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RTP-Q2ENG7MELC1

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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?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________
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