NOT

10
English 11
Quarter 1 - Module 7
Implicit and Explicit Signals

Department of Education ● Republic of the Philippines

English- Grade 10
Alternative Delivery Mode
Quarter 1 - Module 7: Implicit and Explicit Signals
First Edition, 2020
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Published by the Department of Education – Division of Bukidnon

Development Team of the Module

Author/s: Mae Angelie C. Pacaldo

Editor: Grace T. Odrunia
Reviewers: Sarah M. Mancao, PhD
Elbert R. Francisco, PhD
Vergilia O. Pancho, PhD

Illustrator and Layout Artist: Mae Angelie C. Pacaldo

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Assistant Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Neil A. Improgo, EPS-LRMS
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Members Elbert R. Francisco, PhD, Chief ES, CID

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 10
English
Quarter 1 - Module 7
Implicit and Explicit Signals

This module was collaboratively developed and reviewed by educators

from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at [email protected].

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Department of Education ● Republic of the Philippines

 Table of Contents
Page
COVER PAGE

COPYRIGHT PAGE

TITLE PAGE

TABLE OF CONTENTS...........................................................................................i
WHAT THIS MODULE IS ABOUT
Note to the Teacher/Facilitator..........................................................................ii
Note to the Learner.............................................................................................iii
Note to the Parents/Guardian............................................................................iii
Module Icons.......................................................................................................iv

WHAT I NEED TO KNOW

1

WHAT I KNOW (Pretest) 1

LESSON 1: Understanding Implicit and Explicit Signals (Monday-

Tuesday)

What I Need to Know............................................................................................ 4

What I Know ......................................................................................................... 4
What's In .............................................................................................................. 5
What’s New ........................................................................................................ 6
What Is It............................................................................................................... 6
What’s More ......................................................................................................... 7
What I Have Learned............................................................................................ 9
What I Can Do......................................................................................................10
Assessment 12
Additional Activities 13

Assessment: (Post-Test)..................................................................................... 14
Key to Answers..................................................................................................... 17
References............................................................................................................ 18
 I
What This Module is About
For the Facilitator:
Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Implicit and
Explicit Signals!
This module was collaboratively designed, developed and reviewed by educators
from public 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

The strategies for executing the activities are suggestive, not
prescriptive. You are free to modify the procedures which are
appropriate for your learners.
Notes to the Parents/Guardian
Your guidance and support to the learner in accomplishing this module
at home will help learning to be effective. In case there are some parts
that you are confused, feel free to contact and ask your child's teacher
for clarification.

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 English 10 Alternative Delivery Mode (ADM) Module on Implicit and
Explicit Signals!
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!
II
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.

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!
 III

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.

Icons of this Module

This part contains learning objectives that

What I Need to are set for you to learn as you go along the
Know Module each day/lesson.

This is a pre-test assessment as to your

What I know level of knowledge to the subject matter at
hand, meant specifically to gauge prior
related Knowledge
This part connects previous lesson with that
What’s In of the current one.

An introduction of the new lesson through

What’s New various activities, before it will be presented
to you.

These are discussions of the activities as a

What is It way to deepen your discovery and under-
standing of the concept.

These are follow-up activities that are in-

What’s More tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and
IV
 What I Need to Know

We all use implicit signals and verbal cues every day, but how well do we
recognize them as listeners? How often do you think about the ways you
communicate with others? We communicate with people every day in various ways;
it could be verbal or non-verbal. Through this lesson, you will learn those signals
and cues, specifically you should be able to:
1. define implicit(non-verbal) and explicit(verbal) communication;
2. identify the different forms of non-verbal communication;and
3. determine the implicit and explicit signals as well as verbal and non-
verbal cues used by the speaker to highlight points.( EN10V-lc-1b.4)

What I Know (Pre-Test)

Just like the previous module, you will begin with a test that is meant to
assess your prior knowledge.

General Directions: Read carefully each item and choose the letter of your answer.
Write your answer on your activity notebook.

1. Examples of correctly using speech and volume skills include...

A. Keep eye contact, speaking loudly and using the right language
B. Speak softly, use long pauses and positive facial expressions
C. Hold your head high, yell all your words and keep your eyes closed
D. Give the right info, speaking at the right volume and articulating your
words

2. Facial expressions, posture and eye contact are all skills in ....?
A. verbal communication
B. anti-verbal communication
C. non-verbal communication
D. post-verbal communication

3. Non-verbal communication is:

A. Continuous
B. Linguistic in nature
C. Single channeled
D. Less ambiguous than verbal communication

4. In which of the following ways do nonverbal and verbal communications

interconnect?
A. nonverbal cues can repeat verbal messages
B. nonverbal cues can contradict verbal messages
C. nonverbal cues can substitute for verbal messages
D. all of the above
1
5. Another way of thinking about implicit information is to compare it to________.
A. Drawing conclusions B. Guessing
C. Inferencing D. Predicting

6.Tyler overslept and missed his bus. He looked at his alarm clock and it read 8:45
A.M. He was more than 30 minutes late for school. He casually walked to the kitchen
and poured himself some cereal. What can be inferred about Tyler?

A. He is hungry.
B. He is nervous about being tardy.
C. He could care less that he's late.
D. He is in a huge rush to make it to school.

7.Amanda needed to finish her science project by the 5th of March. She had
everything she needed except her typed report. She knew that her typed report was
worth 50% of her grade. She was going to fail. What explicit information can you pull
from this story?
A. Amanda is lazy.
B. Amanda ran out of time.
C. Amanda didn't do the typed report.
D. Amanda already has a high enough grade in science.

8. When something is implicit then the reader can go back and find the information
directly in the story. 
A. True B. False
C. Maybe D. Undecided

9.Why would an author put implicit information into one of their stories?
A. To upset the reader with a lack of information.
B. To make the reader think deeper about the story.
C. To show their writing superiority over the rest of us.
D. Because the author couldn't squeeze it into the story properly.

10. A writer must not convey information with _____

A. clarity B. precision
C. randomness D. truth

11. Maggie was getting ready to walk to school. She put on her coat and grabbed
her backpack. As she was leaving, her mother said, “I love you. Be careful.” Which of
the following is explicitly stated in the paragraph?
A. Maggie is never late to school.
B. Maggie lives close to the school.
C. Maggie is in Kindergarten or 1st grade.
D. Maggie put on her coat and grabbed her backpack.

2
12.Tim looked out the window. The house looked so lonely. Tim's father put the last
suitcase in the trunk and started up the car. Thor, his dog, put his head on Tim's lap,
like he understood how  Tim was feeling. "It's okay Thor," he said, "Dad says we will
like California." What is happening?
A. Tim is moving to California with his family.
B. Tim is taking Thor to live with his grandmother.
C. Tim is taking a trip to visit people he doesn't know.
D. Tim is sad because his dog doesn't have a house to live in.

13 Since it was getting late, the band decided to go home and get some rest. The
lead singer decided he wanted to stay a little longer and practice some of the new
songs. What can be a piece of implicit information in this story?
A. It was getting late.
B. The band needed rest.
C. The band has some new songs.
D. The lead singer has great dedication.

14. When something is not clearly stated in a piece of writing, it is often referred to
as what sort of information?
A. Explicit B. Implicit
C. Both A and B D. Either A or B

15. Which of these is NOT an example of a verbal communication skill.

A. Eye contact
B. Language used
C. Volume of speech
D. The speed of speech

How's that for a start? Check your answer and refer it on the Key Answer
page. If you got it all right, wow you're outstanding.
If your score is 10-14, very good. keep up the good work. if your score is
between 7-9, you did fine. This module can help you do better. If you get 6-below,
you really should study this module very closely. Good luck!

3
 Lesson

1 Understanding Implicit and Explicit

Signals

What I Need to Know

When communicating to someone, everything you say and do means

something. Oftentimes, misunderstanding occurs when the message perceived is
different from the intended message. In this module you are expected to:

1. define implicit(non-verbal) and explicit(verbal) communication;

2. identify the different forms of non-verbal communication; and
3. determine the implicit and explicit signals as well as verbal and non-
verbal cues used by the speaker to highlight points. (EN10V-lc-1b.4)

What I Know
Here is a pre-assessment you have to take before the lesson in this module.
Write your answer on your activity notebook.

Directions: Fill in the blank with the correct word, either explicit or implicit, in the
correct form.
1. ______________ information is often easier to argue about and debate, since the
exact meaning is open to interpretation.

2. _______________ information, on the other hand, explains the meaning clearly so

people can understand it easily.

3. Some teachers are vague about their classroom rule and expect students to have
an ______________ understanding of academic behavior.

4. Children learn language in an ____________ manner, because they are too

young to learn grammar rules.

5. I can’t believe you cheated on your essay when I gave _____________

instructions not to plagiarize!

4
 What’s In

An old axiom states, "Action speaks louder than words." It's not what we say,
but how we say it that often matters most. We communicate with much more than
words. From the way we talk, the way we sit or stand, the gestures we make, the
facial expressions we project- all of these non-verbal ways of communication impact
the messages our words are conveying.

Task 1: What you think? Interpret the graph by answering the given questions:

https://www.psychologytoday.com/intl/blog/beyond-words/201109/is-nonverbal-
communication-numbers-game

1. Why do you think only 7% is given to words?

2. Why do you think tone of voice and body language has higher
percentage than words?

5
 What’s New
Let’s explore
Communication is what we do to give and get understanding; it is the process
of sending and receiving messages. Successful communication occurs when there is
understanding. Every day you communicate with your family, friends, colleagues and
even strangers. You have a wide range of linguistic choices to communicate your
thoughts, ranging from the explicit to the implicit. Communication can be verbal,
using oral language to convey a message, or nonverbal, including facial expressions,
and body language. Sometimes a message’s original meaning gets lost in the
translation between thought and the act of communicating it. Learning how to
communicate effectively helps you maintain healthy relationships, resolve conflicts
peacefully, excel in school, and eventually get and keep jobs.

What Is It

Explicit communication or verbal communication refers to specific

information conveyed in written or spoken words. The things we say or write are
shared by means of words. Since it is explicit, the words are clearly and directly
stated.
On the other hand, Implicit communication or non-verbal communication
is a communication without words, only visual cues. You "give off" messages
through gestures, body language, facial expressions, tone and vocal qualities, and
eye contact. Thus the message is not directly stated but it is implied or hinted.
The way you deliver your message is just as vital as the words you speak or
write. There are many different types of implicit or non-verbal communication.
a. Facial expressions – The principal source of feedback. Facial expressions are
universal such as expressions for happiness, sadness, anger, and fear are the
same across culture.
b. Eye contact – The most expressive element in face-to-face communication. The
way you look at someone can communicate many things including interest,
affection, hostility or attraction.
c. Body movements & posture – The way you stand, your posture and bearing also
send messages.
d. Gestures – The movement that you make with a part of your body, especially your
hands such as waving or pointing and etc.
e. Haptics – also known as “touching”. Examples such as handshake, tap on a
shoulder, a hug, pat on the head or grip on your arm convey different messages.
f. Proxemics – refers to the amount of space that individuals naturally maintain
between each other which communicates meanings.
g. Voice – The way in which a message is spoken is as important as what is said.
The timing and pace, how loud you speak, tone and inflection can indicate
anger, sarcasm, affection or confidence.

6
 In public speaking, a speaker must be able to effectively use both
verbal and nonverbal cues in delivering the speech in order to engage the
interest and sustain the attention of the audience.
Verbal cues refer to the spoken text itself and to the spoken words,
including the use of powerful or leading statements, questions, interjections,
repetition, contrast, narration, anecdote, examples, humor, idioms,
quoataions, or figurative language.
Nonverbal signals include eye contact, facial expressions, hand
gestures, posture, movement, and other forms of body languge.

Moreover, explicit is clear and direct. Basically anything someone tells

you in clear language is explicit.
Implicit is implied , rather than directly stated. A facial expression can
be an implicit signal. But, any hint you give indirectly is an implicit signal.
Here is an example: Let's say you have two sauces on a table, a green
one and a red one, and I'm trying to tell you that the red one is spicy.
"Do not eat the red sauce! It's way too spicy." - Very explicit
"I think the green sauce is better, I don't like spicy things that much" -
Implicit.
I'm saying I don't like the red that much, and I don't like spicy things.
Since the two pieces of information are given at the same time, you
can probably guess the red one is spicy.
"Wow, a little bit of the red sauce is more than enough." (while I drink
water) - Implicit. So we know the red sauce must be strong. Since water
calms spiciness, and I'm drinking water, it's likely that the red sauce is spicy.

What’s More
Can you guess what is meant by the given facial expressions? Go, try
to answer the activity below.

Task 2A: Emoticons

Identify the emotions portrayed by the emoticons below. Write your answer on your
activity notebook.
3.
4.
2.

5.
1.

1. _________2. __________3. __________4. __________ 5. __________

7
 Task 2B: Look for Cues
Listen to the speech of Brutus. Observe and list down the verbal cues and
non-verbal signals used by the speaker.
Access it through this link: https://www.youtube.com/watch?v=Gq0PBt1J6Pg
In case, you have no access to the internet, the copy of the speech is
provided below.

Romans countrymen and friends, listen to what I have to say and be silent so
that you can hear. Trust me for my honour and show respect so that you will follow
what I say. Judge me according to your wisdom and use your understanding so that
you will be able to judge better. If there is anyone in this assembly, any dear friend of
Caesar’s, to him I say that Brutus’ love for Caesar was no less than his. If then that
dear friend demands to know why Brutus rose against Caesar, this is my answer –
not that I loved Caesar less but that I loved Rome more. Would you rather Caesar
were living, and all die slaves, than that Caesar were dead, to all live as free men?
As Caesar loved me, I weep for him; as he was fortunate, I rejoice at it; as he was
brave, I honour him; but as he was ambitious, I killed him. There are tears for his
love; joy for his fortune; honour for his valour; and death for his ambition. Is there
anyone here so lacking in pride that we wants to be a slave? If there is, speak,
because it’s he I have offended. Who is here so low that he doesn’t want to be a
Roman? If any, speak, for it’s him I have offended. Who is here so vile that he does
not love his country? If any, speak, for him I have offended. I have done no more to
Caesar than you would do to Brutus. The things that Caesar died for are recorded in
the Capitol. His glory, for which he was renowned, is not understated; not his
offences exaggerated, for which he suffered death

Here comes his body, mourned by Mark Antony, who, although he had no
hand in Caesar’s death, will receive the benefit of his dying – a place in the
commonwealth, as which of you won’t? With this I leave you: that as I slew my best
friend for the good of Rome, I have the same dagger for myself when it shall please
my country to need my death.

List down the verbal cues and non-verbal signals used by the speaker. Write
your answer on your activity notebook.

Verbal Cues Non-verbal Signals

8
 What I Have Learned

Let's check how much you understood. Do the activities.

Task 3: 3L's (Listen, Learn and Let It Out!)

Listen to the song entitled "Let it Go" from the movie Frozen and answer the
questions that follow. Take note of the implicit and explicit signals used by the singer
to highlight significant points. Determine the message the singer wants the listener to
learn out from the song listened to. Write your answer on your activity notebook.
Access it through this link: https://www.youtube.com/watch?v=L0MK7qz13bU
Note: If you cannot access the link, the lyrics of the song is provided for you.

Let it Go lyrics It's funny how some distance makes

everything seem small
The snow glows white on the mountain And the fears that once controlled me
tonight can't get to me at all
Not a footprint to be seen It's time to see what I can do
A kingdom of isolation To test the limits and break through
And it looks like I'm the queen No right, no wrong, no rules for me
The wind is howling like this swirling I'm free
storm inside Let it go, let it go
Couldn't keep it in, heaven knows I've I am one with the wind and sky
tried Let it go, let it go
Don't let them in, don't let them see You'll never see me cry
Be the good girl you always have to be Here I stand and here I stay
Conceal, don't feel, don't let them know Let the storm rage on
Well, now they know My power flurries through the air into the
Let it go, let it go ground
Can't hold it back anymore My soul is spiraling in frozen fractals all
Let it go, let it go around
Turn away and slam the door And one thought crystallizes like an icy
I don't care what they're going to say blast
Let the storm rage on I'm never going back, the past is in the
The cold never bothered me anyway past
Let it go, let it go Let it go
Can't hold it back anymore The cold never bothered me anyway
Let it go, let it go Let it go, let it go
Turn away and slam the door And I'll rise like the break of dawn
Let it go (go, go, go go, go go, go go, go, Let it go, let it go
go, go go) That perfect girl is gone
Let it go Here I stand in the light of day
Let it go Let the storm rage on
Let it go
Source: Lyric Find

9
1. What is the song all about?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

2. What explicit and implicit signals were used by the singer to highlight significant
points?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

3. How do these signals add value to the lyrics and overall meaning of the song?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________

What I Can Do

Here's another task to challenge your listening skill.

Watch and listen to the video about Cutting Down on Waste. Access it through this
link:
http://learnenglishteens.britishcouncil.org/study-break/youtubers/cutting-down-waste
Note: If you cannot access the link, the transcript of the video is provided below.

Hello, everyone, and welcome back. This video is for the British Council’s Learn
English Teens website and their YouTube channel.
In today’s video I wanted to talk about a very important topic and that is cutting
down on waste. As a species, we are very wasteful of materials and resources,
and it’s not doing our planet any good at all. We’re actually destroying it.
Our decisions and consumption can affect our environment in a negative way,
and no matter what scientists say about moving to Mars – this is our only planet
that we get to call home, and we need to start respecting it and treating it
correctly so that we don’t just completely destroy it and ruin ourselves in the
process.

10
So, that said, here are some simple tips and some simple actions that you can
add or incorporate into your lifestyle to help look after our planet. Before I talk a
little bit about some actions that you can take into changing your lifestyle to help
the environment and to help cut down on waste, I just want to jog your memory
about the three Rs, which are always important to remember and that is
‘Reduce’, ‘Reuse’ and ‘Recycle’.
Reducing waste actually helps to prevent waste being produced in the first place,
and it’s probably one of the best ways to start off with because if you don’t have
waste in the first place, then we don’t have the problem of disposing of it.
An example of how you can do this is perhaps by choosing loose fruit and
vegetables at the supermarket rather than fruit and veg which is packaged in
plastic. Also, using a reusable plastic or metal bottle and reusable plastic
containers are a great way to reduce the amount of plastic you accumulate. In
my family, we use a lot of ice cream tubs, you know, the big ice cream tubs. We
use them to keep our leftover food and it works perfectly fine.
The second R is to reuse items. Instead of throwing things straight into the
rubbish bin, why don’t you see if you can reuse them again? I like to do this a lot
with gift bags, which I get when I receive a present for a special occasion. I
usually keep the gift bags or the boxes and reuse them when I’m giving a gift to
someone else. You can also do the same thing with plastic bags. Instead of
getting a new bag every time you go food shopping, just bring your old ones
along, and that way you’re cutting down on the amount of plastic that you
accumulate.
And finally, recycle. Recycling turns waste products into a new item, or, as I like
to say, it gives them a second life. I’ve recently been clearing out my wardrobe
and throwing away some clothes that I no longer like or perhaps don’t fit me any
more – and the money from selling them goes towards helping a charity, so it’s a
win-win for all. 
Always remember to check the back of any type of packaging for details about
whether the materials can be recycled, and make a conscious effort to make
sure you’re both buying products that are recyclable and you’re actually
recycling.
So, that’s it for today. These are just a few starter tips on how you can make
changes in your own, everyday life to help cut down on waste and to help out our
planet. Of course, feel free to go online because there are loads of great, fun,
exciting ways that you can also cut down on your waste and energy consumption
really.

Task 4: Write it and Do it

Write a 3- paragraph essay on what do you do to reduce, recycle

and reuse your waste. Use implicit and explicit signals to emphasize
important points on your essay. Write your answer on your activity
notebook.
 11

Assessment
Let's check how much you've learned. You're going to test your progress on
this module.

Directions: Read each questions carefully and choose the letter of the correct
answer. Write your answer on your activity notebook.

1. This type of communication is wordless.

A. nonverbal B.oral
C. verbal D. written

2. This type of communication can be oral or written.

A. nonverbal B.oral
C. verbal D. written

Items 3-10. Identify the type of nonverbal communication being described in each of
the following sentences: Choose your answer from the pool of words.

A. Facial expressions B. Eye contact C. Body movements & posture

D. Gestures E. Haptics F. Proxemics G. Voice

3. The principal source of feedback.

4. The most expressive element in face-to-face communication.
5. The way in which a message is spoken is as important as what is said.
6. This refers to the amount of space that individuals naturally maintain between each
other which communicates meanings.
7. The way you move and carry yourself.
8. The movement that you make with a part of your body, especially your hands.
9. This includes a weak handshake, a timid tap on the shoulder or a warm bear hug.
10. We wave, point and use our hands when we are speaking.
11. “I want you to go wash the car” is an example of which of the following?
A. Explicit communication B. Either explicit or implicit
C. Implicit communication D. Phonetic Prompt

12. Verbal cues are those that are conveyed through which of the following?
A. Inflection B. Tone of Voice
C. Written Words D. Spoken Language

13. Mother told her children to wash their hands before eating. This is an example of
__________.
A. Explicit communication B. Either explicit or implicit
C. Implicit communication D. Phonetic Prompt
 12
14. __________ information is often easier to argue about, since the exact meaning
is open to interpretation.
A. Explicit B. Implicit
C. Either explicit or implicit D. Phonetic Prompt

15. ____________ information explains the meaning clearly so people can

understand it easily.
A. Explicit B. Implicit
C. Either explicit or implicit D. Phonetic Prompt

Additional Activities

How is the activity? I hope you are doing great.Before we proceed with the
post-test, here are additional activities for you.

Task 5: Show it with Emojis

Draw the facial expressions using an emoji to show the different emotions.
You color your work. Write your answer on your activity notebook.
(2 points each)

Worried Tired

Hurt In love

Terrified Star-struck

Sleepy Disappointed

13
 Assessment: (Post-Test)

You're through with the activities in this module. Congratulations for

trying your best. Now do the post test to see how well you understood the lessons.

Directions: Read each question carefully. Write the letter of your answer on
your activity notebook.

1. Since it was getting late, the band decided to go home and get some rest. The
lead singer decided he wanted to stay a little longer and practice some of the new
songs. What can be a piece of implicit information in this story?
A. It was getting late.
B. The band needed rest.
C. The band has some new songs.
D. The lead singer has great dedication.

2. When something is not clearly stated in a piece of writing, it is often referred to as

what sort of information?
A. Explicit B. Implicit
C. Both D. Either A or B

3. Which of these is NOT an example of a verbal communication skill.

A. Eye contact B. Language used
C. The speed of our speech D. Volume of speech

4.Tim looked out the window. The house looked so lonely. Tim's father put the last
suitcase in the trunk and started up the car. Thor, his dog, put his head on Tim's lap,
like he understood how Tim was feeling. "It's okay Thor," he said, "Dad says we will
like California." What is happening?
A. Tim is moving to California with his family.
B. Tim is taking Thor to live with his grandmother.
C. Tim is taking a trip to visit people he doesn't know.
D. Tim is sad because his dog doesn't have a house to live in.

5. Maggie was getting ready to walk to school. She put on her coat and grabbed her
backpack. As she was leaving, her mother said, “I love you. Be careful.” Which of the
following is explicitly stated in the paragraph?
A. Maggie is never late to school.
B. Maggie lives close to the school.
C. Maggie is in Kindergarten or 1st grade.
D. Maggie put on her coat and grabbed her backpack.

6. When something is implicit then the reader can go back and find the information
directly in the story. 
A. False B. Maybe
C. True D. Undecided
 14
7.Why would an author put implicit information into one of their stories?
A. To upset the reader with a lack of information.
B. To make the reader think deeper about the story.
C. To show their writing superiority over the rest of us.
D. Because the author couldn't squeeze it into the story properly.

8.Examples of correctly using speech and volume skills include...

A. Keep eye contact, speaking loudly and using the right language
B. Speaking softly, use long pauses and positive facial expressions
C. Hold your head high, yell all your words and keep your eyes closed
D. Giving the right info, speaking at the right volume and articulating your
words.

9.Facial expressions, posture and eye contact are all skills in ...?
A. anti-verbal communication B.non-verbal communication
C. post-verbal communication D. verbal communication

10. Non-verbal communication is:

A. Continuous B. Linguistic in nature
C. Single channeled D. Less ambiguous than verbal
communication

11. Nonverbal and verbal communications are interconnected in which of the

following ways?
A. nonverbal cues can repeat verbal messages
b. nonverbal cues can substitute for verbal messages
c. nonverbal cues can contradict verbal messages
d. all of the above

12. Another way of thinking about implicit information would be to compare it to

what?
A. Drawing conclusions B. Guessing
C. Inferencing D. Predicting

13. A writer must not convey information with _____

A. clarity B. precision
C. randomness D. truth

14. Tyler overslept and missed his bus. He looked at his alarm clock and it read 8:45
A.M. He was more than 30 minutes late for school. He casually walked to the kitchen
and poured himself some cereal. What can be inferred about Tyler?

A. He is hungry.
B. He could care less that he's late.
C. He is nervous about being tardy.
D. He is in a huge rush to make it to school.
 15

15.Amanda needed to finish her science project by the 5th of March. She had
everything she needed except her typed report. She knew that her typed report was
worth 50% of her grade. She was going to fail. What explicit information can you pull
from this story?
A. Amanda is lazy.
B. Amanda ran out of time.
C. Amanda didn't do the typed report.
D. Amanda already has a high enough grade in science.

It's harvest time.Let's find out how you fared in the post test. If your score is:

11-15 You are doing great! You may proceed to the next module after
reviewing the missed items.
6-10 You are doing good but you need to review back on the lessons you
missed.
1-5 You need to study harder. Ask help from your teacher or parent or
friend. Go back to the given examples.

Terrific! Hooray to you for finishing this module. I hope this module help you to
become a better listener and speaker. So, how did you fare in the Post test? If you
got much higher score than the Pre-test, that's great.
Now, you're ready for the next module. If not, try to go over the lesson.
 16
Key to Answers

17
 References

"Cutting Down on Waste." British Council Learn English Teens | Free Resources for
Teens to Help Improve Your English. Accessed June 14, 2020.
https://learnenglishteens.britishcouncil.org/study-break/youtubers/cutting-
down-waste.

Disney-UK."Let It Go. YouTube. January 30, 2014.

https://www.youtube.com/watch?v=L0MK7qz13bU.

"Implicit And Explicit Communication." SG & Singapore Map! Powered by

Streetdirectory.com. Accessed June 14, 2020.
https://www.streetdirectory.com/etoday/implicit-andexplicit-communication-
ucwjff.html.

"Implicit Vs. Explicit – How to Use Each Correctly." EnhanceMyWriting.com. Last

modified September 3, 2017. https://www.enhancemywriting.com/implicit-vs-
explicit.

Lombardo, Jennifer. "Implicit and Explicit Rules of Communication: Definitions &

Examples." Study.com. Accessed June 14, 2020.
https://study.com/academy/lesson/implicit-and-explicit-rules-of-
communication-definitions-examples.html#:~:text=Implicit%20communication
%20rules%20are%20the%20use%20of%20facial%20expressions%2C
%20body,direct%2C%20clear%2C%20and%20straightforward.

"Quiz & Worksheet - Using Verbal Cues | Study.com." Study.com. Accessed

June 24, 2020. https://study.com/academy/practice/quiz-worksheet-using-
verbal-cues.html.

Smith, Dustin. "Nonverbal Communication: How Body Language & Nonverbal Cues
Are Key." Life-size: Video Conferencing System & Meeting Room Solutions.
Last modified February 18, 2020. https://www.lifesize.com/en/video-
conferencing-blog/speaking-without-words.

"Verbal Cues in Communication: Definition & Examples." Study.com. Accessed

June 14, 2020. https://study.com/academy/lesson/verbal-cues-in-
communication-definition-examples.html.

18
For inquiries and feedback, please write or call:

Department of Education –Learning Resources Management and

Development Center(LRMDC)

DepEd Division of Bukidnon

Sumpong, Malaybalay City, Bukidnon
Telefax: ((08822)855-0048
E-mail Address: [email protected]