Department of Education

Bureau of Learning Delivery

Teaching and Learning Division

SUPPLEMENTARY
LEARNING MATERIAL
FOR JUNIOR HIGH
SCHOOL

Grade Level: Grade 8

Core Subject: English 8
Quarter: 2nd Quarter

LEARNING COMPETENCY:

Explain visual-verbal relationships illustrated in tables, graphs, and information maps

found in expository texts (EN8SS-IIe-1.2)

Student’s Name: ____________________________________________

Grade Level: _____________________Section: ___________________

Examining Visual-Verbal Relationship

Begin!

Visual and verbal presentation makes the topic much easier to understand. The
collaboration of visual and verbal affords the reader to see the big picture of the text. It also
supports the reader to convey specific meaning of the topic.

As a Grade 8 learner, you will be more exposed to reading text and you will be
required to pick up needed information from it. This topic can help you arrange your ideas
logically and can help you draw out message from the text.

In this module, you will explain visual-verbal relationships illustrated in tables, graphs,
and information maps which are commonly used in content area texts. Visual-verbal
relationship is important when examining the significance of the subject matter or topic.
Further, this module will serve as your friend in meaning-making process if you find getting
information from a text a challenge. Have fun in your journey!

Your Targets

At the end of the module, you should be able to:

1. describe visual-verbal relationships illustrated in tables, graphs and maps;

2. convert information from a text to tables, graphs and information maps; and
3. organize information in tables, graphs and maps.

Try This!
Direction: Read each item carefully and use your notebook to write your answers.
For items number 1-4, base your answer from For numbers 7-10, read the text and complete the
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the information map. table below.

Enrolment Rate Region 8 (Elementary &

Secondary)
Department of Education showed Enrolment
Growth rate indicators for the past seven years in
Region 8 for the elementary and secondary level.
The report gathered started from 2002 to 2008.
In 2002-2003, enrolment for elementary was
647,186 and 227,973 for the secondary.
Source: www.newsweek.com In 2003-2004 enrolment for elementary was
1. What country has the most number of 656,356 and 240,574 for the secondary.
confirmed cases? In 2004-2005, enrolment for elementary was
A. Canada C. Japan 668,908 and 248,384 was reported enrolment for
B. South Korea D. China
the secondary.
2. Which among the choices has the least
In 2005-2006, enrolment for elementary was
number of confirmed cases?
A. Finland C. Italy 654,642 and 242,890 reported enrolment for the
B. Japan D. US secondary.
3. How many confirmed cases were In 2006-2007, enrolment for elementary was
recorded in Italy? 656,035 and 249,008 for the secondary level.
A. 11 to 60 C. ̴1,000 In 2007-2008, enrolment for elementary was
B. 61 to 250 D. ̴78,000 668,806 and 259,037 for the secondary.
4. How many confirmed cases were
recorded in Australia? School Year Elementary Secondary
A. 11 to 60 C. 61 to 250
B. ̴1,000 D. ̴78,000
2002-2003 647,186 227,973
For items number 5 and 6, refer your answer
from the graph. 2003-2004 7.___________ 240,574
_
2004-2005 668,908 8.__________

9.________ 654,642 242,890

_
2006-2007 10.__________ 249,008
_

5. What month has the highest dollar rate? 2007-2008 668,806 259,037
A. September C. October
B. November D. December
6. What is the difference in the dollar rate
between September and November?
A. 5 B. 25 C. 3 D. 35

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 Well done with the Pre-Test! This time, energize your mind with
some activities!

Do This!

Task 1: Describe What You See.

Directions: Give a short description about the pictures on the left. Write your answer in your
notebook.
Pictures The picture shows…….
1.

2.

3.

4.

5.

Source of images: www.shutterstock.com

Congratulations on your first successful activity! Notice that the

picture and your description have the same thought. It means that
both pictures and words carry meaning. The next activity willPagehelp3 of 16
you understand the relationship of visuals and words and their
impact when used together.
Task 2: AROUND THE WORLD THROUGH INTANGIBLE CULTURAL HERITAGE (ICH)

Explore!
Directions: Read the text below and study the different presentations on the number of
intangible heritage list around the world by UNESCO. Then answer the questions that follow
on your notebook.
The Intangible Heritage List
1) The List of Intangible Cultural Heritage in Need of Urgent Safeguarding is composed of
intangible heritage elements* that concerned communities and States Parties require urgent
measures to keep them alive. Inscriptions on this List help to mobilize international cooperation
and assistance for stakeholders to undertake appropriate safeguarding measures. In 2009, the
Committee inscribed 12 and in 2010 - 4 elements. In 2011, it inscribed additionally 11
elements.
2) The Representative List of the Intangible Cultural Heritage of Humanity is made up of those
intangible heritage practices and expressions that help demonstrate the diversity of this heritage
and raise awareness about its importance. It aims at ensuring better visibility of the intangible
cultural heritage and raising awareness of its importance while encouraging dialogue that
respects cultural diversity. The Committee incorporated 90 elements in 2008 (items formerly
proclaimed Masterpieces) and inscribed 76 elements in 2009 and 47 elements in 2010. In
2011, 19 new elements have been added to the list.
3) The Register of Best Safeguarding Practices includes programs, projects and activities on the
national, sub regional and/or international levels that the Committee considers to best reflect the
principles and objectives of the Convention. It aims at ensuring exchange and cooperation at
the international level for programs with proven success in safeguarding intangible cultural
heritage. Three programs were selected for the Register in 2009 by the Intergovernmental
Committee for the Safeguarding of the Intangible Cultural Heritage. In 2011, five more
programs were added to the list.
4) Following the sixth session of the Committee for the Safeguarding of the Intangible Cultural
Heritage, held in Bali, Indonesia, in November 2011, there are 27 elements on the List of
Intangible Cultural Heritage in Need of Urgent Safeguarding, 232 elements on the
Representative List of the Intangible Cultural Heritage of Humanity, and 8 programs included in
the Register of Best Safeguarding Practices.

Bar Graph of UNESCO Intangible Heritage List

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1. What do the colors from the graph represent?
a. Blue:_____________________________
b. Red:_____________________________
c. Orange:__________________________

Numerical Table of UNESCO Intangible Heritage List

2. What are presented in:

a. Row A? ______________________________________________
b. Row B? ______________________________________________
c. Row C?______________________________________________
d. The last column? ______________________________________

Pie Chart for Percentage of Elements

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 3. What can you say about the percentage of elements listed for each year?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________________

Information Map of UNESCO Intangible Heritage List

4. How do you interpret the “shades of color” of the countries by the use of the legend in
the bottom left corner of the map?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Keep this in Mind

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 Task 3
o Visuals are figures that present results. They come in the form of graphs, charts,
drawings, photos or maps. On the other hand, the term verbal applies to written or
spoken words.

o The BIG PICTURE Idea in Visual-verbal Relationship:

 Visual-verbal are purposely paired together to complement one another while
making it easier for the reader to understand the meaning of an expository text
through the use of graphs, tables and information maps.
o In general, when visual and verbal are used together, stronger message is carried
than when either is used alone.

Apply what you have learned

Task 4: My stay at home experience…

Directions: Conduct an interview from five of your family members (parents, brothers or
sisters or relatives such as your cousins) . Compose a paragraph for your answer and
write it on the blank.

Here is an example of a question and an answer from my family members.

Question: What phone application do you use regularly? Give three applications.
Answer: I have interviewed my mother, father, brother, sister and aunt about the
three phone applications they use often. My father, mother and brother often use
Facebook, Messenger and YouTube. My sister said she can’t let the day passed
without opening her Facebook, Messenger and Instagram. Moreover, my aunt said
she only uses Facebook, Messenger and plays Bubble Witch.

Now, it’s your time to ask your family members. Here are some of the questions you could
ask them:

1. What time did you usually wake up before and during the quarantine?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________________

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2. In what part of the house did you stay the most during the quarantine? Choose two
answers from the given choices: living room, bedroom, dining room, kitchen, balcony,
and garden.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________
______________________________________________________________

Task 5: The Power of Visual-Verbal

Great! You did a wonderful job in interviewing and constructing

your paragraph. Now let’s interpret and arrange the
information from the interview using a table, graph and
information map.

1. Complete the numerical table and the bar graph based from your answer from
question number one in Task 4.

In the table, indicate the number of family members who wakes up on the definite
time.
Numerical Table of Family Members’ Wake up Time

Time Before Quarantine During Quarantine

Earlier than 5 a.m.

Between 5 a.m. & 7 a.m.

Between 7 a.m. & 9 a. m.

Between 9 a.m. & 11 a. m.

Beyond 11 a.m.

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Draw vertical bars on the graph using the same information from the table. Note for the
legend.
Bar Graph of Family Members’ Wake up Time
10
NO. OF FAMILY MEMBERS

2 Legend:
Before Quarantine (BQ)
0
BQ DQ BQ DQ BQ DQ BQ DQ BQ DQ
Earlier than 5 Between Between Between Beyond 11
a.m. 5 a.m. & 7 a.m. & 9 a.m. & a.m. During Quarantine (DQ)
7 a.m. 9 a. m. 11 a. m.
TIME

2. Interpret your answer from question number 2 in Task 4 and shade the parts of the house
by the use of the legend in the bottom left corner of the map?

Dining room
Kitchen
Bedroom

Living Room

Balcony

LEGEND:
No. of Family Members
1-----------------------10

Garden

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 Reflect!

Think of your daily habits during quarantine that you can

present using a graph, a table or a map. List it in your
notebook.

Assess what you have learned

Directions: Read each item carefully. Write the letter of your best answer in your notebook.

For items 1-3, refer your answer from the bar graph.

Source of image: https://www.indiabix.com/data-interpretation/bar-charts/

1. What branch shows the greatest increase of sales over the years?
A. B1 B. B3 C. B4 D. B5
2. What is the highest number of sales in 2000?
A. 110,000 B. 95 C. 95, 000 D. 110
3. What branch has the least income in 2001?
A. B2 B. B5 C. B6 D. B3

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For items 4-6, use the information map for your reference.

Source of image: https://www.china-briefing.com/news/a-complete-guide-to-chinas-minimum-wage-levels-by-province-city-and-district/

4. Which among the region in China received the highest wage?

A. Guangdong B. Qinghai C. Tibet D. Zheijang
5. How much wage did Tibet has?
A. 1,301-1,400 C. 1,000-1,100
B. 1,101-1,200 D. over RMB 1,400
6. Which belong to one of the regions that has a below RMB 1,000 wage?
A. Gansu B. Liaoning C. Yunnan D. Beijing

For items 7-10, read the text and present the idea using a pie graph.

Filipinos still world’s top social media user-study (An Excerpt)

ABS-CBN News, Jan. 31, 2019

Filipinos continue to reign supreme in terms of social media

use globally.

A report by creative agency We Are Social and a social

media management platform Hootsuite showed Filipinos spend
the most time on the internet and on social media sites.

The “Digital 2019: Global Digital Overview” showed

Filipinos spend an average of 10 hours, 2 minutes on the internet
via any device.

Brazil came in second place with internet usage averaging

9 hours and 29 minutes, while Thailand came in third at 9 hours,
11 minutes.

Source: www.abs-cbn.news.ph

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Glossary

The following terms used in this module are defined as follows:

Bar Graph: used in showing relationship between independent and dependent

variables. Bar graphs can be vertical or horizontal.
Chart: a sheet of information in the form of a table, graph, or diagram.
Cultural heritage: is the legacy of physical artifacts (cultural property) and intangible
attributes of a group or society that are inherited from past generations, maintained in
the present and bestowed for the benefit of future generations. Heritage includes
tangible culture (such as buildings, monuments, landscapes, books, works of art, and
artifacts), intangible culture (such as folklore, traditions, language, and knowledge), and
natural heritage (including culturally significant landscapes, and biodiversity).
Culture: refers to the cumulative deposit of knowledge, experience, beliefs, values,
attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations,
concepts of the universe, and material objects and possessions acquired by a group of
people in the course of generations through individual and group striving. Culture is the
systems of knowledge shared by a relatively large group of people.
Graphs: are particular set of figures that display quantitative relationships between
variables.
Expository Text: provide facts in a way that is educational and purposeful. The text is
fact-based with the purpose of exposing the truth through a reliable source. 
Figures: visual presentations of result. They come in the form of graphs, charts,
drawings, photos, or maps.
Information mapping: a research-based method for writing clear and user focused
information, based on the audience's needs and the purpose of the information. 
Intangible cultural heritage: the practices, representations, expressions, knowledge,
skills – as well as the instruments, objects, artifacts and cultural spaces associated
therewith – that communities, groups and, in some cases, individuals recognize as part
of their cultural heritage. This intangible cultural heritage, transmitted from generation to
generation, is constantly recreated by communities and groups in response to their
environment, their interaction with nature and their history, and provides them with a
sense of identity and continuity, thus promoting respect for cultural diversity and human
creativity.
Intangible heritage list: created by UNESCO, this list entails the list of intangible
cultural heritage under nomination, recognition, and urgent safeguarding all over the
world.
Pie Chart: are used to show relative proportions, specifically the relationship of a
number of parts to the whole.
Table: presents lists of numbers or text in columns and can be used to synthesize
existing literature, to explain variables, or to present the wording of survey questions.
Tradition: the passing down of elements of a culture from generation to generation

Page 12 of 16
Answer Key

I. Try This
1. D
2. A
3. B
4. C
5. D
6. A
7. 656,356
8. 248,384
9. 2005-2006
10. 656,384
II. Try This (Task 1)
1. The picture shows the different kinds of vegetable arranged in a heart shape.
2. The picture shows a boy being chased by a brown dog.
3. The picture shows a polluted environment. Garbage is dumped on the river and
buildings produce smoke and toxic.
4. The picture shows a smiling boy who just graduated, wearing his toga and
holding his diploma.
5. The picture shows a baseball player who was hit by ball on his head.
III. Explore (Task 2)
1. A. Urgent Safeguarding List
B. Representative List
C. Register of Best Safeguarding
2. A. List of ICH
B. number of element of each ICH list in 2008
C. number of element of each ICH list in 2009
D. Total number of elements of ICH list in each year
3. The percentage of element from 2008 to 2009 rose but continuously dropped
until 2011.
4. The map shows the area which has the most number of elements. The darkr the
shade of color of the area gets, the higher number of elements it has.
IV. Apply what you have learned
Task 4: Answers may vary
Task 5: Answers may vary
V. Assess what you have learned
Digital 2019: Global Digital Overview
1. A
Philippines 2. C 7.– 10.
Brazil 3. A
Thailand 4. D
5. B
6. A

Page 13 of 16
References

Basic Education Assistance for Mindanao. (2009, May). Learning Guide: Organizing
Ideas in Non Linear Texts.

Department of Education. Project Ease Diagnostic Test In English II.

Department of Education. Project EASE. Curriculum Development Division. Meralco

Ave., Pasig City.

Department of Education. (2014, August 13). Voyages in Communication. Loyola Press.

The Handbook of Research for Educational Communications and Technology. (2001,

August 3).. 16.9 The Visual-Verbal Relationship. The Association for Educational
Communications and Technology. Retrieved from
http://memebers.aect.org/edtech/ed/16/16-09.html

Braden, Roberts A. (1993). Examining Visual-Verbal Relationships. Education

Resources Information Center. Retrieved from https://eric.ed.gov/?id=ED363308

Prepared by:

MARIE GOLD P. TABUADA

Teacher I
Zarraga National High School
Zarraga, Iloilo

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