-CoV from dromedary camels to humans. Several known coronaviruses are circulating in animals that have not yet infected humans. Common signs of infection include respiratory symptoms, fever, cough, shortness of breath and breathing difficulties. In more severe cases, infection can cause pneumonia, severe acute respiratory syndrome, kidney failure and even death. Standard recommendations to prevent infection spread include regular hand washing, covering mouth and nose when coughing and sneezing, thoroughly cooking meat and eggs. Avoid close contact with anyone showing symptoms of respiratory illness such as coughing and sneezing. Source: WHO (World Health Organization) http://www.emro.who.int/health-topics/corona-virus/about-covid-19.html? Activity 3 After Listening Strategies Direction: Complete the table below. For column 1, list down new ideas that you learned from the topic listened to. For column 2, list down additional information that you need to learn about the topic. For column 3, write your personal resolution to protect yourself and others from COVID 19. Copy the table in your activity notebook or in your answer sheet. What new ideas I learned from the topic listened to? What additional information that I need to learn about COVID 19? What will I do to protect myself and others from COVID 19? V. Reflection 1. How important are the listening strategies in enhancing your comprehension level? Activity 1 Before Listening Strategies 1. Answers may vary 2. Answers may vary 3. Answers may vary Activity 2 During Listening Strategies Coronaviruses (CoV) are a large family of viruses that cause illness ranging from the common cold to more severe diseases such as Middle East Respiratory Syndrome (MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV. A novel coronavirus (nCoV) is a new strain that has not been previously identified in humans Zoonotic means that the virus is transmitted between animals and people. Civet cats dromedary camels Common signs of infection include respiratory symptoms, fever, cough, shortness of breath and breathing difficulties. Activity 3 After Listening Strategies Answers may vary VI. Answer Key ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________ 2. Which among the 8 listening strategies should you need to improve? What will you do to improve the identified listening strategy/ies? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ _________