7

English Grade 7
Quarter 2 – Module 1
Using Listening Strategies Based on Purpose,
Familiarity of the Topic and Level of Difficulty
English – Grade 7
Alternative Delivery Mode
Quarter 2 – Module 1: Using Listening Strategies Based on Purpose, Familiarity of the
Topic and Levels of Difficulty (Code: EN7LC-II-a-6).
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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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

Division of Lapu-Lapu City

Development Team of the Module

Writer’s Name : Lynlie Clare Claire A. Gumatas

Editor’s Name : Helen Grace V. Cruz

Reviewer’s Name : Irene T. Pilapil

Illustrator’s Name :
Layout Artist :
Plagiarism Detector Software: PlagiarismDetector.com
Grammar Software : CitationMachine.com
Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, PhD, CESO V
Assistant Schools Division Superintendent: Marcelita S. Dignos, Ed.D, CESE
Curriculum Implementation Division Chief : Oliver M. Tuburan, Ed.D.
EPSVR – English : Irene T. Pilapil
EPSVR - LRMDS : Teresita Bandolon
ADM Coordinator : Marigold Cardente

Printed in the Philippines by Department of Education – Division of Lapu-Lapu City

Department of Education – Region VII Central Visayas
Lapu-Lapu City Division
Office Address: B.M. Dimataga St., Lapu-Lapu City
Tel No. (032) 410-4525
Email Address: [email protected]

ii
 7

English
Quarter 2 – Module 1

Using Listening Strategies Based

on Purpose, Familiarity of the
Topic and Levels of Difficulty

iii
Introductory Message
For the facilitator:

Welcome to the English 7 Alternative Delivery Mode (ADM) on Using Listening Strategies based on
Purpose, Familiarity of the Topic and Levels of Difficulty (Code EN7LC-II-a-6).

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 English 7 Alternative Delivery Mode (ADM) Module on Using Listening
Strategies based on Purpose, Familiarity of the Topic and Levels of Difficulty (Code EN7LC-II-a-6).

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 enable 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.
iv
 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.

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:

This is a list of all sources used in developing this module.

References

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.

v
 What I Need to Know
This module was designed and written to help the learners develop their skill in using listening
strategies based on different purposes. The scope of this module permits it to be used in
many different learning situations. The language is used to recognize 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 primarily focuses on:

• Lesson 1: Listening Strategies Based on Purpose, Familiarity to the Topic and Level of
Difficulty

After going through this module, you are expected to:

• discuss the different types of listening and its importance;

• explain the different listening strategies; and

• make use of the different listening strategies based on purpose, familiarity of the text and
level of difficulty to the short text listened to (Code: EN7LC-II-a-6).

What I Know
Directions: Read and analyze the statements in each number. Choose the BEST answer from
the given choices. Encircle the letter of your answer.

1. As a language learner, it is essential that one should develop his or her listening skill. Which
of the following is NOT the purpose of listening?
A. To obtain information
B. To learn
C. To share inputs
D. To communicate

2. Which of the following DOES NOT refer to listening?

A. It refers to sound that enters your ears.
B. It is an ability to receive and interpret the messages in the process of communication
C. It is not a passive process.
D. It requires both focus and concentrated effort.

3. All are reasons why a person has difficulty listening in English except,
A. Speaker’s choice of vocabulary
B. Rate of delivery
C. Structure of the message
D. Content of the message

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4. When one is using a bottom-up listening strategy, the listener relies on the language in the
message. Which of the following is NOT included?
A. Background knowledge
B. Sound
C. Words
D. Grammar

5. All are most common types of listening in interpersonal communication, EXCEPT .

A. Empathic listening
B. Discriminative listening
C. Critical listening
D. Informational listening

6. Which of the following is a factor affecting listening skill?

A. Social factor
B. Spiritual factor
C. Financial factor
D. Environmental factor

7. Physical state is one of the factors affecting the listening of a person. Which of the following
is NOT example of physical state that affects listening skill?
A. When a person suffers from fever
B. When a person is hungry
C. When a person is excited
D. When a person is exhausted

8. What type of listening that involves attempting to understand the feelings and emotions of
the speaker?
A. Empathic listening
B. Discriminative listening
C. Critical listening
D. Informational listening

9. The following are the things that you need to consider while you are listening, EXCEPT
.
A. Focus on key words and facts.
B. Give feedbacks
C. Take notes to support your memory.
D. Intonation and stress of the speakers can help you to understand what you hear.

10. This is a type of listening that aims to train the students to grasp the main points listened
from the audio?
A. Listening for sequence
B. Listening for details
C. Listening for opinion
D. Listening for main idea

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 Listening is the most fundamental skill in communication. This is an active process. Having
competence to comprehend information from the listening activities is considered a great listening
ability. However, students are experiencing difficulty in enhancing their listening skill.

In this lesson, you will learn the importance of listening skill in learning English language.
Students are also provided various activities using listening strategies that will help them develop
and improve their listening skill.

By understanding the significance of this lesson, one can greatly improve his or her
communication skill.

What’s In
Write TRUE if the statement is correct and FALSE if it is not.

1. Predicting outcomes is making a guess through analyzing logically about what is going to
happen.
2. Summarizing will help students to write down the main ideas of a longer passage.
3. Skimming helps a person to locate a particular fact.
4. Synthesizing is a reading strategy that occurs when a student merges new information with prior
knowledge to form a new idea, perspective, or opinion.
5. Scanning tells you what general information is within the section.

At this point, I want you to analyze the line and give your opinion about this.

3
 What’s New
Listen to the dialogue and answer the questions that follow. Write your answers in your
English notebook.

1. Who are the persons involved in the

conversation? Note to the Teacher
2. What is the dialogue all about?
3. What is the problem of Paul? Kindly provide a recorded audio for the listening
material to be used for What’s In. The transcript
4. What is the advice of the teacher? is found in the Appendix.
5. How did the teacher reacts upon knowing
the problem of Paul?

What is It

Listening Overview

Listening is one of the macro skills in communication. This refers to the ability to accurately
receive and interpret the messages in the process of communication.

According to Cameron, 2001 that listening is the receptive use of language and since the
goal is to make sense of the speech, the focus is on meaning rather than language.

Moreover, (BBC, 2011) stated that listening is a form of communication and is an active
process. When you listen, you must get the meaning from what’s being said before you can respond.

Richards, 1983 mentioned that listening is considered to involve active selecting and
interpreting of information coming from auditory clues so that a listener can identify what is
happening and what is being expressed.

Listening has different types according to the listener’s reason or goal. These are
appreciative listening, empathic listening, comprehensive listening and critical listening.

Appreciative listening is when you listen for appreciation and enjoyment. When you listen
to music, you are listening because you enjoy it. This is also the same case when someone is
speaking. Inspirational and motivational speeches by people whom we highly respected and
regarded, sermons from worship places or funny statements from a stand-up comedian are some
examples of appreciative listening.

Empathic listening is listening beyond sympathy. The listener tends to understand the
speaker’s emotion and feeling. He attempts to put his own shoes into the speaker’s shoes and share
his thoughts. This is not simply about being compassionate but rather empathic listening involves
deeper connection and understanding of the person’s point of view. Counselors and therapists use
empathic listening towards their clients.

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 Comprehensive listening is when you listen to understand and comprehend the message
that is being sent. This type of listening is an active process. The listener should focus and needs
to take notes of the main ideas of the speaker. Examples of this type are when we listen to lectures,
news reports or getting instructions or directions from someone.

Critical listening is when you listen in order to analyze and evaluate the message that you
receive. The goal in critical listening is to make mental judgment based from the message sent and
decide if this is worthy or unworthy, good or bad, or valid or invalid.

All these types of listening require focus and concentrated effort. However, there are barriers
affecting the listening skill of a person. These are the following:

• Information overload is when you feel that you have received too much information
and instead of comprehending the information that you received, you felt like being
overwhelmed that resulted to remembering very little of what you actually heard.
• Prejudice can affect how the listener perceives the message. It is when the listener is
close-minded and does not agree with the speaker’s ideas. Having an emotional
reaction towards the speaker like anger can lead to the distortion of the message.
• Environmental factors such as having noisy environment and hot temperature hinder
the listener to accurately interpret the message.
• Physical and emotional states of the listener affect how he understands the message.
If the listener is hungry, having health problems like fever or stomachache, or his sitting
in an uncomfortable position, depressed or exhausted can hinder to the listening
process.
• Distraction is when the listener tends to fake his listening attention and think other
things other than listening to the message of the speaker. It is like physically present
but mentally absent.
• Rate of speech and thought is when ones’ ability to process more information that
what comes from the speaker hinders to an effective listening. According to Hargie,
2011, while a speaker can deliver at a rate of 125 to 175 words per minute, the listener
can process 400 and 800 words per minute. If a person tends to process more words
that he can actually hear, then it would create mental lag.

Despite the different factors affecting the listening skill of a certain person, it is necessary that
one should become an effective listener. Hence, using listening strategies is of great help.

Listening Strategies refers to the techniques or activities that contribute directly to the
comprehension and recall of listening input. This can be categorized by how the listener processes
the input.

Top-down strategies are listener-based. The listener uses his background knowledge in
understanding the meaning of the message received. These background knowledge is consists of
context, situation, topic, text-type and language. Using his background knowledge, the listener can
activate a set of expectation in order to help him interpret the things he heard; and anticipate what
will come next.

Tip-down strategies include:

• Listening to the main idea
• Predicting
• Drawing inferences
• Summarizing

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 Example: Your friend tells you a story about his experience about a recent birthday party. You
listen interestedly and interject appropriate moments

Bottom-up strategies are text-based. The listener relies on the language in the message. This
includes the sounds, words and grammar that create the meaning.

Bottom-up strategies include:

• Listening to specific detail
• Recognizing cognates
• Recognizing word-order patterns

Example: Your close friend calls and invites you to attend her 18th birthday. Since you never
visited her place, she gives you directions on how to reach her address. You listen carefully and
take notes.

What’s More
Activity 1.1: Identify the type of listening based on the given situation. Write appreciative listening,
empathic listening, comprehensive listening or critical listening. Place your answer in a separate
sheet of paper.

1. Jessica is telling you that she is having a problem adjusting her online class. You may identify
by thinking of a time when you failed to join the virtual class due to the unstable internet
connection.
2. Maria enjoys listening to radio drama every Saturday afternoon.
3. When Michael attends his online class. He takes notes as he attentively listens to his teacher.
4. Your friend tells you that she has a conflict with your other classmate. As you listen, you try not
to be offensive and consider that your friend is already exhausted while the other person is
also facing personal issue or problem.
5. As my older brother listens to the different arguments during the debate, he tries to assess their
answers.

Assessment 1.1: Write TRUE if the statement helps you to become an effective listener and
FALSE if it is not. Write your answer in your answer sheet.

1. Listen to the words and try to picture out what the speaker is saying.
2. When you disagree with the speaker, stop paying attention.
3. When you listen to the speaker, don’t judge him based from his intellectual background.
4. Express your assumption.
5. Always face the speaker and maintain eye contact.

Activity 1.2: Listen carefully to the following utterances in each set. The first is A, the second is B.
the third is C, and the fourth is D. After each number is a language function. Identify which utterance
implies the specified language function. Write the letter of your choice in your answer sheet.

1. Which utterance expresses intention?

2. Which utterance expresses request? Note to the Teacher
3. Which utterance expresses obligation?
Kindly provide a recorded audio for the listening
4. Which utterance expresses confirmation? material to be used for Activity 1.2. The copy
5. Which utterance expresses agreement? of the transcript is found in the Appendix.

6
Assessment 1.2: Listen to the Visayan folklore entitled “The Sto. Nino of Cebu” and answer the
questions that follow. Write the letter of your answer.

1. Who is the character in the story?

Note to the Teacher
A. Farmer
B. Fisherman Kindly provide a recorded audio for the listening
C. C. Woodcutter material to be used for Assessment 1.2. The copy
of the transcript is found in the Appendix.
D. Carpenter

2. Where is the setting of the story?

A. in the city
B. at the sea
C. in the fields
D. in the forest

3. What did the main character catch when he

tried to cast his nest?
A. There’s a giant bird in the net.
B. There’s a young child in the net.
C. There’s a piece of firewood in the net. http://www.logo-arte.com/imagenes/religion/ninodepraga2.gif

D. There’s a piece of gold in the net

4. What did the man muttered as he entered his yard?

A. "If you are indeed a thing of magic, let's see you keep the dogs and the horses away from
this drying palay."
B. "If you are indeed a thing of magic, let's see you keep the ducks and the chickens away
from this drying palay."
C. "If you are indeed a thing of magic, let's see you keep the birds and the cows away from
this drying palay."
D. "If you are indeed a thing of magic, let's see you keep the birds and the chickens away
from this drying palay."

5. What was the dream of the man in the story?

A. He dreamed that he receives a piece of land,
B. He dreamed that a cute child appears.
C. He dreamed that he catches lots of fish.
D. He dreamed that the firewood he caught transforms into a statue of a beautiful child.

Activity 1.3: Listen to the recorded audio prepared by your teacher. After listening, complete the
graphic organizer about the article, “Youth Depression is Not a Disease”.

Note to the Teacher

Kindly provide a recorded audio for the listening

material to be used for Activity 1.3. The copy of
the transcript is found in the Appendix.

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 Depression if untreated can lead to

1 2 3

Although depression may lead to such fatal result, it is not a disease

4 5
But

Assessment 1.3: Listen to the recorded audio and complete the Venn diagram below.

Note to the Teacher

Kindly provide a recorded audio for the listening

material to be used for Assessment 1.3. The
copy of the transcript is found in the Appendix.
.

What I Have Learned

1. Listening is the ability of a person to accurately receive and interpret the message in the
communication process.
2. Listening has types according to the listener’s purpose or goal. These types are
appreciative listening, empathic listening, comprehensive listening and critical listening.
3. Listening is an active process.
4. The use of listening strategies helps a person develop his listening skill.
5. Top-down strategies and bottom-up strategies are the types of listening strategies.
8
 What I Can Do

Listen to a news report about the update of the Covid 19.

Use the inverted pyramid structure in gathering the data. Write
your answer in a separate sheet of paper.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.researchgate.net%2Ffigure%2FThe-inverted-pyramid-structure-
Source_fig2_276076713&psig=AOvVaw2UVxq7QJLIyeZrxjk-
jefL&ust=1604582562008000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCOCg5pqH6ewCFQAAAAAdAAAAABAD

Assessment
Read and analyze the statements in each number. Choose the BEST answer from the given
choices. Write the letter of your answer.

1. What is listening strategy?

A. A technique that contributes to the comprehension and recall of listening input
B. A strategy for inference
C. A technique used to distinguish sounds
D. A strategy designed to register speech sounds

2. Which of the following DOES NOT include in the top-down strategy?

A. Listening to specific details
B. Predicting
C. Drawing inferences
D. Summarizing

3. What do you the type of listening that draws judgment based from the message received
A. Comprehensive listening
B. Appreciative listening
C. Empathic listening
D. Critical listening

4. This is a type of listening that is required if you are in therapeutic industry.

A. Appreciative
B. Comprehensive listening
C. Appreciative listening
D. Empathic listening

5. What do you call the listening strategy that requires listener’s background knowledge to
understand the message?
A. Bottom-up strategy
B. Top-down strategy
C. Upside-down strategy
D. Bottom-down strategy

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6. What type of listening wherein a person is listening for enjoyment?
A. Comprehensive listening
B. Appreciative listening
C. Critical listening
D. Empathic listening

7. Which of the following DOES NOT belong to bottom-up listening strategy?

A. Listening for main idea
B. Listening to specific detail
C. Recognizing cognates
D. Recognizing word-order patterns

8. What are the purposes of listening?

A. To gain new learning
B. To express assumptions
C. To create understanding
D. To verify the message

9. What listening barrier is this given example? You are very close-minded to the speaker’s
message because this is different from what you believe.
A. Emotional factor
B. Information overload
C. Prejudice
D. Rate of speech

10. What type of listening is when a student listens to his teacher during discussion?
A. Comprehensive listening
B. Appreciative listening
C. Critical listening
D. Empathic listening

Additional Activities
Listen to this link: https://www.youtube.com/watch?v=AGGWCbMvOxA. After listening, answer the
following questions. Write your answers in a separate sheet of paper.

1. What is a browser?
2. What is a search engine?
3. What are the different search engines as mentioned by the speaker?

10
 13
What I Know
What’s More 1. C 6. D
2. A 7. C
Assessment 1.2 3. D 8. A
1. B 4. A 9. B
2. B 5. B 10. D
3. C
4. D What’s In
5. D 1. True
2. True
Activity 1.3 3. False
Answers may vary. 4. True
5. False
Assessment 1.3
What’s New
1. Mrs. Villamor and Paul
2. The dialogue between the
teachers and student about
assignment
3. He has difficulty finishing his
assignment.
4. Listen attentively to the audio.
List down.
What I Can Do
Answers may vary.
Additional Activity What’s More
1. Browser is something you download. It is a piece Activity 1.1
of software that you install in the computer. It allows 1. emphatic
you to get into the internet. 2. appreciative
2. A website where you can search information. 3. comprehensive
3. google.com yahoo.com Bing MSN 4. emphatic
5. critical
Assessment 1.1
1. True
2. False
3. True
4. False
5. True
Activity 1.2
1. A
2. B
3. D
4. C
5. A
Answer Key
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2FThe-inverted-pyramid-structure-
Source_fig2_276076713&psig=AOvVaw2UVxq7QJLIyeZrxjk-
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applied-economics-12-q1-w1-mod1/9229790/view
https://www.coursehero.com/file/72567006/ENGLISH3-Q1-M1-W5pdf/
https://307020-srnhs.com/wp-content/uploads/2020/08/Module-2-Laws-of-Motion.pdf
https://www.studocu.com/ph/document/university-of-cagayan-valley/economics/lecture-notes/abm-
applied-economics-12-q1-w1-mod1/9229790/view
https://www.coursehero.com/file/72567006/ENGLISH3-Q1-M1-W5pdf
https://www.coursehero.com/file/72567006/ENGLISH3-Q1-M1-W5pdf/
https://307020-srnhs.com/wp-content/uploads/2020/08/Module-2-Laws-of-Motion.pdf
https://www.studocu.com/ph/document/university-of-cagayan-valley/economics/lecture-notes/abm-
applied-economics-12-q1-w1-mod1/9229790/view
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https://www.coursehero.com/file/72567006/ENGLISH3-Q1-M1-W5pdf
https://www.coursehero.com/file/72567006/ENGLISH3-Q1-M1-W5pdf/
https://www.coursehero.com/file/p7865hu4/2-Dont-forget-to-answer-What-I-Know-before-moving-
on-to-the-other-activities/
https://www.coursehero.com/file/p7865hu4/2-Dont-forget-to-answer-What-I-Know-before-moving-
on-to-the-other-activities/
https://brainly.ph/question/6933246
https://307020-srnhs.com/wp-content/uploads/2020/08/Module-2-Laws-of-Motion.pdf
https://www.studocu.com/ph/document/university-of-cagayan-valley/economics/lecture-notes/abm-
applied-economics-12-q1-w1-mod1/9229790/view
https://www.coursehero.com/file/p7865hu4/2-Dont-forget-to-answer-What-I-Know-before-moving-
on-to-the-other-activities/
https://www.slideshare.net/aizasantos29/subject-verb-agreement-rules-47316347

For inquiries or feedback, please write or call:

Division of Lapu-Lapu City

Department of Education
B.M. Dimataga St., Lapu-Lapu City
Tel #: (032) 420-4525
Email: [email protected]

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APPENDICES

What’s New

Dialogue between Teacher and Student about Assignment:

Paul was not able to finish the assignment due to his some problems. Here is his entire
conversation with his teacher about this issue.
Mrs. Villamor: Hi Paul, how are you?
Paul: I’m good, what about you Mrs. Villamor?
Mrs. Villamor I am great, are you done with the assignment?
Paul: No Ma’am, I’m not done yet.
Mrs. Villamor: It’s been a week, why is that?
Paul: I had few difficulties ma’am.
Mrs. Villamor: Then tell me, what was your problem?
Paul: Ma’am I have difficulty understanding the text because of the speaker’s choice of words
and his rate of delivery.
Mrs. Villamor: Oh I see. With that, you need to listen attentively with the audio. It requires focus
and concentrated effort for you to cope with the rate of the speaker’s speech. Also, as you
listened, you may list down the words that find difficult and search its meaning in a dictionary.
Paul: Yes ma’am. I will follow your advice. I will also listen to the audio and consider without any
distractions so I can finish it.
Mrs. Villamor: That’s good.
Student: Okay ma’am, thanks for understanding.
Paul: You are welcome.

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What’s More

Activity 1.2 Listen carefully to the following utterances in each set. The first is A, the second is
B. the third is C, and the fourth is D. After each number is a language function or notion. Identify
which utterance implies the specified language function or notion. Just now, listen to the
following utterances.

1. Which utterance expresses intention?

A. I’d like to enroll in a modular class.
B. You’re a Grade 7 student?
C. Yes. I’m going to answer the modules.
D. Can you teach me?

2. Which utterance expresses request?

A. It’s too difficult.
B. Indeed, it is. Would you mind helping me?
C. I need to listen again.
D. Do you find it easy?

3. Which utterance expresses obligation?

A. Justine, you seem to be in happy.
B. Why don’t you come with me?
C. I am going to Mathew’s place. There’s a Fiesta celebration.
D. But I have to attend the virtual class today.

4. Which utterance expresses confirmation?

A. Samantha, our teacher will be conducting a class today.
B. That is why I am now opening my laptop.
C. I verify the Google classroom. Mrs. Villadolid has posted the link for today’s virtual
class.
D. Of course, I am ready!

5. Which utterance expresses agreement?

A. That sounds great!
B. Hey, Anne, I’ve got a great idea!
C. I think we can follow his advice.
D. Oh, but are you certain about this?

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What’s More
Assessment 1.2: Listen to the story to answer the questions.

THE STO. NINO OF CEBU

One day a poor fisherman went out early to the sea as usual. But the day turned out to
be a very unlucky one for him because, every time he cast his net, all he would catch was a piece
of firewood. Thrice the fisherman threw the firewood back to the sea; each time he pulled in his
net, the same piece of firewood would turn up.
Disgusted yet fascinated by what had happened, the fisherman took the driftwood home
with him. When he got home, he saw his wife drying palay on a mat out on their yard. The
fisherman threw the firewood on top of the palay and muttered to himself, "If you are indeed a
thing of magic, let's see you keep the birds and the chickens away from this
drying palay." Astonishingly, no bird or fowl came near the drying palay. When evening came,
the fisherman brought the piece of wood inside the house and forgot all about it.
But that very night, the fisherman had a strange dream. He dreamed that the firewood
which he "caught" that morning had turned into a statue of a beautiful child. True enough, when
he awoke in the morning, he saw a strange transformation happening before his eyes. The
firewood had somehow taken on a form that looked like that of a little child. As the days went by,
the child's features became clearer and clearer until at last it became the image of the Santo
Niño as we would see it today.
Source:http://www.seasite.niu.edu/tagalog/cebu%20culture/cebu_folklore_fs.html
1. Who is the character in the story?
A. Farmer C. Woodcutter
B. Fisherman D. Carpenter
2. Where is the setting of the story?
A. in the city C. in the fields
B. at the sea D. in the forest
3. What did the main character catch when he tried to cast his nest?
A. There’s a giant bird in the net.
B. There’s a young child in the net.
C. There’s a piece of firewood in the net.
D. There’s a piece of gold in the net.
4. What did the man muttered as he entered his yard?
A. "If you are indeed a thing of magic, let's see you keep the dogs and the horses away
from this drying palay."
B. "If you are indeed a thing of magic, let's see you keep the ducks and the chickens away
from this drying palay."
C. "If you are indeed a thing of magic, let's see you keep the birds and the cows away
from this drying palay."
D. "If you are indeed a thing of magic, let's see you keep the birds and the chickens away
from this drying palay."
5. What was the dream of the man in the story?
A. He dreamed that he receives a piece of land,
B. He dreamed that a cute child appears.
C. He dreamed that he catches lots of fish.
D. He dreamed that the firewood he caught transforms into a statue of a beautiful child.

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What’s More
Activity 1.3: Listen to the article to complete the graphic organizer.

Youth depression is not a disease

Sadness is the way we react to disappointment or loss. Being blue for a week or so and then
getting over it, is natural, even you can’t pinpoint the source of your bad mood.

However, if you don’t allow yourself to feel what you feel and put on a pretend smile, you could
have a mood disorder known as depression. It does not happen on adults only. Depression –
happens to Youth. According to the National Mental Health Association, as many as one in five
teens are depressed. Left untreated, depression can lead to falling grades, drug abuse and
even attempts at suicide.

Although depression may lead to such fatal result, it is not a disease. Disease is a pathological
condition of a part, organ, or system of an organism resulting from various causes, such as
infection and genetic defect, and characterized by an identifiable group of signs or symptoms.
As depression cannot spread to others and does not contain genetic defection, it is obvious
that depression is not a disease.

Actually, depression is only a reaction towards stress. Pain, a kind of feeling, is the reaction
towards a particular kind of stimulation that harms our body. Is it a disease? Similarly,
depression is just a signal that reminds us when we are under too much pressure, or when we
are in an extremely bad mood. It will not harm our health unless it is left unaware. So depression
is definitely not a disease.

In fact, depression can be a symptom of some diseases. The life-threatening disease, anorexia
nervosa, is one of the examples. It is an eating disorder that will lead to extreme thinness. The
major symptoms include depression. We should be clear that depression is not the cause of
anorexia nervosa, but excess pressure.

Another thing that can distinguish depression from disease is that drugs cannot really help to
cure it. If truth were told, drugs can only relieve the seriousness of depression. But most of the
diseases can be cured by taking drugs for a period of time. After you have recovered, you don’t
need to take drugs anymore. On the other hand, after you have taken the drugs for relieving
depression, you will only feel better, but it is still there, not cured at all. Some people may even
need to take drugs for the whole life. Therefore depression is not a disease.

After we have looked into depression in different points of view, we know that depression is not
a disease but it can lead to diseases. As a result we cannot look down on it. We should take
good care of those who are suffering from depression, especially the youngsters. As they have
less experience in dealing with pressure, they may easily get lost in depression and choose to
end up their lives by committing suicide.

Although depression is not a disease, sometimes, it is more terrible than diseases. So we

should not look down on it.
Source:https://www.ychlpyss.edu.hk/~eng/essays/s6/youthdepression01.htm?fbclid=IwAR3-
_kTA_SK_HogoseQkkWxHrYGr7FMYjtadZCj_zJnydlf78XbirgDTFM8
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What’s More
Assessment 1.3: Listen to the article to complete the Venn diagram.

Online education has grown in popularity and accessibility, attracting students with its schedule-friendly
format options. These formats can be grouped broadly into two categories: synchronous and
asynchronous.
Synchronous learning is online or distance education that happens in real time, often with a set class
schedule and required login times. Asynchronous learning does not require real-time interaction;
instead, content is available online for students to access when it best suits their schedules, and
assignments are completed to deadlines. Programs can also use a hybrid learning model, which
includes a blend of both formats.
When choosing on an online education format, it's important to ask yourself: What kind of learner are
you? Are you a self-starter or a social butterfly? Does professorial oversight motivate you to be your best
self or does it just cramp your style?

https://thebestschools.org/magazine/synchronous-vs-asynchronous-education/

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