SENIOR HIGH SCHOOL
English for Academic
and Professional
Purposes
Quarter 1 – Module 10
Interpreting and Preparing Visuals
Department of Education – Region IV-A CALABARZON
English for Academic and Professional Purposes – Senior High School
Alternative Delivery Mode
Quarter 1 – Module 10: Interpreting and Preparing Visuals
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 book 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.
Development Team of the Module
Authors: Cleo Cassandra G. Dialo
Editor:
Reviewers:
Illustrator:
Layout Artist:
Management Team: Elpidia Bergado
SDO Cavite Province
Romyr L. Lazo, EPS In-charge of LR
Ferdinand V. Marquez, EPS In-charge
Department of Education Region 4A CALABARZON
Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-868-257-73, Local 420/421
Email Address: lrmd.calabarzon@deped.gov.ph
i
SENIOR HIGH SCHOOL
English for Academic
and Professional
Purposes
Quarter 1 – Module 10
Interpreting and Preparing
Visuals
Department of Education ● Republic of the Philippines
ii
TABLE OF CONTENTS
Page No.
Guide in Using PIVOT Learners Material Module
iv
What I need to know?
1
What is new?
2
What I know?
3
What is in?
4
What is it?
5
What is more
9
What I can do?
11
What else I can do?
12
What I have learned?
13
What can I achieve?
14
References
16
iii
Guide in Using PIVOT Learners Material Module
For the facilitator:
Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode
(ADM) Module on Interpreting and Preparing Visuals!
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.
For the learner:
Welcome to the SHS English for Academic and Professional Purposes Alternative Delivery
Mode (ADM) Module on Interpreting and Preparing Visuals!
The hand is one of the most symbolized parts 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 are 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.
iv
The following are some reminders in using this module:
1. Use the module with care.
2. Do not put unnecessary mark/s on any part of the module.
3. Use a separate sheet of paper in answering the exercises.
4. Do not forget to answer What I Know before moving on to the other activities
included in the module.
5. Read the instructions carefully before doing each task.
6. Observe honesty and integrity in doing the tasks and in checking your answers.
7. Finish the task at hand before proceeding to the next.
8. Return this module to your teacher/facilitator once you are through with it.
9. 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!
GOOD LUCK AS YOU BEGIN MODULE 10!
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I
What I need to know?
This module was designed and written with you in mind. It is here to help you
Interpret and Prepare Visuals. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the course. But
the order in which you read them can be changed to correspond with the textbook you
are now using.
The module is focused on:
➢ Lesson 10: Interpreting and Preparing Visuals
➢ Content Standard: The learner understands the principles and uses of a concept
paper.
➢ Performance Standard: The learner produces a well-balanced concept paper in a
specific discipline.
After going through this module, you are expected to:
✓
Identify the different types of diagrams as visual aids.
✓
Use the appropriate diagram for a specific information.
✓
Interpret information in diagrams
✓
Present a novel concept or project with accompanying visuals/graphic aids.
1
What is new?
I
The presentation of your data requires organization so as not to confuse readers.
Therefore, in presenting data from surveys, interviews, or experiments, tables, charts,
and graphs, may be used. A Graphic Aid (also known as Visual Aid) is any image that
assists the reader in understanding the text. They often enhance information from the
text and sometimes supply information not found in the text.
Here are different visual/graphic aids that you may use in presenting your data:
I. Charts
A. Organizational Chart
B. Flow Chart
II. Tables
III. Graphs
A. Bar Graph
B. Line Graph
C. Pie Graph
2
D What I know?
Directions: Check the column that determines how often you practice what the
statements say. Do this as objectively as possible. Bear in mind that there are no wrong
answers.
Usually
Sometimes
Seldom
1. I know how charts, tables and
graphs differ.
2. I use a certain visual to highlight
an aspect of my data.
3. I use appropriate visual in
presenting data information.
4. I am aware that visuals can be
used for different purposes.
5. I use different visuals for different
types of data.
TOTAL:
GRAND TOTAL:
Scoring:
Usually
Sometimes
Seldom
Never
/ 15
3
2
1
0
Score
Level of Proficiency
14-15
12-13
10-11
8-9
7 - below
Advanced
Proficient
Approaching Proficiency
Developing
Beginning
3
Never
D What is in?
Directions. Recall in your classroom, which of your classmates is the fan of the following
music genres?
Original Filipino Music
Western Music
Korean Pop
Other genres
Next, consolidate the data using a bar graph and interpret the results. Here is a blank
graph for you to work on:
4
D What is it?
I. Charts
A chart is a graphical representation of data using symbols that are usually boxes,
lines, and arrows. Its general purpose is to show ranks, levels, procedures, and
classifications.
The two common charts are the organizational chart and the flow chart.
A. An organizational chart presents rankings, classification, and levels of
ideas.
Source: https://www.smartdraw.com/organizational-chart/organizational-chart-tips.htm
B. A flow chart illustrates a process or direction of steps. Generally, flow charts flow
from top to bottom or left to right.
ISO Shape and its meaning
Arrow (Flowline) shows the
process's order of operation.
Rounded box (Terminal) indicates
the beginning and ending of a
program or sub-process.
Rectangle (Process) represents a
set of operations that changes
value, form, or location of data.
Diamond (Decision) shows a
conditional operation that
determines which one of the two
paths the program will take. The
operation is commonly a yes/no
question or true/false test.
Source: https://en.wikipedia.org/wiki/Flowchart
5
D What is it?
II. Tables
A table shows raw data in rows and columns. It condenses and classifies
information to make comparisons between and among data and helps the readers grasp
relationships that might be invisible in prose.
It contains at least two columns with headings on the sides and the top of the
columns to indicate what the table represents. The heading on the top is called a boxhead
while the heading on the far left column is called a stub.
Table 1. Students taking public transport classified according to gender and course.
College
Male
Female
Science
26
31
Liberal Arts
30
45
Education
44
24
Total
100
100
III. Graphs
A graph is a graphical representation of data using bars, lines, or circles. Each
type of graph has a specific function or purpose.
A. A bar graph uses vertical and horizontal bars that compare amounts
and quantities.
Source: https://www.britannica.com/place/Philippines/Demographic-trends
6
D What is it?
B. A line graph shows trends and changes in data. Usually, the bottom grid
scale represents time.
COVID-19 cases trend in the Philippines
Source: Google statistics report for COVID-19 in the PH (https://g.co/kgs/MwjAfN)
C. A circle graph (pie graph), which uses pie-shaped sections, shows the
relationship of the parts to the whole in percentages and proportions.
Source: https://www.britannica.com/place/Philippines/Demographic-trends
7
D What is it?
General Steps in Interpreting Visuals
1. Read the title and the subtitle.
2. Read the captions, keys and labels.
3. Determine the purpose of the material.
4. Identify the organization of information.
5. Analyze the relationship of details such as changes and trends.
6. Make a conclusion about the data if necessary.
General Guidelines for Adding Visuals to your Text
1. Determine the purpose of the visuals.
2. Evaluate the accuracy and validity of the data.
3. Visuals should be accompanied by clear references within your text.
(e,g., as shown in Figure 4, the …)
4. Visuals should be on the same page as the text reference. Complex visuals should be
placed on the page opposite the text reference.
5. Preferably, position the visual vertically.
6. Make your visual as simple and self-explanatory as possible by adding data labels.
7. If the visuals are colored, go for basic contrasting colors which are easy on the eyes;
as much as possible avoid adding patterns and textures, as well as neon colors.
8
D What is more?
Directions. Look at the figures and provide three to five sentence analysis based on the
title and data given. Write your answers on a separate sheet of paper.
Figure 1.
Interpretation of the data
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D What is more?
Figure 2.
Interpretation of the data
Figure 3. Cases of reported lost items at school.
Type of Item
July 2015
August 2015
Electronics
12
11
Clothing
20
15
Money
10
8
Interpretation of the data
10
A What I can do?
Directions. Determine the diagram which would best present the data. Make sure to add
the title and the legend in each diagram. Present your diagram on a separate sheet of
paper. Your work will be scored based on the following criteria:
Accuracy of Data 5 pts.
Neatness
2 pts.
Clarity
3 pts
Total:
10 points per diagram
1. According to the Literacy report in the Philippines, in 2000, only 43% of the youth was
literate. In the next census in 2005, it went up by 2%. After five years, the literacy rate
was at 47%. During the most recent survey in 2015, the rate is at 50%.
2. Students in Senior High School are surveyed about the social networking sites they
use. Out of 500 students surveyed, 35% have Facebook accounts, 31% have twitter
accounts, and 34% use Instagram.
3. School A’s population per strand for 2018. Accountancy, Business and Management
(ABM) students are in total of 116 students, General Academic Strand (GAS) students is
218, and Science, Technology, Engineering and Mathematics (STEM) is 59. Home
Economics (HE) Strand students in total are 88, Electrical Installation and Maintenance
(EIM) students are 26, Shielded Metal Arc Welding (SMAW) students are 41, and
Information Communication Technology – Animation (ICT-Animation) students are 125.
4. School A’s canteen monthly report per month shows that School A’s canteen profit for
June 2018 is Ᵽ 6,200.00 and it dropped to Ᵽ 5,000.00 in July 2018 but rose again in
August 2018 with Ᵽ 7,150.00 net profit in total.
5. The Philippines is a republic with a presidential form of government wherein power is
equally divided among its three branches by the Constitution: executive, legislative, and
judicial. The Legislative branch is authorized to make laws, alter, and repeal them
through the power vested in the Philippine Congress. This institution is divided into the
Senate and the House of Representatives. The Executive branch carries out laws. It is
composed of the President and the Vice President. The Constitution grants the President
authority to appoint his Cabinet. Lastly, The Judicial branch evaluates laws. It is made
up of a Supreme Court and lower courts.
11
A What else I can do?
Directions. Match the questions on the left with its appropriate location on the flowchart
on the right. Present your answers on a separate sheet of paper.
1. The flow chart on the right is meant to show the steps for
making and drinking a glass of blackcurrant squash.
Pour a measure of
squash into the glass
Fill up the glass
with water
Take the juice out of
the cupboard
Drink juice.
2. The flow chart on the right is meant to show the steps
for safely crossing the road. There is a decision box in
this flow chart.
Cross the road
carefully
Look left and right
Stop at the curb
Is the
road
clear
both
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A What I have learned?
1. A graphic aid is any image that assists the reader in understanding the text.
2. There are different visual/graphic aids that may be used in presenting your data: (1)
charts, (2) tables, and (3) graphs.
3. A chart is a graphical representation of data using symbols that are usually boxes,
lines, and arrows. It has two main types: organizational chart and flow chart.
4. An organizational chart presents rankings, classification, and levels of ideas.
5. A flow chart illustrates a process or direction of steps.
6. A table shows raw data in rows and columns. It condenses and classifies information
to make comparisons between and among data and helps the readers grasp
relationships that might be invisible in prose.
7. A graph is a graphical representation of data using bars, lines, or circles.
8. A bar graph uses vertical and horizontal bars that compare amounts and quantities.
9. A line graph shows trends and changes in data. Usually, the bottom grid scale
represents time.
10. A circle graph (pie graph), which uses pie-shaped sections, shows the relationship of
the parts to the whole in percentages and proportions.
13
A
What can I achieve?
Directions. Read the statements carefully. Choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.
1. It is any image that assists the reader in understanding the text
a. Data
b. Graphic Aid
c. Information
2. A graphical representation of data that uses bars, lines, or circles.
a. Graph
b. Table
c. Chart
3. A graphical representation of data using symbols that are usually boxes, lines, and
arrows.
a. Charts
b. Graphs
c. Tables
4. It shows raw data in rows and columns. It condenses and classifies information to
make comparisons between and among data.
a. Graph
b. Table
c. Chart
5. It shows trends and changes in data. Usually, the bottom grid scale represents time.
a. Bar Graph
b. Line Graph
c. Circle Graph
6. It uses pie-shaped sections, shows the relationship of the parts to the whole in
percentages and proportions.
a. Bar Graph
b. Line Graph
c. Circle Graph
7. This uses vertical and horizontal bars that compare amounts and quantities.
a. Bar Graph
b. Line Graph
c. Circle Graph
8. A chart presents rankings, classification, and levels of ideas.
a. Flow Chart
b. Pocket Chart
c. Organizational Chart
9. A chart that illustrates a process or direction of steps.
a. Flow Chart
b. Pocket Chart
c. Organizational Chart
10. Which of the following ISO symbols for flow chart represents decision wherein there
is a conditional operation that determines which one of the two paths the program will
take.
a. Diamond
b. Rectangle
c. Arrow
14
15
References
Barrot, J. B. & Sipacio, P. J. (2016). COMMUNICATE TODAY English for Academic &
Professional Purposes For Senior High School. Quezon City: C&E Publishing,
Inc.
Valdez, P.N.M. (2016). English for the Globalized Classroom Series, English for
Academic & Professional Purposes. Quezon City: The Phoenix Publishing
House, Inc.
Visuals
Borlaza, G.C., Hernandez, C.G. et.al. (2020). Philppines age breakdown [graph].
Retrieved from https://www.britannica.com/place/Philippines/Demographictrends
Cullinane, M., Hernandez, C.G. et.al. (2020). Philppines major import sources [graph].
Retrieved from https://www.britannica.com/place/Philippines/Resources-andpower
Google statistics report. (2020). Coronavirus disease Philippines [graph]. Retreived
from https://g.co/kgs/MwjAfN
Philippine Information Agency. (n.d.). Three Branches of Government [chart].
Retrieved from https://pia.gov.ph/branches-of-govt
Raenolds A.J. (2002). Unit 1 Section 2 : Flow Charts for Practical Tasks [flow chart].
Retrieved from https://www.cimt.org.uk/projects/mepres/book8/bk8i1/
bk8_1i2.htm
Smartdraw. (n.d.) 10 Tips for Perfect Organizational Charts [chart]. Retreived from
https://www.smartdraw.com/organizational-chart/organizational-charttips.htm
Wikipedia. (n.d.) Flowchart [graph]. Retrieved from https://en.wikipedia.org/wiki/
Flowchart
16
For inquiries or feedback, please write or call:
Department of Education Region 4A CALABARZON
Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-8682-5773 local 420/421
Email Address: lrmd.calabarzon@deped.gov.ph
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