10

English
Quarter 1 – Module 1:
Information Gathering for
Everyday Life Usage

CO_Q1_English10_ Module 1
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Information Gathering for Everyday Life Usage
First Edition, 2020

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 10

English
Quarter 1 – Module 1:
Information Gathering for
Everyday Life Usage
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. Primarily, its scope
is to help you get information from news reports, speeches, informative talks, panel
discussions, and many other more that can be used in everyday life. While going
through this module, you are expected to:
1. note or get information for specific details or information by listening to
panel discussions from news reports, speeches, informative talks, panel
discussion;
2. identify effective listening approaches.

1 CO_Q1_English10_ Module 1
 What I Know

TRUE OR FALSE. Write the complete word TRUE if the statement is correct.
Otherwise, write the complete word FALSE if the statement is incorrect. Write your
answer on a separate sheet of paper.
1. How well you listen has a major influence on study effectiveness, and on the
quality of your relationships with others.
2. Informational Listening promotes conflict and misunderstanding.
3. Informational listening is listening for judging, criticizing, or evaluating the
message.
4. Becoming a better listener can develop your productivity as well as your ability
to influence, convince and negotiate.

MATCHING TYPE: Match the listening ideas in column A with their explanations in
column B.

5. Don't judge or argue A. Make sure you receive the same thoughts
prematurely which speakers are trying to convey.
6. Look for key ideas B. Repeating the speaker’s words as he or she
says them will strengthen his or her
message and help you to stay attentive
7. Info listening C. Focus, stay disciplined in the face of
distractions, actively and mentally say no to
distractions, and accept responsibility in
getting the listening task at hand
accomplished.
8. Paraphrase D. We should be open-minded when
attempting to properly listen and retain
information.
9. Knowledge of vocabulary E. Listen carefully to the speaker to find out
the main ideas that he or she is trying to
convey.
10. Concentration F. While listening, write down key concepts
and terms instead of trying to write down
everything that is being said.
11. Memory G. Try to understand the speaker's ideas
before judging them.
12. Refraining from H. When listening, asking mental questions to
judgment further grasp the information as the
speakers are talking can mean that the
listener is truly comprehending the
information that is being said.

2 CO_Q1_English10_ Module 1
 13. Asking questions I. We can recall experiences and information
from our lives to help make sense of
information in informational listening.
14. Taking notes J. Increasing mastery of vocabulary through
techniques like learning a new word a day
or reading books can contribute in being a
good informational listener.

What’s In

One of your major responsibilities is to gather information related to the

subjects that you are studying. You read your textbooks, watch informative medias
and even listen to news reports in order to fully understand not only your academic
topics but as well as what’s happening around you.
Information gathering is the act of getting varied kinds of information for a
particular reason or purpose. The type of information you are trying to obtain, as
well as the people or other resources providing the information will determine which
techniques you should use.
The common methods in gathering information are the following:
1. listening
2. reading
3. interviews
4. questioning
5. questionnaires
6. observation
7. study of existing reports
In the present-day society, there is a great and urgent need for access and availability
of accurate information because it is an aid in decision making, policy making or
simply increasing the knowledge of the information recipient. Thus, noting details
plays crucial part in gathering truthful information for everyday life usage.

You can gather information from news reports, speeches, informative talks,
panel discussions and many other more. You can note details using the Cornell
method wherein as you listen to the informative talks you divide the paper in two
columns. The first column is used to enter key or cue words while the second is the
notes column for recording ideas and facts. The Outlining Method organizes
information into main topic and sub topic by using numbers, roman numerals and
letters. Mind Mapping Method is the method to see the “big picture” and how
information relates to one another. This method uses diagram which represents
words, ideas, tasks or other items linked to and arranged radially around a central
key word

3 CO_Q1_English10_ Module 1
 What’s New

Activity: Check Me Out

Read the statements and put a check ( / ) mark on the ones that correctly describes
informational listening. Answer on a separate paper.

Answer Statements
1. 1. Informational listening is for understanding.
2. 2. The goal of informational listening is to evaluate or
scrutinize what is being said
3. 3. Informational listening focuses on the ability to understand
a speaker's message.
4. 4. Informational listening is considered a passive form of
listening because the listener is not judging, criticizing, or
evaluating the message.
5. 5. Informational listening is similar with appreciative listening
or listening for enjoyment.
6. 6. We usually engage in informational listening so that we may
encourage others to trust and like us.
7. 7. Informational listening requires restating the speaker’s
words to strengthen his or her message and help you to stay
focused.
8. 8. Informational listening leads to assumptions and
misunderstandings.
9. 9. Increasing mastery of vocabulary through techniques like
learning a new word a day or reading books can contribute
in being a good informational listener.
10. 10. Effective informational listening involves receiving the same
ideas which speakers are trying to convey.

4 CO_Q1_English10_ Module 1
 What is It

Listening is a significant skill you should have. How well you listen has a major
influence on study effectiveness, and on the quality of your relationships with others.
For example, we listen to obtain information, to understand, for enjoyment and to
learn. Evidently, listening is a skill that we can all benefit from improving. By
becoming a better listener, you can develop your efficiency, as well as your ability to
influence, convince and negotiate. In addition, you'll avoid conflict and
misinterpretations.

Gonzalez (2017) defined informational listening as listening with the goal of

learning, understanding, and grasping information. It is considered a passive form
of listening because the listener is not judging, criticizing, or evaluating the message
but is simply listening to understand it.

For example, Maria is listening to an informative talk about the modern

cultural trends of her fellow millennials. In order to effectively engage in
informational listening, Maria must keep her conservative traditional beliefs at bay
in order to abstain from judging and critiquing the message her classmate is trying
to convey.

Tay (2020) identifies some of the effective informational listening approaches which
are:

Info listening. Make sure you receive the same thoughts which speakers are trying
to convey.

Don't judge or argue prematurely. Try to understand the speaker's ideas before
judging them.

Look for key ideas. Listen carefully to the speaker to find out the main ideas that
he or she is trying to convey.

Paraphrase. Restate in your own words the message of the speaker. Repeating the
speaker’s words as he or she says them will strengthen his or her message and
help you to stay attentive.

Gonzalez (2020) also added that informational listening helps us learn,

become keener, and become better at what we do in life. Consequently, it is clear
that improving skills that develop our informational listening abilities is
advantageous to our lives. Other skills that help with informational listening are:

Knowledge of Vocabulary. The more words we know, the more we can understand.
Therefore, increasing mastery of vocabulary through techniques like learning a new
word a day or reading books can contribute in being a good informational listener.

Concentration. We must know that in order to concentrate, we need to be motivated

to focus, stay disciplined in the face of distractions, actively and mentally say no to

5 CO_Q1_English10_ Module 1
distractions, and accept responsibility in getting the task at hand accomplished.
Informational listening requires immense concentration.

Memory. With good memory, we can recall experiences and information from our
lives to help make sense of information in informational listening.

Refraining from Judgment. This skill requires an open mind. If we begin judging
and jumping to conclusions when attempting to properly listen and retain
information, our mind will wander and possibly miss valuable pieces of information.

Organization. This means identifying key concepts from auditory information and
mentally organizing them into an outline so that you can better understand and
remember material.

Asking Questions. If listening to a panel discussion, asking mental questions to

further grasp the information as the speakers are talking can mean that the listener
is truly comprehending the information that is being said.

Taking Notes. This is a common skill that enhances informational listening in

school. One valuable tip in taking notes is to only write down key concepts and terms
instead of trying to write down everything that is being said.

6 CO_Q1_English10_ Module 1
 What’s More

Activity 1: Fill-in-the-blanks
Listen to the audio recording of Emma Watson’s speech about gender inequality
through the link https://www.youtube.com/watch?v=Q0Dg226G2Z8 and fill-in-the-
blanks to complete the transcript. You may choose your answers from the option box
and verify them as you listen.

Choices:
involved Submissive true equal socially
of a man Inequality unpopular secondary limit
gender Feminism stereotypes triumph applaud
human Hating advocates invitation inadvertent

Emma Watson Speech: Gender Equality

“I am reaching out to you because I need your help. We want to end gender 1.)
—and to do this we need everyone to be involved.

This is the first campaign of its kind at the UN: we want to try and galvanize as
many men and boys as possible to be 2.) for change. And we don’t just
want to talk about it, but make sure it is tangible.

I was appointed six months ago and the more I have spoken about 3.) the
more I have realized that fighting for women’s rights has too often become
synonymous with man- 4.) . If there is one thing I know for certain, it is
that this has to stop.

For the record, feminism by definition is: “The belief that men and women should
have 5.) rights and opportunities. It is the theory of the political, economic
and social equality of the sexes.”

I started questioning 6.) -based assumptions when at eight I was

confused at being called “bossy,” because I wanted to direct the plays we would put
on for our parents—but the boys were not.

When at 14 I started being sexualized by certain elements of the media.

When at 15 my girlfriends started dropping out of their sports teams because they
didn’t want to appear “muscly.”

When at 18 my male friends were unable to express their feelings.

7 CO_Q1_English10_ Module 1
I decided that I was a feminist and this seemed uncomplicated to me. But my recent
research has shown me that feminism has become an 7.) word.
Apparently, I am among the ranks of women whose expressions are seen as too
strong, too aggressive, isolating, anti-men and, unattractive even.

Why has the word become such an uncomfortable one?

I am from Britain and think it is right that as a woman I am paid the same as my
male counterparts. I think it is right that I should be able to make decisions about
my own body. I think it is right that women be 8.) on my behalf in the
policies and decision-making of my country. I think it is right that
9.) I am afforded the same respect as men. But sadly, I can say that there
is no one country in the world where all women can expect to receive these rights.

No country in the world can yet say that they have achieved gender equality.

These rights I consider to be 10.) rights but I am one of the lucky ones.
My life is a sheer privilege because my parents didn’t love me less because I was
born a daughter. My school did not 11.) me because I was a girl. My
mentors didn’t assume I would go less far because I might give birth to a child one
day. These influencers were the gender equality ambassadors that made me who I
am today. They may not know it, but they are the 12.) feminists who are
changing the world today. And we need more of those.

And if you still hate the word—it is not the word that is important but the idea and
the ambition behind it. Because not all women have been afforded the same rights
that I have. In fact, statistically, very few have been.

In 1997, Hilary Clinton made a famous speech in Beijing about women’s rights.
Sadly, many of the things she wanted to change are still 13.) today.

But what stood out for me the most was that only 30 per cent of her audience were
male. How can we affect change in the world when only half of it is invited or feel
welcome to participate in the conversation?

Men—I would like to take this opportunity to extend your formal 14.) .
Gender equality is your issue too.

Because to date, I’ve seen my father’s role as a parent being valued less by society
despite my needing his presence as a child as much as my mother’s.

I’ve seen young men suffering from mental illness unable to ask for help for fear it
would make them look less “15.) ”—in fact in the UK suicide is the biggest
killer of men between 20-49 years of age; eclipsing road accidents, cancer and
coronary heart disease. I’ve seen men made fragile and insecure by a distorted

8 CO_Q1_English10_ Module 1
sense of what constitutes male success. Men don’t have the benefits of equality
either.

We don’t often talk about men being imprisoned by gender 16.) but I can
see that that they are and that when they are free, things will change for women as
a natural consequence.

If men don’t have to be aggressive in order to be accepted women won’t feel

compelled to be 17.) . If men don’t have to control, women won’t have to
be controlled.

Both men and women should feel free to be sensitive. Both men and women should
feel free to be strong… It is time that we all perceive gender on a spectrum not as
two opposing sets of ideals.

If we stop defining each other by what we are not and start defining ourselves by
who we are—we can all be free.

be freer and this is what HeForShe is about. It’s about freedom.

I want men to take up this mantle. So, their daughters, sisters and mothers can be
free from prejudice but also so that their sons have permission to be vulnerable and
human too—reclaim those parts of themselves they abandoned and in doing so be a
more true and complete version of themselves.

You might be thinking who is this Harry Potter girl? And what is she doing up on
stage at the UN. It’s a good question and trust me, I have been asking myself the
same thing. I don’t know if I am qualified to be here. All I know is that I care about
this problem. And I want to make it better.

And having seen what I’ve seen—and given the chance—I feel it is my duty to say
something. English Statesman Edmund Burke said: “All that is needed for the forces
of evil to 18.) is for enough good men and women to do nothing.”

In my nervousness for this speech and in my moments of doubt I’ve told myself
firmly—if not me, who? If not now, when? If you have similar doubts when
opportunities are presented to you. I hope those words might be helpful.

Because the reality is that if we do nothing it will take 75 years, or for me to be

nearly a hundred before women can expect to be paid the same as men for the same
work. 15.5 million girls will be married in the next 16 years as children. And at
current rates it won’t be until 2086 before all rural African girls will be able to receive
a 19.) education.

If you believe in equality, you might be one of those inadvertent feminists I spoke of
earlier.

9 CO_Q1_English10_ Module 1
 And for this I 20.) you.

We are struggling for a uniting word but the good news is we have a uniting
movement. It is called HeForShe. I am inviting you to step forward, to be seen to
speak up, to be the “he” for “she”. And to ask yourself if not me, who? If not now,
when?

Thank you.

What I Have Learned

Activity: SPEECH ANALYSIS WORKSHEET

Using the video of Emma Watson at the HeForShe Campaign answer the Speech Analysis
Worksheet

Background Information:
• Who is the speaker?
• What is the title of the speech?
• When was the speech delivered?
• Where was the speech delivered? (location, event, occasion)
• Who is the intended audience of the speech?

Content/Persuasive Analysis: What does the speech say and How does it persuade??
• What is the tone of the speech?
• What is the purpose/objective of the speech?
• What are some techniques used in the speech making it effective? Are there Emotional Appeals? Logical
Appeals? Ethical Appeals? Use evidence from the speech to support your answer.

Ethical Appeal: These are appeals

Emotional Appeal: These are appeals Logical Appeal: These are appeals to
based on the credibility and manner
to the emotions of the audience. What logic and fact, or to the power of
of the speaker. What evidence can you
evidence can you find of this persuasive reason. What evidence can you find of
find of this persuasive technique in the
technique in the speech? this persuasive technique in the speech?
speech?

• Is the speech an informative speech? Justify your answer.

10 CO_Q1_English10_ Module 1
 What I Can Do

Task : Listen and Choose

Listen to the panel discussion entitled Bullying: Teen Panel Discusses the Issue
through the YouTube link https://www.youtube.com/watch?v=hfVxrtF8C88 and
answer the questions of the said panel discussion by choosing the letter of the correct
answer.

11 CO_Q1_English10_ Module 1
1. Moderator: How are adults part of the problem?
a) Panel: Our reliance on technology isn’t helping. DoSomething.org
reports that 68% of teenagers admit that cyber bullying is a real
problem.
b) Panel: According to StopBullying.gov, one in four school aged children
report that they have been the victim of bullying in the past.
c) Panel: Adults either don’t want to do anything about it as they’re trying
to make you stronger or they try to take the whole situation to their
hand and fix every problem with it. And, when adults get in situations
about bullying with kids, they usually end-up making it worst for the
victim.
d) Panel: Our children are under a great deal of stress, more so than past
generations. Recent research has shown that their pressures are equal
to that of adults.
2. Moderator: How hard for school to deal with the issue?
a) Panel: Kids used to be victims of targeting outside of the home. Now
they are being tormented in the place where they should be safe: their
own home.
b) Panel: With suicide being the second leading cause of death in young
people, it is critical that we do something.
c) Panel: Teenagers don’t have the brain development, self-care
knowledge, emotional maturity or experience to deal with it in nearly
as effective a way as adults do.
d) Panel: The parents need to back-up the school officials. If the school
officials aren’t there, then it’s nearly impossible to stop bullying on their
own. This is a two-front war and you can’t just do it in a school
environment.
3. Moderator: Is standing-up for yourself letting an adult know what’s
going?
a) Panel: If you respect yourself enough to realize that there is a problem,
then you can take the action necessary to get it solved.
b) Panel: What we can do is be proactive in teaching our kids to recognize
and stand up to bullying. By raising young people to be brave and firm
in the face of this behavior, we can stop bullying as it happens.
c) Panel: In my opinion, it’s too early to say, the rise of reported bullying
cases is a consequence of the reporting requirements of the law.
Bullying cases is rampant. However, it remains under reported prior to
the anti-bullying act. This is understandable, since no parents or even
school administration would like his/her family or school to be famous
because of bullying.
d) Panel: Outgoing and aggressive bully might make fun of you to your
face or physically hurt you.
4. Moderator: What effective methods do you think adults can use to help
kids deal with bullying and stand-up for themselves?
a) Panel: Bullying is unwanted, aggressive behavior among school aged
children that involves a real or perceived power imbalance. The
behavior is repeated, or has the potential to be repeated, over time.

12 CO_Q1_English10_ Module 1
 Both kids who are bullied and who bully others may have serious,
lasting problems.
b) Panel: Kids who bully use their power such as physical strength, access
to embarrassing information, or popularity to control or harm others.
Power imbalances can change over time and in different situations,
even if they involve the same people.
c) Panel: Bullying behaviors happen more than once or have the potential
to happen more than once.
d) Panel: All the extra-curricular activities that schools use to have like
the clubs, dramas and all those types of things, I think these always
help kid’s confidence and when you have kids that have confidence in
themselves, it’s easier to make friends and do those same things like
those clubs. And the more people that are friends with each other, the
less chance you have of being bullied.
5. Moderator: Should school’s teach kids about morals and ethical
behavior like discipline, respect, confidence, responsibility towards
each other? Should that be a part of school curriculum?
a) Panel: Schools, however, to mitigate the effects and reduce the
incidence of bullying, should comply with the Implementing Rules and
Regulations of the Anti-bullying law of 2013 to address the root causes
of bullying.
b) Panel: If we are going to teach them at a young age then we should take
it to the parents as well and not just the kids.
c) Panel: Bullying includes actions such as making threats, spreading
rumors, attacking someone physically or verbally, and excluding
someone from a group on purpose.
d) Panel: Bullying can occur during or after school hours. While most
reported bullying happens in the school building, a significant
percentage also happens in places like on the playground or the bus.
6. Moderator: Should teachers be required to pass a course on conflict
resolution as part of their accreditation so they understand how to deal
with the situation?
a) Panel: As adults, parents, teachers and others who are involved in the
lives of our children, it is our job to help end this harmful epidemic.
However, we can’t be there 24-hours a day. We can’t protect our
children from every hurt feeling or confront bullies when they appear.
b) Panel: Schools to have prevention program that is comprehensive,
multi-faceted, and shall involve all education stakeholders and
personnel.
c) Panel: Cyberbullying is when bullies use the internet and social media
and say things that they might not say in person. This can include
sending mean texts, posting insults about someone on Twitter, or
making rude comments on their Instagram pictures.
d) Panel: If they establish that at the beginning of the school year that
they are the dominant person in the classroom ang get the accreditation
to solve any problems peacefully then the whole problem right there
can be eliminated.

13 CO_Q1_English10_ Module 1
 7. Moderator: Why are the policies of bullying not working?
a) Panel: Physical bullying is when bullies hurt their targets physically.
This might be shoving, tripping, punching, or hitting.
b) Panel: I think the problem that it’s not working as no one wants to
enforce the rules. No one wants to take the time, the effort. And, when
they do the time, effort and punishment isn’t fitting the crime. It’s
picking-up trash or staying after school.
c) Panel: Some bullies don't understand normal social emotions like guilt,
empathy, compassion, or remorse. These people need help from a
mental health professional like a counselor, social worker, psychiatrist,
or psychologist.
d) Panel: If you've been bullied with rumors or gossip, tell your friends so
that they can help you feel safe and secure. Avoid being alone,
especially when the bullying is happening a lot.
8. Moderator: Why do we feel the need to judge other people?
a) Panel: I deeply believe that people bully people because they’re bored.
They have nothing better to do because if you have something better to
do like you had to go somewhere, you wouldn’t take the time to sit there
and make fun of somebody.
b) Panel: Join your school's bullying or violence prevention programs.
Peer mediation is another way you may be able to work things out with
a bully. If your school doesn't have these programs, start one of your
own.
c) Panel: Try talking to a trusted adult to talk about why you have become
a bully. Ask them for some advice on how you could change.
d) Panel: You're more likely to be hurt and get into trouble if you try to
fight a bully. Work out your anger in another way, such as exercising
or writing it down.

NEWS REPORT ANALYSIS

Watch the news report made by your fellow students who are members of the Warbler through
this link: https://fb.watch/mU4Uj5z8bm/?mibextid=CDWPTG

Then, choose only 1 news report from the broadcast the you will analyze using the News
Report Worksheet.

14 CO_Q1_English10_ Module 1
15 CO_Q1_English10_ Module 1
 Assessment

TRUE OR FALSE. Write the complete word TRUE if the statement is correct.
Otherwise, write the complete word FALSE if the statement is incorrect. Write your
answer on a separate sheet of paper.

1. How well you listen has a major influence on study effectiveness, and on the
quality of your relationships with others.
2. Informational Listening promotes conflict and misunderstanding.
3. Informational listening is listening for judging, criticizing, or evaluating the
message.
4. Becoming a better listener can develop your productivity as well as your ability
to influence, convince and negotiate.

16 CO_Q1_English10_ Module 1
MATCHING TYPE: Match the listening ideas in column A with their explanations in
column B.

5. Don't judge or argue A. Make sure you receive the same thoughts
Prematurely which speakers are trying to convey.
6. Look for key ideas B. Repeating the speaker’s words as he or she
says them will strengthen his or her
message and help you to stay attentive
7. Info listening C. Focus, stay disciplined in the face of
distractions, actively and mentally say no to
distractions, and accept responsibility in
getting the listening task at hand
accomplished.
8. Paraphrase D. We should be open-minded when
attempting to properly listen and retain
information.
9. Knowledge of vocabulary E. Listen carefully to the speaker to find out
the main ideas that he or she is trying to
convey.
10. Concentration F. While listening, write down key concepts
and terms instead of trying to write down
everything that is being said.
11. Memory G. Try to understand the speaker's ideas
before judging them.
12. Refraining from H. When listening, asking mental questions to
judgment further grasp the information as the
speakers are talking can mean that the
listener is truly comprehending the
information that is being said.
13. Asking questions I. We can recall experiences and information
from our lives to help make sense of
information in informational listening.
14. Taking notes J. Increasing mastery of vocabulary through
techniques like learning a new word a day
or reading books can contribute in being a
good informational listener.

17 CO_Q1_English10_ Module 1
 Additional Activity

Task : Self-Check
Write the complete word YES if you have already acquired the listening skill, the
complete word NO if you haven’t and the complete word IMPROVING if you are still
developing the listening skill.

1. I make eye contact when I am being talked to.

2. I carefully study the gestures and facial expressions to fully understand the
person I am conversing with.
3. I listen with the goal of fully understanding the speaker’s point of view.
4. I refrain from interrupting.
5. I am not distracted by anything the speaker has my full attention.
6. I try to listen intently to remember the speaker’s important points.
7. I remain neutral and open minded while listening to the speaker.
8. I refrain from judging the message of others.
9. I give time to the person I am conversing with to express her thoughts before
I ask questions.
10. I listen to improve relationship with others