10 English Quarter 1 – Module 1: Using Information from Various Listening Materials English – Grade 10 Alternative Delivery Mode Quarter 1 – Module 1: Using Information from Various Listening Materials First Edition, 2020 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. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Editor: Reviewer: Illustrator: Layout Artist: Cover Design: Dayanara Q. Singca Marlene G. Lulu Marlene G. Lulu Dayanara Q. Singca Raymond O. Caling Emmanuel S. Gimena Jr. Management Team: Schools Division Superintendent : OIC-Asst. Schools Division Superintendent: Chief Education Supervisor, CID : Education Program Supervisor, LRMDS : Education Program Supervisor, AP/ADM : Education Program Supervisor, English : District Supervisor, Dinalupihan : Division Lead Book Designer : District LRMDS Coordinator, Dinalupihan : School LRMDS Coordinator : School Principal : District Lead Layout Artist, English : District Lead Illustrator, English : District Lead Evaluator English : Romeo M. Alip, PhD, CESO V William Roderick R. Fallorin Milagros M. Peñaflor, PhD Edgar E. Garcia, MITE Romeo M. Layug Ilynne SJ. Samonte Rodger de Padua, PhD Emmanuel S. Gimena Jr. Gleceria C. Mateo, EdD Corazon Nazareno Gleceria C. Mateo, EdD Karen R. Claveria Raymond C. Black Marlene G. Lulu Printed in the Philippines by Department of Education – Schools Division of Bataan Office Address: Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 E-mail Address: bataan@deped.gov.ph 10 English Quarter 1 – Module 1: Using Information from Various Listening Materials Introductory Message For the facilitator: Welcome to the English – Grade 10 Alternative Delivery Mode (ADM) Module on Using Information from Various Listening Materials! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. ii For the learner: Welcome to the English – Grade 10 Alternative Delivery Mode (ADM) Module on Using Information from Various Listening Materials! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. iii Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! iv What I Need to Know This module was designed and written to help you develop your discriminating and critical thinking skills because of the explosion of knowledge and information brought about by modern technology. You should learn to distinguish whether or not the information at hand suits your purpose. After going through this module, you are expected to: 1. distinguish the different listening materials where you can get information; 2. explain the relevance of the information taken from the listening material; 3. quote inspirational lines from previous material listened to; and 4. use information from listening materials in everyday conversations and exchanges. 1 What I Know Direction: Read each item carefully and follow directions. I. Match each term in Column B with the most appropriate description in Column A. Write only the letter of your answer. A B _____1. speeches a. it is a specific format used in a meeting, conference, or convention _____2. informative talks b. a research-based reporting that deals with a specific topic and format _____3. panel discussion c. these aim to educate the audience on a particular topic _____4. news reports d. it is a short clip from a film _____5. documentaries e. these are formal addresses, delivered to an audience, for different purposes f. a packaged information about stories or events currently happening in the country or somewhere else II. Read the text below, and answer what is asked. Write only the letter of your answer An excerpt from: World Health Organization Director-General’s Opening Remarks at the Media Briefing on COVID-19 – 20 March 2020 by Dr. Tedros Adhanom Ghebreyesus Good morning, good afternoon and good evening, wherever you are. Every day, COVID-19 seems to reach a new and tragic milestone. More than 210,000 cases have now been reported to WHO, and more than 9,000 people have lost their lives. Every loss of life is a tragedy. It’s also motivation to double down and do everything we can to stop transmission and save lives. 2 We also need to celebrate our successes. Yesterday, Wuhan reported no new cases for the first time since the outbreak started. Wuhan provides hope for the rest of the world, that even the most severe situation can be turned around. Of course, we must exercise caution – the situation can reverse. But the experience of cities and countries that have pushed back this virus give hope and courage to the rest of the world. Every day, we are learning more about this virus and the disease it causes. One of the things we are learning is that although older people are the hardest hit, younger people are not spared. Data from many countries clearly show that people under 50 make up a significant proportion of patients requiring hospitalization. Today, I have a message for young people: you are not invincible. This virus could put you in hospital for weeks, or even kill you. Even if you don’t get sick, the choices you make about where you go could be the difference between life and death for someone else. I’m grateful that so many young people are spreading the word and not the virus. As I keep saying, solidarity is the key to defeating COVID-19 - solidarity between countries, but also between age groups. Thank you for heeding our call for solidarity, solidarity, solidarity. Source:https://www.who.int/dg/speeches/detail/who-director-general-s-openingremarks-at-the-media-briefing-on-covid-19---20-march-2020 6. What type of material is the text above? a. news report b. panel discussion c. informative talk d. interview 7. In the text, the word “solidarity” means _____. a. disturbance b. unity c. friendliness d. hostility 8. Generally, the speaker’s message is addressed to the __________. a. elders b. youth c. marginalized d. whole nation 9. The current case of Wuhan, where the outbreak started, offers the listeners a sense of __________. a. indifference b. contentment c. detachment d. optimism 3 10. The data of COVID-19 cases presented in the text reveals that __________. a. COVID-19 is ubiquitous and must be taken seriously with enough precaution for it is lethal. b. There is a sudden drop with the number of cases. c. Elders are the ones hit by the virus, so the young people may go back to their normal life. d. COVID-19 will vanish soon and normalcy will be restored. III. Read the statements carefully. Identify whether each item is TRUE or FALSE. _____11. A speaker can show empathy by tailoring his speech to the audience’s interests and needs. _____12. Information is not limited to books and articles; it may include several nonprint sources. _____13. A news report is said to possess timeliness if it stresses events that occurred within the last six hours. _____14. A speech about racism in the United States would be classified by content as a speech about a concept. _____15. Informative talks and speeches try to sway the audience’s opinions. 4 Lesson 1 Using Information from Various Listening Materials Malcom Forbes once said, "The art of conversation lies in listening." Listening is one of the most important skills not only in school but also in life. We listen not only to learn but also to obtain information and to understand. Different listening materials can help us get more engaged in everyday conversations and exchanges. As you go through this lesson, you will understand that to be able to use information from a material listened to, one must not merely hear what is being said but to completely comprehend the words and the message being delivered. What’s In It is very significant for you to distinguish first relevant from irrelevant ideas before you use information from news reports, speeches, informative talks, panel discussions in your everyday conversation and exchanges. In your previous years, you learned that a relevant idea is something that belongs or is a part of the whole. It may be a detail or a sentence that supports the main idea to form a unified and coherent composition. On the other hand, irrelevant idea is something that does not belong to the group. It is “odd man out” and destroys the coherence and unity of a composition. Take a look at the paragraph below. Identify the main idea and pick out the sentence that destroys the unity of the paragraph or the irrelevant idea. a.) Today, astrology is a billion-dollar business as well as a popular pastime. b.) Astrology goes back many thousands of years. c.) Computers cough up printouts showing what the planets and stars mean in your life. d.) Designers, hairdressers and jewelers offer styles suited to your sign. e.) And if you want to let the rest of the world know what sign you were born under, you can buy stationery, key chains, T-shirts, handkerchiefs and ball point pens that tell the world you’re a Leo, an Aries, a Scorpio, or a Capricorn. 5 Main Idea: __________________________________________________________________________________ __________________________________________________________________________________ Irrelevant Idea: __________________________________________________________________________________ __________________________________________________________________________________ Notes to the Teacher This module will prepare the students to get information from various listening materials and use them in everyday conversation and exchanges. 6 What’s New Below is a chart of materials which you can listen firsthand, from your television, or through the internet. Examine these sources of information and put a check mark if you are familiar or have already listened to any of these or not. Provide concrete examples for each material you are acquainted with. Materials YES NO 1. News Reports 2. Panel Discussions 3. Informative Talks 4. Speeches 7 Examples What is It What do you think is the relevance of the aforementioned materials? Are they helpful to you as students? Books are one of the vast sources of knowledge, but it is not the only one. Different listening materials such as news reports, panel discussions, informative talks and speeches could also be of great help to gain information which are useful in your daily life. This is Good to Know! • News Reports - are packaged information about current events and may move through many different media. • Panel Discussion - is a specific format used in a meeting, conference or convention. It is a live or virtual discussion about a specific topic amongst a selected group of panelists who share differing perspectives in front of a large audience. • Informative Talks – convey knowledge and aim to educate the audience about a particular topic. • Speech – is a formal address or discourse delivered to an audience and may take many forms 8 What’s More What was your vacation plan the days before the rapid spread of coronavirus all over the world, including the Philippines? How do you usually spend quality time with your family, friends, and classmates before the pandemic? What is your knowledge about COVID-19? Did it change your plan and how you interact with people around you? What are these changes? Watch the news report on YouTube or Facebook about COVID-19 and the enhanced community quarantine guidelines. You may also listen to other COVID19 news updates on your radio or television if you do not have access to these sites. https://www.youtube.com/watch?v=PGbd8_B4ICI&list=PLogMBc7vOosFfpoWiuxZK W4G8VvmBIAOz&index=3 https://www.facebook.com/watch/?ref=search&v=239365347451866&external_log _id=2cb57b74520ff1acd3d9af666485e5be&q=Summary+of+enhanced+community+q uarantine+guidelines+out What is COVID-19? 9 What is the news report about? Based on news report you watched, complete the graph below by citing how COVID19 changed your life specifically your plans and how you interact with people around you. Before the Community Quarantine During the Community Quarantine COVID-19 10 What I Have Learned Information that are beneficial in our lives are not only delimited to printed books or materials and the four corners of the classroom. There are also other sources of information such as: ▪ ▪ ▪ ▪ news reports panel discussion informative talks speeches Furthermore, gaining knowledge through listening from these materials is not enough. How we use this information in actual situations is a proof that there is profound comprehension. 11 What I Can Do Now, listen to a material about “Why COVID-19 is Hitting Us Now -- and How to Prepare for the Next Outbreak” by Alanna Shaikh from TED Talks channel. https://www.youtube.com/watch?v=JGTtGCq9grE After listening, organized a report considering the following data: • • • • • What kind of material have you just listened to? What is it all about? What information did you get from the material? Are the information factual and reliable? How? What is the relevance of these information to your daily life? 12 Assessment Read the transcript of Prince Harry’s speech about mental health at the Leeds Community Foundation and answer the activity that follows. Good morning! I am delighted to be here in Leeds today to join you for this discussion on the importance of mental health amongst young people. We all have mental health – just as we all have physical health. It is so important that we look after our mental wellbeing in the same way that we look after our physical health, but too often people choose to ignore it. On average, it takes someone who is struggling with their mental health about ten years to admit they have a problem. What this means is that, something which may start as a minor issue will spiral downwards over time to become a serious and persistent problem, perhaps even requiring professional help. William, Catherine and I started the Heads Together campaign because we saw through our work that the stigma around mental health – was preventing people from seeking help. Those who had been working in this space for many years told us we could really help by shining a light on the power of conversations and thus help break down the stigma. This year there has been a lot spoken about mental health, not just by the Heads Together campaign but by many other organizations and initiatives focused on mental health. The many voices that we've heard from across the country have helped to normalize the discussion about mental health, taking it away from a presumption of mental illness to a broad ranging and, most significantly, positive conversation. Since the London Marathon two months ago, I have spoken to many people who now feel able to reach out to family, friends and colleagues and discuss what they have been feeling. But what has struck me most is the number of people I've met, who have direct experience of mental health challenges, either themselves or those close to them. So many of these stories could have been very different if awareness was better and help had been sought sooner. 13 I cannot tell you how pleased William, Catherine and I am that the dial seems to have shifted and that there is now greater understanding, compassion and kindness for anyone who opens up about their struggles. But let's not kid ourselves that the job is done - there is much more that we can do at every level to make conversations about mental health as common place as those about physical health. For example, we need to better equip our young people with the tools they need to cope with this increasingly complex and fast-moving world we live in. I read recently that young people check their phones at least 150 times per day – I'm sure we could all be more effective and efficient if we took a moment to process our thoughts rather than rushing from one thing to the next. I won't dwell on this point as I'm sure the panel will have more to say around our mental fitness. I have been so impressed by the commitment of this City and the Leeds Community Foundation in focusing on mental health. You have been leading the way in bringing funding and expertise together in support of local community solutions. I have just met some of the organizations you have supported; they are working across such a broad range of groups from young people coping with the stresses of life and school, women facing domestic abuse, the LGBT community and those caring for loved ones; each group requiring a unique kind of support. It is this kind of dedicated support which not only helps people to tackle their personal challenges but enables them to go on and flourish. If we invest in supporting our young people now, they will be better placed to succeed in all areas of their lives from work to family and in their communities. I want to congratulate you all on what you have achieved so far and encourage you to redouble your efforts – in the years to come it will be well worth the investment. Thank you. Source:https://www.royal.uk/prince-harry-gives-speech-mental-health-leedscommunity-foundation 14 Quote an inspirational line from the speech of Prince Harry. Cite ways on how it can help you as well as the people around you especially during these trying times where not only our physical health is being tested but also our mental healt ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ __________________________________________________ Additional Activities Listen to a news story on your television, radio, or the internet. Then, fill in the table with the important and useful information you got from the material. Provide answer only to the questions that were supported by your chosen news story. Title of the News: WHAT is the news all about? WHO is/are involved? WHERE did it happen? WHEN did it happen? WHY did it happen? HOW did it happen? 15 16 1. informative talk (Answers may vary.) What I Can Do: Assessment: Additional Activities: (Answers may vary depending on the chosen news story of the students.) 2. It is about COVID-19 and how to better prepare ourselves for the next wave or outbreak. 3. – Coronavirus are specific subsets of viruses. - They use RNA instead of DNA. - Coronavirus is just new to us that is why it is novel. - Coronavirus is zoonotic. - There’s going to be more outbreaks. - The real way for the long haul to make outbreak less serious is to build the global health system. 4. Yes, because the speaker mentioned about her credentials and her specialty in health systems before she started the talk. She also reiterated that people should not believe opinions about COVID19 and should only stick with facts. 5. Answers may vary. (Answers may vary.) - COVID-19 is novel coronavirus which is a communicable and deadly disease. What’s New: What’s More: What’s In: What I Know: Main Idea: Astrology is a billion-dollar business as well as a popular past time. - The news report gives information about the different guidelines to follow for those people are affected by the enhanced community quarantine. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Irrelevant Idea: Astrology goes back many thousands of years. e c a f b c b b d a TRUE TRUE FALSE TRUE FALSE (Answers may vary.) Answer Key References David, H. (2017). Speech about mental health at the Leeds Community Foundation. Retrieved from https://www.royal.uk/prince-harry-gives-speech-mentalhealth-leeds-community-foundation on 23 June 2020. DepEd (2015). Celebrating Diversity through World Literature 10 – Learner’s Material. First Edition. Ghebreyesus, T. (2020). WHO Director-General’s Opening Remarks at the Media Briefing on COVID-19. Retrieved from https://www.who.int/dg/speeches/detail/who-director-general-s-openingremarks-at-the-media-briefing-on-covid-19---20-march-2020 Panel Discussion. https://powerfulpanels.com/definition-panel-discussion/PTV News Report. https://www.facebook.com/watch/?ref+search&v=239365347451866&exter nal_log_id=2cb57b74520ff1acd3d9af666485e5be&q=Summary+of+enhanced +community+quarantine+guideline+out Shaikh, A. (2020). Why COVID-19 is Hitting Us Now -- and How to Prepare for the Next Outbreak. Retrieved from https://www.youtube.com/watch?v=JGTtGCq9grE Speeches. https://www.lexico.com/grammar/writing-help/writing-speeches 17 For inquiries or feedback, please write or call: Department of Education – Region III, Schools Division of Bataan - Curriculum Implementation Division Learning Resources Management and Development Section (LRMDS) Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 Email Address: bataan@deped.gov.ph
