Listening Comprehension

Quarter 2 Module 4
Listening Comprehension
English - Grade 8
Alternative Delivery Mode
Quarter 2 –Module 4: Listening Comprehension
First Edition, 2020
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Published by the Department of Education – Division of Gingoog City
Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module
Writers: Hermie G. Pocot, Lady Fe C. Abrea , Jenipher Abad

Reachel Mae T. Alejandrino , Xyra Kristi P. Torrevillas
Reviewer: Levie D. Llemit, PhD
Illustrator: Raul A. Mabilen
Layout Artist: Reachel Mae T. Alejandrino
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Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Schools Division Superintendent
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CID Chief
Members: Levie D. Llemit, PhD – EPS – I English

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8
Quarter 2 Module 4
Listening Comprehension
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Table of Contents
What This Module is About.........................................................................................i
What I Need to Know..................................................................................................i
How to Learn from this Module...................................................................................i
Icons of this Module....................................................................................................ii
What I Know ..............................................................................................................iii
Lesson 1:
Employing Appropriate Listening Skills and Strategies .................................. 1
What’s In: Tell me a Story ……....................................................................................... 1
What I Need to Know ….................................................................................................. 1
What’s New: My Cup of Tea............................................................................................ 1
What’s More: Tell Me and I’ll Tell You …......................................................................... 2
What is It ......................................................................................................................... 4
What’s More: My Story Board........................................................................................... 5
What I Have Learned: My Story Web .............................................................................. 5
What I Can Do: Love Story Caravan ................................................................................ 6
Lesson 2:
Employing Projective Listening Strategies......................................................... 7
What I Need to Know ....................................................................................................... 7
What’s In: Do You Agree? ...........................................................................................…. 7
What’s New: Tune In ........................................................................................................ 8
What’s More: Be a Listener............................................................................................... 9
What is It .......................................................................................................................... 11
What’s More: I Hear, I Think and I Understand................................................................ 11
What I Have Learned: Chain Story ………....................................................................... 13
What I Can Do: Vocabulary Building ................................................................................ 14
Lesson 3:
Inferring Dominant Thoughts and Feelings Expressed in the Text Listened
To........................................................................................................................... 15
What’s New: Say Something ............................................................................................ 16
What is It: Constant Change ............................................................................................ 18
What’s More: TAC (Think About Consequence) …......................................................... 19
What’s More: Multi Flow Map............................................................................................. 20
What I Have Learned: Exit Slip ......................................................................................... 21
What I Can Do: Express it now! ........................................................................................ 21
Lesson 4:
Determining the Tone and Mood of the Speaker or Characters........................ 22
What’s In: What’s in the Past? ………………………………………………………………... 22
What’s New: How Do You Feel? ...................................................................................... 23
What’s More: Characterization ......................................................................................... 24
What is It .......................................................................................................................... 25
What’s More: Mutual Feelings .......................................................................................... 27
What I Have Learned: Introspecting ................................................................................ 28
What I Have Learned: Generalization ............................................................................. 29
What I Can Do: Bookmark ............................................................................................... 30
Lesson 5:
Inferring theme of the text listened to..................................................................31
What’s In: Self Check! …………………………………………………………………………... 31
What I Need to Know ......................................................................................................... 31
What’s New: Sing a Song .................................................................................................. 32
What’s More: Infering Activity ............................................................................................ 33
What is It ........................................................................................................................... 34
What’s More ............................................. ……………………………………………………. 34
What I Have Learned ......................................................................................................... 36
What I Can Do.................................................................................................................... 36
Lesson 6:
Formulating predictions about the contents of the listening text.....................37
What I Need to Know ......................................................................................................... 37
What’s New: Let’s be informed! ......................................................................................... 38
What’s More: What’s on Your Mind ................................................................................... 39
What is It ........................................................................................................................... 43
What I Have Learned: Let’s Talk ........................................................................................ 44
What I Can Do: The Next Episode .................................................................................... 45
Lesson 7:
Listening to Paraphrase Information or Ideas.................................................... 48
What I Need to know........................................................................................................... 48
What’s In............................................................................................................................. 48
What’s New......................................................................................................................... 48
What’s More ...................................................................................................................... 51
What I Have Learned.......................................................................................................... 52
What I Can Do .................................................................................................................. 52
Summary …………………………………………………………………………………………. 52
Assessment: (Post-Test) .................................................................................................... 53
Key to Answers .................................................................................................................. 57
References………………………………………………………………………………………. . 61
What This Module is About
In language learning you must develop four important skills, reading, writing,
speaking, and listening. Most of the time we did not give much emphasis on listening
because sometimes we believed that we are already a good listener. To listen is not just
hearing what is being said but to understand what it means. We must develop our listening
comprehension wherein we could understand and comprehend of a spoken language or the
text we listened to.
On this module, the learner will learn steps and techniques on how to listen
effectively and harness their listening comprehension skills. Through this it is easy for the
learner to exhibit their skill, listening comprehension, in different learning areas.
What I Need to Know
At the end of this module, you should be able to:
1. Employ appropriate listening skills and strategies suited to long descriptive and
narrative texts. (EN8LC-IIc/d/i -7)
2. Employ projective listening strategies with longer stories. (EN8LC-IIi-7.2)
3. Infer dominant thoughts and feelings expressed in the text listened to. (EN8LC-IIb-
6.2)
4. Determine the tone and mood of the speaker or characters in the narrative listened
to. (EN8LC-IIc/d-2.13)
5. Infer the theme of the text listened to. (EN8LC- IIe- 2.17.3)
6. Formulate predictions about the contents of the listening text. (EN8LC-IIf-2.5)
7. Listen to paraphrase information/ideas. (EN8LC-Iig-3.12)
How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
1. Carefully read all the lessons.
2. Take your time on going through each lesson.
3. Answer the pretest honestly, the purpose of the pretest is for you to determine your
prior knowledge before going thru the lessons and activities.
4. If you have a hard time understanding the lessons and activities, please do take a
break. Having breaks between lessons and activities will give you some space where
you can absorb the lesson well.
5. You can use the internet if you need more information about the lesson.
i
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that

of the current one.
What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.
What is It These are discussions of the activities as a

way to deepen your discovery and
understanding of the concept.
What’s More These are follow-up activities that are

intended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you have

Learned learned from the lesson
What I can do These are tasks that are designed to

showcase your skills and knowledge gained,
and applied into real-life concerns and
situations.
ii
What I Know
I. Multiple Choice:
Directions: Read and answer the questions below. Select the letter of the best answer from
among the given choices.
1. What is the "mood" of a story?
a. Emotions audience feels from a given passage.
b. The lesson the reader learns from the story.
c. The time and place of the story
d. The author, narrator, or speaker's attitude toward a subject
2. Good readers make predictions by
a. guessing c. asking their friends
b. using text features d. watching the movie first
3. Which is NOT a way to improve listening skills?
a. Make eye contact c. Jump into the conversation
b. Validate the speaker d. Take note the important details
4. What is the "tone" of a story?
a. The feeling the passage evokes from the reader
b. The author, narrator, or speaker's attitude toward a subject
c. The summary of events in the story
d. The lesson the reader learns from the story.
5. Making a prediction is
a. a way to solve world hunger.
b. a way to use what we already know to make a logical guess about what happens
in the future.
c. a way to use what we don't know yet to make a logical guess about what hasn't
happened yet.
d. a way to make generalization in the story.
iii
6 – 10 Read the text entitled “A River Speaks” by Confucius. Then answer questions that
follow
A RIVER SPEAKS
1. One day the great Chinese philosopher, Confucius, stopped by the riverbank with his
disciples. The great teacher looked along at the flowing water. One of his disciples, Tzu
Kung, broke the silence and asked.
2. “O Master, why do you always look at a flowing river in deep thought?”
3. “Sons,” Confucius replied, “the water in a river can teach us many a good lesson. Listen.
4. Water is a most useful thing. It waters the land to make all things grow; yet it is not
boastful of its merit. It is just like a virtuous man.
5. When water flows, it gently starts from a higher plane to a lower one, step by step – just
like an orderly man.
6. Water flows continuously from morning till night without any let up just like man’s
unceasing effort.
7. Flowing water is not daunted by high cliffs or deep valleys just like a man of courage, one
who never loses heart.
8. Wherever water flows, it will not go away until the channel is full to the brim. It is just like a
well-disciplined man.
9. Water, whether it is in the sea, in the river, or in a little brook, always maintain a level –
just like a man who does not have to be governed by mere rules.
10. Water cleans dirty things just like a good man transforming evil into good.
11. Water always continues in the direction it is flowing regardless of obstacles – just like a
man of determination who is not stopped by difficulties.
12. Sons, water has many lessons to teach us. That is why I have never looked at a river
without pondering over it.”
6. Who is the disciple of Confucius who asks him about his interest in looking at the river
always?
a. Zhuangzi b. Tzu Kung c. Lao Tsu d. Zen Shin
7. Why does Confucius always look at the flowing river?
a. he always love water in the river
b. the water from the river can relieve stress
c. the water from the river can teach us good lessons
d. the water from the river is fresh and free from pollution
iv
8. “When water flows, it gently starts from a higher plane to a lower one, step by step” this
line is being compared to
a. a virtuous man c. a well-disciplined man
b. an orderly man d. a brave man
8. “Wherever water flows, it will not go away until the channel is full to the brim” is being
compared to
a. a virtuous man c. a well-disciplined man
b. an orderly man d. a brave man
10. Why the author entitled the selection “A River Speaks”?
a. because the river talk to him c. because the river has something to say
b. because the river is magical d. because the river is compared to human
11 – 15 Read each passage carefully. Then read each question. Encircle the letter of the
BEST answer.
When I hand in my chemistry take-home final, Mr. Hopper shakes my hand with
meaning. He tries to catch my darting eyes. I brush the hair off of my forehead. Try staring
back.
“Maybe if I look him in the eye”, I think, “He’ll decide he doesn’t need to say anything.
Maybe if I look him in the eye, he’ll decide to bump up my grade.”
-Excerpt from The Things a Brother Knows by Dana Reinhardt
11. The narrator in this story probably has earned what kind of grade?
a. The top score in the class c. An “A”
b. A low score d. He earned a zero because he never did the work
Amari stood close to Afi, shivering with fear and disgust as the rough hands of each
of the white men examined and prodded her arms, thighs and calves.
The men yelled and spoke very fast in their strange language. Amari heard the word
“price” many times. Finally, they seemed to come to a settlement. Cowrie shells were
counted and passed from the trader with the willowy body to the men who had captured
them.
-Excerpt from Copper Sun by Sharon Draper
v
12. What is happening to Amari?
a. She’s losing in a game c. She has just moved to a foreign country
b. She’s a captive being sold d. She is cooking for a group of men
Still, she had to admit that his teaching worked. During the Immortals War of the
spring and early summer, when legendary creatures had joined with the realm’s human
enemies to take the kingdom, the squires and pages had been forced into battle.
-Excerpt from First Test by Tamora Pierce
13. What genre is this novel?
a. Fantasy
b. Realistic Fiction
c. Autobiography
d. Non-fiction
Eric had to eat. He knew that if he ate snow, his body heat would drop. So, with his
board he cut tree bark. He ate that and pine nuts. Then he went to sleep. By this time,
Eric’s feet were black and bleeding. He peeled his socks off, and some skin came off.
-Excerpt from In Class Reader
14. Where is Eric?
a. A soccer stadium c. In the woods
b. On a beach d. At home
15. What happened to Eric?
a. He got lost c. He won a race
b. He failed a test d. He just been beaten
vi
Lesson
1
Lesson
Employing Appropriate
Listening Skills and Strategies
What’s In
Activity 1: Tell me a story!

Directions: Ask your mother/father/grandmother/grandfather or anyone in your
family who knows about the story of the Japanese people who came into our place and stay
with the Filipino during World War II. Write the advantages and disadvantages that the
Japanese brought to us during that time. Specify how the Filipino’s freed from the Japanese
colonization.
What I Need to Know
In this module you will learn how to employ appropriate listening skills and
strategies suited to long descriptive and narrative texts.
What’s New
Activity 2: My Cup of Tea!

Directions: Answer the following questions:
A. What movies or radio drama do you like best? Why do you like it? Narrate the
summary of the story not more than 10 sentences.
___________________________________________
Title of the Movie/Radio Drama
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
1
_________________________________________________________________________
________________________________
B. What are the things you have done in order to understand the movie or drama? Write
at least 3 strategies you have used in listening.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
What’s More
Activity 3: Tell Me and I’ll Tell You!

Directions: Let somebody from your home read you a story entitled “The Lion-
Makers” by Vishnu Sharma.
Vishnu Sharma was an Indian scholar and author who is believed to have
written the Panchatantra collection of fables. He is one of the most widely translated
secular authors in history.
The story is being attached in this module. Be sure to answer the questions
honestly and truthfully following the given instructions.
Questions:
1. Who were the characters in the story?
2. Where did the story happen?
3. Restate the plot of the story.
4. Write your reflection about the story.
2
LISTENING TEXT
The Lion-Makers
by Vishnu Sharma
In a certain town were 4 Brahmans who lived in friendship. Three of them had
reached the far shore of scholarship but lacked sense. The other found scholarship
distasteful; he had nothing but sense.
One day they met for consultation. “What is the use of attainments,” they said, “if one
does not travel, win the favour of kings, and acquire money? Whatever we do, let us all
travel.”
But when they had gone a little way, the eldest of them said, “One of us, the fourth, is
a dullard having nothing but sense. Now nobody gains the favourable attention of kings by
sense without scholarship. Therefore, we will not share our earnings with him. Let him turn
back and go home.”
Then the second said, “My intelligent friend, you lack scholarship. Please go home.”
But the third said, “No, no. This is no way to behave. For we have played together since we
were little boys. Come along, my noble friend. You shall have a share of the money we will
earn.”
With this agreement, they continued their journey, and in a forest found the bones of
a dead lion. Thereupon one of them said, “A good opportunity to test the ripeness of our
scholarship. Here lies some kind of creature, dead. Let us bring it to life by means of our
scholarship that we have honestly won.”
Then the first said, “I know how to assemble the skeleton.” The second said, “I can
supply skin, flesh, and blood.” The third said, “I can give it life.”
So the first assembled the skeleton, the second provided the skin, flesh, and blood.
But while the third was intent on giving the breath of life, the man of sense advises against it,
remarking, “This is a lion. If you bring him to life, he will kill every one of us.”
“You simpleton!” said the other. “It is not I who will reduce scholarship nullity.” “In that
case,” came the reply, “”wait a moment, while I climb this convenient tree.”
When this had been done, the lion was brought to life, rose up, and killed all three.
But the man of sense, after the lion had gone elsewhere, climbed down and went home
And that is why I say:
Scholarship is less than sense;
Therefore seek intelligence;
Senseless scholars in their pride
Made a lion, then they died.
3
What Is It
You can easily answer the questions if you listen well and grasp everything
you’ve heard from the storyteller or from the speaker.
Listening is the ability to accurately receive and interpret messages in the
communication process. It helps build relationships just like listening to your grandparents
who always love to talk about their past; solve problems, especially nowadays that we have
experience this pandemic and we need to listen to the authorities so that we can stay
healthy and safe; ensure understanding, because we can easily grasp everything they want
to say; resolve conflicts, because we already understand each other; and improve accuracy
because you already know what to do and what are the things to be done.
(https://www.skillsyouneed.com/ips/listening-skills.html)
To become effective listeners, you must be aware of the different kinds of

listening, the different purposes for listening, and the qualities of good listeners.
 Before you listen – ready your pen and paper for taking down notes.
 As you listen- try to answer the basic question:
 Who?
 When?
 Where?
 What?
 Why?
 How?
 After you listen- How well did you listen?

Listening is an active process; hearing is not the same as listening. When you hear you
detect sounds Listening involves your brain as well as your ears.
Here are some tips on how to listen attentively and appropriately:
1. Be attentive, but relaxed. Mentally screen out distractions, like background activity and
noise and try not to focus on the speaker’s accent or speech mannerisms to the point where
they become distractions, and also don’t be distracted by your own thoughts, feelings, or
biases.
2. Keep an open mind. Listen without judging the other person or mentally criticizing the
things she tells you. Listen without jumping to conclusions
3. Listen to the words and try to picture what the speaker is saying. When listening to
long speeches, concentrate on, and remember, key words and phrases.
4. Wait for the speaker to pause to ask clarifying questions. When you don’t understand
something, of course you should ask the speaker to explain it to you.
5. Ask questions only to ensure understanding.
6. Try to feel what the speaker is feeling. If you feel sad when the person with whom you
are talking expresses sadness, joyful when she expresses joy, fearful when she describes
her fears—and convey those feelings through your facial expressions and words—then your
effectiveness as a listener is assured. Empathy is the heart and soul of good listening.
(Diane Schilling,Womens media, https://bit.ly/2WWEhNZ)
4
What’s More
Activity 5: My Story Board!

Directions: Make a Story Board about the story read to you a while ago entitled
“The Lion-Makers.” Let it be read again by any members from the family who can help with
you.
What I Have Learned

ACTIVITY 6: My Story Web!
Directions: Listen to one of your favorite radio drama or teleserye and make a story web
about it.
Denouement
Character
Setting
Falling Conflict
Action Title of the
Movie or
Drama
Climax
Exposition
Rising Action
5
What I Can Do
ACTIVITY 7: Love Story Caravan

Directions: Ask any member from the family to tell you about their favorite love
that they love to share. Make a story Caravan about it. Write a short impression regarding
their favorite story.
Directions: Listen to one of the messages of our President Rodrigo Roa Duterte
about the updates of the pandemic we have experience today, the COVID-19. Then, write
five important things you have heard from him on how to stay safe from the virus.
1. _______________________________________________________________________
2._______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
6
Lesson
2
Lesson
Employing Projective
Listening Strategies
What’s In
Before we go through in our lesson, let us assess first your knowledge about
listening. Let us know how you listen by answering the activity below.
ACTIVITY 1: DO YOU AGREE?
Directions: Assess yourself on how much you know about listening. Check “YES” or “NO” in
the table.
Do you Agree with this YES NO
Language learning depends on listening.
When you listen to a conversation in English, you try to understand every word.
When you have difficulty understanding what a speaker means you ask for
clarification.
Listening to songs and radio programs in English are two of the best ways to
learn the language.
When you disagree with a speaker’s message, you usually stop paying
attention.
When you agree with a speaker’s message you usually nod.
Your role as a listener is to show interest.
As you listen to someone speak you take notes to help yourself understand the
message.
What I Need to Know
Have you ever had a conversation with someone, and you can just tell that they are
not engaged? It is very frustrating, especially when you are trying to convey something very
important to them. How can you communicate effectively with someone when they are
clearly not listening?
Have you ever experienced that when you are listening to a song, you will only
remember the lyrics that fits to your feelings at the moment and it changes the next time you
listened to it. When someone is talking to you, did you really get all the words s/he is
saying? When your teacher is discussing the lesson in your class did you get all the ideas
s/he is trying to explain?
Have you wonder why they call someone as a good listener? Are you a good
listener?
7
To become a good listener, you should know the strategies of effective listening and
its type. In this lesson, you will be able to explore some listening strategies and use it in your
daily activities.
What’s New
When you listen to a radio, what is the first thing you are going to do? You tune in the
radio to the station you want to listen. It is also the same when you are listening to a story,
you must tune in yourself first.
Let us get you tune in by doing the activity below.
ACTIVITY 2: TUNE IN
Directions: Look at the words inside the boxes below. Analyze the relationship of the words
to one another and write a short paragraph using the words.
________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
https://bit.ly/2UTdalD
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_____________________
8
What’s More
Activity 3: Be a Listener
Mythology exists in every culture as a method of telling the important stories of where we
came from, why things happened that way, who our heroes are, and what we believe as a
group. These stories often blend the local landscape, flora, and fauna into tales of heroics
and magic to entertain and tell the story.
Ancient Egypt was no different. These tales were entertaining and memorable, but also
change over time. Ancient mythology was part of an oral tradition, retold not written down.
The main ideas and lessons stay true, while other details may change to suit the teller’s
place and time. This is a version of the myth of Osiris and Isis. (miano 2020)
Raise the Question:

- Option 1: Listen to your teacher as s/he read the background of the listening text and
raise questions about the text. Write your question in another sheet of paper.
- Option 2: If done at home let another person from your house read it.
- Option 3: If applicable, it can be broadcasted on a radio station.
Guide Questions:
1. What will the story all about?
2. What new information about the Egypt can I get from the story?
Listen
Option 1: Listen attentively as the teacher reads each part of the story.
Option 2: If done at home let another person from your house read it.
Option 3: If applicable, it can be broadcast on radio station.
As you listen, on the right side of the table write the lines that helps you remember the story.
On the left side, write the words that makes you hard to understand.
Lines from the story Difficult words
 “Seth, was very jealous to his brother.”
9
Isis and Osiris
A long time ago, the god Osiris came to Egypt to rule as king. He brought the
Egyptian people new laws and taught them how to farm well and live peacefully in their
villages. Osiris was a very wise and powerful king and was loved and respected by the
Egyptian people. Unfortunately, his brother Seth, was very jealous of his brother’s power in
Egypt, and began to form a plan to kill Osiris and take over his throne.
Late one night, Seth tiptoed into Osiris’s bedroom. Careful to not wake up Osiris, or
his queen, the goddess, Isis, Seth measured Osiris’s body from top to bottom and from side
to side. The next morning, Seth took the measurements to a carpenter who made a beautiful
wooden chest decorated with bright paint and sheets of gold.
That night, Seth threw a huge party, and invited Osiris as the guest of honor. The
night was spent feasting, singing, dancing, and playing games. For the final game, Seth
brought out the huge wooden chest. He announced that the first person to fit perfectly into
the chest would be allowed to keep it.
One by one, each of Seth’s friends climbed into the chest. Unsurprisingly, no one
was able to fit into the chest, which was made perfectly for Osiris. Finally, Seth and his
friends convinced Osiris to try his luck with the chest. Osiris stepped into the chest and lay
down. The chest fit him perfectly, just as Seth had planned. Just as Osiris lay down, Seth
slammed the lid and sealed it shut. Seth and his friends took the chest down to the Nile
River and dumped it in, knowing that Osiris would never be able to survive.
When Isis heard the news of her husband’s death she was extremely upset. She
rushed to the riverbank, and after several days of searching, found the wooden chest. Isis
opened it and removed the dead body of her beloved Osiris. Crying, Isis hid Osiris’ body in
the river grass. She didn’t want Seth to find Osiris’s corpse before she could perform the
proper rituals that would allow him to pass into the Afterlife.
Late that night, Seth returned to the Nile, to make sure Osiris’s body had washed
away. The chest was nowhere to be found, but after searching the riverbank grass, he found
the body of his late brother. Furious, Seth cut Osiris’s body into fourteen pieces. To make
sure that the body was never found again, he hurled the pieces all over Egypt.
The next morning, Isis returned to the river with her sister, Nepthys and her friends,
to perform the necessary rituals, only to find Osiris’s body gone! Isis transformed into a huge
bird and flew high over Egypt. Using her sharp vision, she was able to find all the pieces of
the body to put Osiris back together. With the help of Nepthys, Thoth, and Anubis, Isis
performed a great act of magic. Very carefully, they began to sew Osiris’s body back
together. They worked together night after night. When the body was whole once again, they
wrapped it head to toe in strips of linen, creating a mummy.
On the night of the full moon, Isis used powerful magic to bring her husband back to
life. Osiris embraced Isis, and thanked her sister and her friends. He told them he would not
be able to stay in the world of the living. He explained that having died; he needed to travel
to the world of the dead, where he would become the King of the Afterlife.
Before he left, Osiris told Isis not to worry. He told her that she would soon give birth
to a son, Horus, who would defeat Seth and become a great protector of the Egyptian
people. By taking back the throne from Seth, Horus would restore order and peace to the
Universe.
When Horus was born, he was hidden away and kept safe from his evil uncle Seth.
When he became of age, Horus finally confronted Seth, and they violently fought. During the
fight Horus’ left eye was poked out, but magically came to life. Later on, the Wadjet, or eye
of Horus became a powerful symbol to promote healing. Although Horus emerged
victorious, there was still a large question of who legally had power to the throne.
10
Seth believed that as Osiris’ brother, he was the rightful ruler, but Horus argued that
he should be proclaimed king, since he was Osiris’ legitimate heir. Ultimately, it was decided
that Horus would rule on earth as King. Seth was banished forever. (https://bit.ly/2WEop2f)
Process Questions
1. Osiris has two key roles described in this story, what are they?
_________________________________________________________________________
___________________________________________________
2. Seth has a wooden chest made just to fit his brother’s body; what tradition does this
start in ancient Egyptian culture?
_________________________________________________________________________
__________________________________________________
3. Why did Seth cut Osiris into pieces and scatter them across Egypt?
_________________________________________________________________________
__________________________________________________
4. How might those rituals explain why ancient Egyptians created mummies?
_________________________________________________________________________
___________________________________________________
5. What is the main idea of this story, as a lesson to the listeners?
_________________________________________________________________________
___________________________________________________
What Is It
In this lesson, you will learn to concentrate closely to the instructions discovered.
have you ever used this sort of listening lately? A technique or approach that iss proven
useful in being attentive to get information are going to be introduce to you as we last to our
lesson.
Listening could be a significant a part of communication process. Communication
cannot occur not until you heard the message and remembered it positively by the
receivers/listeners. Listening may be a dynamic process.
Listening means attentiveness and interest perceptible within the posture likewise as
expressions. There are various forms of listening. One style of listening is what we called the
projective listening.
Projective Listening
In this type of listening, the listener takes and absorbs the information in accordance
with the listener's own view or perspective which dominates the perspective of the speaker,
even if the speaker's view is amalgamated into listener's own. In other words, broader view
of the speaker is either ignored or given less predominant place and limited view of the
listener retained. This also is classified as negative kind of listening. It is similar to a
jaundiced person looking at the world and believing the surroundings as green. The view is
far from being true. (http://a2zessays9.blogspot.com/2016/07/knowledge-of-types-of-
listening-key-to.html)
11
Not everyone knows how to listen attentively. The following are some ways to listen
effectively.
Effective Listening Skills
1. Discover your interests’ field.
2. Grasp and understand the matter/content.
3. Remain calm. Do not loose your temper. Anger hampers and inhibits communication.
Angry people jam their minds to the words of others.
4. Be open to accept new ideas and information.
5. Jot down and take a note of important points.
6. Work upon listening. Analyze and evaluate the speech in spare time.
7. Rephrase and summarize the speaker’s ideas.
8. Keep on asking questions. This demonstrates that how well you understand the
speaker’s ideas and also that you are listening.
9. Avoid distractions.
10. “Step into the shoes of others”, i.e., put yourself in the position of the speaker and
observe things from his viewpoint. This will help creating an atmosphere of mutual
understanding and improve the exchange of ideas in communication process.
( https://www.managementstudyguide.com/effective-listening-skills.htm.)
Earlier in our activity, you are introduced to one of the listening methods. We call that
one the TQLR method.
Tune in, Question, Listen, Respond (TQLR) Method
1. Tune In – To tune in is to prepare yourself to listen. This refers to your
attentiveness or receptiveness to the listening material.
2. Question – While focusing on the topic, ask yourself some questions that will
generate ideas and details. The title of the selection gives clues on what it will
deal with. Write down your questions.
3. Listen – as you listen, keep in mind useful information for llater reference. This
information may be old or new, agreeable, or disagreeable to you.
4. Respond – Recall what you have listened to. Think how the idea can be applied
to the world around you. Participate in the class discussion by recalling the
information you stored while listening. ( Bermudes, Virginia E., Eugenia R. Gorgon, and
Remedios F. Neri. English Expressways III: Textbook for Third Year. SD PUBLICATION INC.,
2007.)
What’s More
We have learned how to be an effective listener. Also, you are introduced to some
types and methods of listening. Now, it’s your time to use it in the next activity.
ACTIVITY 3: I HEAR, I THINK, and I UNDERSTAND
Directions: Listen/Read carefully to the guide.
Guide: Listen to your favorite song or story in the radio/TV. Fill in the table below.
I hear: What do you hear? (lines that caught your attention while listening)
I think: What do you think is going on it the song/story?
12
I understand: What have you understand in the song/story?
TITLE: _______________________________
I HEAR And that makes me So now

THINK…. I UNDERSTAND
What I Have Learned
Now, let us check if you have listened effectively in the previous story. See what you
have remembered in the story “Isis and Osiris” and create chain story.
ACTIVITY 4: CHAIN STORY
Directions: Retell the story using chain story activity.
What I Can Do
13
ACTIVITY 5: VOCABULARY MAPPING
Directions: Recall in the activity you have done earlier, you wrote words that is
difficult to understand. Now, you are going to find the meaning of those words.
your word Your Definition here!

here!
Lesson
Inferring Dominant Thoughts and
3 14
Feelings Expressed in the Text
Listened To
What I Need to Know
An inference is a conclusion reached on the basis of evidence and reasoning. It is

an educated guess based on the observation and background knowledge. An inference is
the act or process of deriving logical conclusions from premises assumed to be true.
For example, if you see someone eating a new food and he or she makes a face,
then you infer he or he does not like it or if some someone slams the door; you can infer
that he or she is upset about something.
Another example, if you get up in the morning, look up the sky and observe dark
clouds, observe the air is cool and humid, and observe the puddles on the ground, you
might infer that it has recently rained. Take note that you did not see the rain; you decided
that it rained based on your observations.
What’s New
Activity 1: Say Something!

Directions: Draw any of the following pictures: (at random)
Caterpillar To Butterfly - https://www.advancedsciencenews.com/mimicry-butterflies-muse-

palette-artist/
15
Baby To Adult - http://drvidyahattangadi.com/your-childhood-decides-your-success-in-
adulthood/
Bud To Flower - https://www.dreamstime.com/royalty-free-stock-image-blooming-sunflower-

bud-to-beautiful-flower-image19387986
16
Two places – one developed; the other undeveloped - https://keydifferences.com/wp-
content/uploads/2015/06/Developed-Vs-Developing-Countries.jpg
Motive Questions:
1. What is common to all the pictures?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
2. What do these pictures show?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What Is It
Activity 2: Constant Change

1. Recall of standard for listening
2. Read aloud the text for the first time while a family member listens intently.
3. Parent/Family member presents them the Task Grid:
Task Grid
Stages in life which people Changes are compared to Things bring real pain
go through what to do
17
Message:
Listening Text:
Constant Change
All people everywhere go through stages in life. From being babies to adults.
Families move from being newlyweds to having babies, to parenting children, to turning into
grandparents and to laying loved ones to rest. Just as seasons and weather changes
require changes in one’s clothing, life’s developments create periods of adjustments, too.
Accepting and coping with changes is the best thing to do.
Unlike the physical loss of one’s youth, intrusive changes however, can bring the
real pain, the deeper hurt. War, job loss, crises in the form of an affair, untimely death, and
illness. We do not welcome them, but have not much choice either. In any circumstances,
we who are experiencing changes can rest in the assurance that ours is not an isolated
case. It is happening to others.
Can we consider “Change” a universal truth? Why or why not?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What’s More
Activity 3: TAC (Think About Consequence)

1. Working on or answering the Task Grid
2. In-depth discussion:
a. Do you agree to the idea that the best thing to do with changes is to accept and
cope with them?
________________________________________________________________
________________________________________________________________
18
b. Given or faced with the following situations, how would you cope with each?
PROMOTION WINNING A LOTTERY

_______________________________ ____________________________________
_______________________________ ____________________________________
MOVING TO A NEW SCHOLARSHIP

HOUSE
_______________________________ ____________________________________
_______________________________ ____________________________________
MOVING TO A NEW SCHOLARSHIP

HOUSE
_______________________________ ____________________________________
_______________________________ ____________________________________
UNTIMELY DEATH OF A FAILURE IN ONE OR

LOVED ONE MORE SUBJECTS
____________________________
_______________________________ ____________________________________
_______________________________ ____________________________________
INABILITY OF YOUR PARENTS TO SUPPORT YOUR STUDIES
_________________________________________________________________________
_________________________________________________________________________
The Thinking Tool TAC (Think About Consequence) may be used to facilitate the
discussion.
The following line is taken from the text.

“We who are experiencing changes can rest in the assurance that ours is not an isolated
case. It is happening to others.”
c. What does this mean? Can you rephrase it in your own words?
________________________________________________________________
________________________________________________________________
________________________________________________________________
d. What could be the purpose of the writer or speaker?
________________________________________________________________
________________________________________________________________
________________________________________________________________
19
What’s More
Activity 4: Multi-Flow Map
A.
Changes in
our Life
Changes in our
Life
Source: https://bit.ly/39gU1jM
B.
POSITIVE
NEGATIVE
Sources:
https://www.pinterest.ph/pin/261912
534566289896/
1. Did you enjoy working on the graphic organizers or thinking maps?

______________________________________________________________________
_____________________________________________________________________
2. Did they help you in any way in understanding the selection? Did you find it easier to
summarize with the maps/organizers?
20
______________________________________________________________________
____________________________________________________________________
What I Have Learned
Activity 5: Exit Slip

Directions: Fill in the blanks with the correct responses.
1. Today, I learned ___________________________________________

2. I’d like to learn more about ___________________________________
3. The most important thing I learned today is ______________________
4. I wish ____________________________________________________
5. What surprised me the most today is ___________________________
What I Can Do
Activity 6: Express It Now!

Express your views about the selection listened to with the use of multi-flow map.
21
Lesson Determining the Tone and Mood
4 of the Speaker or Characters
Lesson
What’s In
We have learned in our history class about the culture and history of egypt. Egypt is
famous for its Pyramid at Giza and the Giant Statue known as The Sphinx. She is
considered a modern nation in an ancient land and considered the most populous country.
Let us discover this country. Use the clues in the picture to suggest what may have
been important in the history of Egypt.
Activity 1: What’s In The Past?

Directions : Write the symbols/pictures tell about Egypt.
______________________________________________
______________________________________________
______________________________________________
Image source https://bit.ly/3hPuWAc
______________________________________________
______________________________________________
______________________________________________
image source https://bit.ly/2ZMVKKw
______________________________________________
______________________________________________
______________________________________________
image source https://bit.ly/2B0cAM6
22
What I Need to Know
When a person speaks you can easily feel if he or she is happy, sad, angry, sincere,
or respectful by the look of the face or the tone of the voice. You can also sense the feeling
of the speaker towards you by the tone of the voice.
When you read a literary piece, you can infer the writer’s attitude towards his or her
subject, although you neither can see the face nor hear a voice. You do this by analyzing the
choice of words, the arrangement of the words, and by the rhythm of the lines or sentences.
In this lesson, you will be able to determine the tone and mood of the speaker or
characters in the narrative listened to.
What’s New
Writers use images to recreate sensory experiences with words and to aid the reader
in understanding the story. An image may appeal to any one of the five senses: sight,
sound, touch, smell, and taste.
Activity 2: How Do You Feel?
Directions: Identify the word reflected by the pictures below and describe the feeling
portrayed in every picture.
Image taken from https://bit.ly/39dQUJ6
______________________________________________
1. 2. 3. 4.
23
_________________ _______________ _______________
_________________
What’s More
Folktales are stories that are being told orally among people. These tales existed in
the memory of a person; it is not written. It is just now, as the tradition of oral storytelling is
written in books and viewed in television, that such tales are being kept and restored.
The Wonderful Pear Tree

(A Chinese Folktale)
Translated by Herbert A Giles
Once upon a time a countryman came into the town on market-day and brought a
load of very special pears with him to sell. He set up his barrow in a good corner, and soon
had a great crowd round him; for everyone knew he always sold extra fine pears, though he
did also ask an extra high price. Now, while he was carrying up his fruit, a poor, old, ragged,
hungry-looking priest stopped just in front of the barrow, and very humbly begged him to
give him one of the pears. But the countryman, who was very mean and very nasty-
tempered, wouldn't hear of giving him any, and as the priest didn't seem inclined to move
on, he began calling him all the bad names he could think of. “Good sir," said the priest, “you
have got hundreds of pears on your barrow. I only ask you for one. You would never even
know you had lost one. Really, you needn't get angry."
"Give him a pear that is going bad; that will make him happy," said one of the
crowds. "The old man is quite right; you'd never miss it."
"I've said I won't, and I won't!" cried the countryman; and all the people close by
began shouting, first one thing, and then another, until the constable of the market, hearing
the hubbub, hurried up; and when he had made out what was the matter, pulled some cash
out of his purse, bought a pear, and gave it to the priest. For he was afraid that the noise
would come to the ears of the mandarin who was just being carried down the street.
The old priest took the pear with a low bow, and held it up in front of the crowd,
saying, " You all know that I have no home, no parents, no children, no clothes of my own,
no food, because I gave everything up when I became a priest. So, it puzzles me how
anyone can be so selfish and so stingy as to refuse to give me one single pear. Now I am
quite a different sort of man from this countryman. I have got here some perfectly exquisite
pears, and I shall feel most deeply honored if you will accept them from me." “Why on earth
didn't you eat them yourself, instead of begging for one?" asked a man in the crowd. "Ah,"
answered the priest, “I must grow them first." So, he ate up the pear, only leaving a single
pip. Then he took a pick which was fastened across his back, dug a deep hole in the ground
at his feet, and planted the pip, which he covered all over with earth. " Will someone fetch
me some hot water to water this? " he asked. The people, who were crowding round,
thought he was only joking, but one of them ran and fetched a kettle of boiling water and
gave it to the priest, who very carefully poured it over the place where he had sowed the pip.
Then, almost while he was pouring, they saw, first a tiny green sprout, and then another,
24
come pushing their heads above the ground; then one leaf uncurled, and then another, while
the shoots kept growing taller and taller; then there stood before them a young tree with a
few branches with a few leaves; then more leaves; then flowers; and last of all clusters of
huge, ripe, sweet-smelling pears weighing the branches down to the ground! Now the
priest's face shone with pleasure, and the crowd roared with delight when he picked the
pears one by one until they were all gone, handing them round with a bow to each man
present. Then the old man took the pick again, hacked at the tree until it fell with a crash,
when he shouldered it, leaves and all, and with a final bow, walked away.
All the time this had been going on, the countryman, quite forgetting his barrow and
pears, had been in the midst of the crowd, standing on the tips of his toes, and straining his
eyes to try to make out what was happening. But when the old priest had gone, and the
crowd was getting thin, he turned round to his barrow, and saw with horror that it was quite
empty. Every single pear had gone! In a moment he understood what had happened. The
pears the old priest had been so generous in giving away were not his own; they were the
countryman’s! What was more, one of the handles of his barrow was missing, and there was
no doubt that he had started from home with two! He was in a towering rage, and rushed as
hard as he could after the priest ; but just as he turned the corner he saw, lying close to the
wall, the barrow-handle itself, which without any doubt was the very pear-tree which the
priest had cut down. All the people in the market were simply splitting their sides with
laughter; but as for the priest, no one saw him anymore.
Ribo, L., Galvez, N., & Malicsi, M. (2013). Language in literature II Afro-Asian
literature. Philippines: Vibal Publishing House, Inc.
Activity 3: Characterization
Directions: Answer the questions below to show your understanding of the text.
1. From the “The wonderful Pear Tree” determine the attitude and emotion of the
characters and the writter(author) of the storyr.
Country
man Pries
t
25
People
in Town
Author
2. How did you feel while reading the story? Write down the word or words that
helps you create that feelings. Choose the emoji below that described your
feeling.
26
https://bit.ly/3fLJEX7
What Is It
What feelings did you have while reading/listening to the previous story? What made
you feel this way? What words did you hear that helped create this feeling? By answering
these questions, you are on your way to defining the mood and tone. Mood and tone are
important because they help create the meaning of a story.
Mood: (sometimes called atmosphere) the overall feeling of the work.
Mood is the emotions that you (the reader) feel while you are reading. Some literature
makes you feel sad, others joyful, still others, angry.
Tone: the way feelings are expressed.
Tone is the attitude that an author takes toward the audience, the subject, or the character.
Tone is conveyed through the author's words and details.
Example:
“Ben surveyed the classroom of dolts, congratulating himself for snatching the
highest test grade, the smug smirk on his face growing brighter and brighter as he
confirmed the inferiority of his peers."
27
The character Ben's MOOD is gleeful superiority
The author's TONE is exaggerated, somewhat cynical
What’s More
Writers, in presenting their ideas, should be clear and specific with the details they
use in their written work. While they are doing this, they should also choose the right words
to convey the tone they like the readers to feel towards their subjects.
In the next activity, you are going to determine the words that describe the tone and
mood.
Activity 4: Mutual Feelings
Directions: Determine the words that describe the tone and mood. Group them accordingly.
Write your answer below.
Amused Frightening Angry Mysterious Playful
Cheerful Sorrowful Witty Optimistic Romantic
Frustrating Sentimental Horror Suspenseful Sad

Light Exciting Joyful Happy Clear
Suspicious Serious
Words that describe TONE Words that describe MOOD
What I Have Learned
Activity 5: Introspecting
28
Why do we need to know on how to determine the feeling of the speaker or
characters in a literary text? Write a 5-7 sentence paragraph.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
In reality, is knowing one’s feeling important? Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________
Activity 6: Generalization
Direction: Read the passages carefully and answer the questions that follow.
It was the best of times, it was the worst of times, it was the age of wisdom, it was
the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the
season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of
despair, we had everything before us, we had nothing before us, we were all going direct to
Heaven, we were all going direct the other way – in short, the period was so far like the
present period, that some of its noisiest authorities insisted on its being received, for good or
for evil, in the superlative degree of comparison only.
There was a king with a large jaw and a queen with a plain face, on the throne of
England; there were a king with a large jaw and a queen with a fair face, on the throne of
France. In both countries it was clearer than crystal to the lords of the State preserves of
loaves and fishes, that things in general were settled for ever.
29
- From A Tale of Two Cities by Charles Dickens
-
1. The tone of the passage is:
a. Nostalgic c. objective
b. Philosophical d. ironic
2. The mood of the passage is:
a. Humorous c. informative
b. Cautionary d. men-spirited
How do you like to go up in a swing,

Up in the air so blue?
Oh, I do think it the pleasantest thing
Ever a child can do!
Up in the air and over the wall,

Till I can see so wide,
Rivers and trees and cattle and all
Over the countryside—
Till I look down on the garden green,

Down on the roof so brown—
Up in the air I go flying again,
Up in the air and down!
- The Swing
By Robert Louis Stevenson
3. What is the poem about? ___________________________________

4. What is the speaker’s tone? _________________________________
5. What is the mood of the poem? ______________________________
6.
7. What I Can Do
Activity 7: Bookmark
Directions: Read the sentences below and determine its tone/mood depicted. Write
the letter of each sentence in the box. Make a bookmark using the passages below.
A. I see the sadness in your eyes,

The times that you are knowing
GLOOMY
What's happening to your wondrous mind, CHEERFUL
The symptoms you are showing.
– Changing Places
TONE
B. I am born in a country of courage and integrity, and
It is my honor to live with full of Dignity MOOD
30 AFRAID
PRIDE
– I am a Filipino
by Brainard Pavon
C. You would never know it.

The constant pain I feel.
Because in the light of day
It almost isn’t real.
– The Darkness
by Dallas E. Krystoff
D. Walk in the summer of sunshine.

Fly in the blueness of sky.
- Dance
by Paul Hayward
E. Hiding the hurt, hiding the pain,

Hiding the tears that fall like rain.
Saying I'm fine when I'm anything but.
This ache in my soul rips at my gut.
-Behind the Mask
by Melisa Bernards
BOOKMARK SAMPLE
HA
PP
Y
I want to live
Till the sunset of my time.
And I want to give
All the beauty that is mine.
Lesson
Inferring Theme of The
5
Lesson Text Listened To
What’s In
Activity 1: Self-Check√
Read each statement and identify your corresponding capacity by checking the
appropriate boxes on the right.
Excellin Proficient Approaching
31
g
I can identify a clue that leads to an accurate
inference.
I can combine a clue from the text and my schema
to draw my own conclusion.
I can determine additional evidence to support
my inference.
I can explain how the evidence supports the
inference in my own words.
I can write a theme as a universal message.
I can cite textual evidence that supports

the theme.
I can explain how the textual evidence
supports the theme.
I can summarize events that help develop

the theme.
What I Need to Know
In this lesson, you will explore more on inferences and theme. You are expected to
infer the theme of the text you have listened.
What’s New
Activity 2: Sing-a-Song
Directions: Sing the song aloud. You may create your own melody or pattern it to
your favorite song. You may also listen to its original tune on this site
https://reading.ecb.org/teacher/inferring.html.
Inferring Song
Let’s go into the book!
Jump in! Take a look!
Can you find clues,
32
find clues
While you’re reading,
reading
For what happens next or unwritten text?
Are you searching,
searching
For the meaning,
meaning?
It’s not so complex. Use the context!
Inferring means you read between the lines.
Use the pictures, headings, details that you find.
Add them to the things inside your mind.
1. What is the song all about?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________
2. What are the main points presented in the song?
___________________________________________________________________
___
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
What’s More
Activity 3: Inferring Activity

Directions: Practice making inferences based on clues in the text.
Can you infer where I am and what I am doing?
1. I see bubbles rising. I hear my own breathing. There are fish swimming above me. I
feel the seaweed swaying.
Answer: _____________________________________
33
2. I hear screaming. My stomach feels funny. Can you see my hair blowing? I’m feeling
excited!
Answer: _____________________________________
3. It’s so dark in here. What’s that squeaky sound? Ooh, I feel something sticky and
stringy touching my face. I’m getting nervous!
Answer: _____________________________________
4. I hear a loud “thwack” as the ball leaves the ballpark and the crowd roars with
cheers!
Answer: _____________________________________
5. What can you infer from this?
Ray always carried his flute with him.
Inference: ___________________________________
6. What can you infer about Tamika’s father?
After Tamika broke the trophy, her father turned and walked away without saying
anything.
Inference: __________________________________
7. What can you infer from this?
“It’s both of us or nothing!”
Inference: ___________________________________
8. What can you infer about grandma?
Grandma’s mouth dropped open. Her hands flew to her face.
Inference: ___________________________________
What Is It
Inference
Definition: When you draw your own conclusion based on evidence from the text
and combine it with your own schema, or background knowledge.
Why? To help build my comprehension of the text
Theme
34
Definition: A universal lesson, message, or truth about life or human nature.
Why? To understand the author’s purpose and to learn valuable life lessons
Theme is the central message that stretches through an entire story, drama or poem. You
can think of the theme of a story as being like the lesson, or the real-world application of the
story. Themes often explore timeless and universal ideas. Themes can be stated outright, or
they can be just implied. Some common themes are:
Be prepared. Betraying a friend also hurts you. Revenge hurts the avenger.
What’s More
Directions: Ask somebody to read the following fables for you then identify the
themes by filling up the tables.
The Donkey, the Fox and the Lion
A donkey and a fox decided to team up to find food together. They were travelling in
the forest when they crossed paths with a lion. They were both scared. But the fox hoped to
save himself. He approached the lion and offered to help him get the donkey, if the lion
would let him escape unharmed.
The lion agreed. So, the fox and the donkey walked on, with the lion trailing behind
them. The fox led the donkey to a hidden pit, left by some long‐ago hunter as a trap for wild
animals, and the donkey fell in. As soon as the donkey was in the pit, the lion came out of
hiding and ate the fox. Then he ate the donkey.
Theme Evidence/Clue
The Ant and the Grasshopper

It was a beautiful spring day. The grasshopper was flitting about, enjoying himself,
when he crossed paths with an ant. The ant was working very hard, carrying bits of food
deep down
into his anthill. “Why are you working so hard?” The grasshopper said. “I want to have plenty
to eat,” the ant replied. The grasshopper laughed. “Plenty to eat!” he cried. “Why there is
food everywhere that you look!” “That’s true,” the ant said. “There is enough food for today.
But there will come a day when it won’t be true.” The grasshopper hopped away, not
wanting to bother with the morose little ant.
35
Theme Evidence/Clue
The Bald Man and the Fly

A fly bit a bald man on the head. The man tried to shoo the fly away. But the fly
landed on the man’s head and bit him again. This made the man furious. He slapped his
head to squash the fly, but the fly few away just before the man delivered a stinging slap to
his own head. The fly landed on the man’s head a third time and laughed at him. “You would
hurt yourself just to get back at me?” he taunted. The man was so enraged that he tried to
hit the fly with a rock. Instead he knocked himself, senseless, to the ground.
The theme of this story is:
Soon spring gave way to summer, summer to fall, and fall to winter. When the fields
were covered with snow, the ant sat far down in his anthill, safe and warm, his stomach full,
confident that he had enough to eat to see him through the winter. The grasshopper, who
had not made any preparations for winter, shivered, and went from one friend to another
begging for food and feeling very foolish indeed.
Theme Evidence/Clue
What I Have Learned
Direction: Choose two questions to answer from the five given below.
1. What are the three things you learned today?
___________________________________________________________________
___
2. If you had to explain today’s lesson to a friend, what would you tell him/her?
36
___________________________________________________________________
___
3. What question do you have about what we learned today?
___________________________________________________________________
___
4. What part of the lesson did you find most difficult?
___________________________________________________________________
___
5. What were the main points we covered today?
___________________________________________________________________
___
What I Can Do
Directions: Ask somebody to read aloud the following texts for you. Determine the theme of
each story and explain your answer. Remember, a theme is a lesson or message in the
story.
Write in complete sentences.
1. Katie Clean invited Messy Missy to her house to work on their biology project,
but Katie Clean had no idea what a visit from Messy Missy entailed. First of all, it was
raining and Messy Missy neither bothered to take her boots off nor thoroughly wiped
them on the doormat. Then Messy Missy ate a bag of hot chips on Katie Clean's
white bedspread without asking, and Messy Missy is a sloppy eater, so hot chip
powder got all over the bedspread. Katie Clean tried to be polite and ignore Messy
Missy's sloppy behavior, but then Messy Missy threw her chip wrapper on the floor.
Offended, Katie Clean pretended that she was sick and asked Messy Missy to leave.
The next day Katie Clean asked the teacher if she could work by herself. After
explaining her situation, the teacher allowed Katie to work alone. Messy Missy would
have finished the assignment by herself, but she spilled grape soda all over her
assignment. What is the theme of the story? (https://bit.ly/2ZM47G9)
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
What happens in the story that leads you to believe this?
37
______________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
2. In his sophomore year of high school, Michael Jordan tried out for the varsity
basketball team at Laney High School in Wilmington, North Carolina. But at five feet and
eleven inches tall, the coach believed that Jordan was too short to play at that level, so
Jordan was cut from the team. Jordan didn't let this obstacle defeat him. In fact, it pushed
him to work even harder. He trained vigorously and grew another four inches the following
summer. When he finally made the varsity squad, Jordan averaged 25 points a game and
went on to become one of the greatest basketball players in history. (https://bit.ly/3fOEHgq)
What is the theme of the story?
___________________________________________________________________
_________________________________________________________________________
_____
What happens in the story that leads you to believe this?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
Lesson
6
Lesson Formulating Predictions About
the Contents of the Listening
Text
What I Need to Know
Do you believe in advance thinking? Have you experienced watching a movie and it
seems like you already what will happen next? What you have done is your making a
prediction.
We make predictions every day. We watch our family members and based on their
actions we can often guess what they are going to do or say next. Even young children
make predictions about the world around them. Imagine a young child walking up to a toy
store. She sees the sign and even though she can't yet read it, because she has been there
before she knows it is a toy store. Immediately, she begins anticipating what is going to
38
happen in the store. She is going to see and touch her favorite toys. She might even get to
take one home. (Bailey 2013)
In this module, we are going to formulate predictions about the contents of the
listening text.
What’s New
Have you listened to the news? Did you know what might happen next after you
have listened to it? In the next activity, read the article below and answer the questions that
follow.
Activity 1: Let’s Be Informed.
Instruction: Study the article carefully and answer the questions that follow.
Source:https://www.who.int/philippines/emergencies/covid-19-in-the-philippines
1. What is the article all about?

_____________________________________________________________
___________________________________________________________________
_____
2. How did the Corona Virus (COVID-19) came in our country?
_____________________________________________________________
___________________________________________________________________
___
3. What do you think would happen next after the reported first case of COVID-19 in
our country?
39
_____________________________________________________________
___________________________________________________________________
_____
4. How do you think this COVID – 19 outbreaks would end?
_____________________________________________________________
___________________________________________________________________
___
What’s More
Sometimes, the simplest person can be the most truthful person you will ever meet.
Will you ride in a taxi with a driver willing to share his personal stories? See how this
Singaporean shares his story as a taximan.
Activity 2: What’s On Your Mind?
Directions: Listen to your teacher as s/he read the story paragraph by paragraph,
pause after every paragraph and anticipate what will happen in the next part. Answer the
questions that follows in every end of the paragraph.
Option 2: If done at home let another person from your house read it.
Option 3: If applicable, it can be broadcast on radio station.
The Taximan's Story

by Catherine Lim
Singaporean Short Story
Very good, Madam. Sure, will take you there in plenty good time for your meeting,
madam. This way better, less traffic, less car jams. Half hour should make it, madam, so not
to worry.
1. Why did taximan is very familiar with the way?

___________________________________________________________________
___________________________________________________________________
2. Why is he taking another way?

___________________________________________________________________
___________________________________________________________________
What is it you say, madam? Yes, yes, ha, ha, been taxi man for twenty years now,
madam. Long time ago. Singapore not like this so crowded so busy.
40
3. What is the man’s thougth about the city before?
___________________________________________________________________
___________________________________________________________________
Last time more peaceful, not so much taximen, or so much cars and buses. Yes madam,
can make a living. So so. What to do. Must work hard if wants to success in Singapore.
People like us, no education, no capital for business, we must sweat to earn money for wife
and children.
4. What does it mean when he said, “we must sweat to earn money?
___________________________________________________________________
___________________________________________________________________
5. Why is the taximan is working so hard?

___________________________________________________________________
___________________________________________________________________
Yes, madam, quite big family—eight children, six sons, two daughters. Big family! Ha!
Ha! No good, madam. In those days. Where got Family Planning in Singapore? People born
many, many children, every year, one childs. Is no good at all. Today is much better. Two
children, three children, enough, stop. Our government say stop.
6. Do you think he could raise all his children by being a taximan?

___________________________________________________________________
___________________________________________________________________
Luck for me, all my children big now. Four of my sons working—one a businessman, two
clerks, one a teacher in Primary school, one in National Service, one still schooling, in
Secondary Two. My eldest daughter, she is twenty plus, stay at home, help the mother. No,
not married yet—Very shy and her health not so good, but a good, and obedient girl.
7. Do you think he is a Lucky father?

___________________________________________________________________
___________________________________________________________________
My other girl Oh, Madam! Very hard for father when daughter is no good and go against
her parents. Very sad like punishment from God.
41
8. What makes the man sad as a father?
___________________________________________________________________
___________________________________________________________________
Today, young people not like us when we are young.
9. What do you think is the attitude of the man when he is still young?
___________________________________________________________________
___________________________________________________________________
We obey. Our parents say don‘t do this, we never do. Otherwise, the cane. My father
cane me. I was big enough to be married, and still, got caning. My father he was very strict,
and that is good thing for parents to be strict. If not, young boys and girls become very
useless. Do not want to study, but run away, and go to night clubs and take drugs and make
love. You agree with me madam?
10. How did the man see young children nowadays?

___________________________________________________________________
___________________________________________________________________
Today, young people they are very trouble to their parents. Madam, you see this young
people over there, outside the coffee house? See what I mean, madam? They are only
school boys and school girls, but they act like big shots, spending money, smoking, wearing
latest fashion, and making love. Ah, Madam, I know, I know! As taximan, I know them and
their habits. Madam, you are a teacher, you say? You know or not that young school girls,
fifteen, sixteen years old, they go to public lavatory or hotel and change into these clothes,
and they put make-up on their face. Their parents never know. They tell their Mum got
school meeting, got sports and games, this, that, but they really come out and play the fool.
11. Why did the taximan is so familiar about the behavior of the young children today?
___________________________________________________________________
___________________________________________________________________
Ah, madam, I see you surprise, but I know, I know all their tricks. I take them about in my
taxi. They usual is wait in bowling alley or coffee house or hotel, and they walk up, and
friend, friend, the European and American tourists, and this is how they make fun and also
extra money. Madam, you believe or not when I tell you how much money they got? I say!
Last night, madam, fourth floor flat—and she open her purse to pay me, and I say! All
American notes—ten dollar notes all, and she pull one out and say keep change as she has
no time already. Madam, I tell you this, every month, I get more money from these young
42
girls and their American and European boyfriends in my taxi, more than I get from other
people who bargain and say don‘t want go by meter and wait even for ten cents change.
Phui!! Some of them really make me mad. But these young girls and their boyfriends don‘t
bargain, they just pay, pay, and they make love in taxi so much they don‘t know if you go
round and round and charge them by meter! I tell you, Madam, some of them don‘t care how
much they spend on taxis. It is like this: after the 1 a.m. taxi fare double, and I prefer working
this time, because naturally, much more money. I go and wait outside Elroy Hotel or Tung
Court or Orchid mansions, and sure enough, madam, will have plenty business. Last
Saturday, madam, no joking, on one day alone I make nearly one hundred and fifty dollars!
Some of it for services. Some of tourists don‘t know where, so I tell them and take them
there, and that‘s extra money. Ah, madam, if I tell you, no end to the story.
12. Why did the taximan is so sad about what happened to these young people?
___________________________________________________________________
___________________________________________________________________
But I will tell you this, Madam. If you have a young daughter and she says Mummy I got
meeting today in school and will not come home, you must not say, Yes, yes but you must
go and ask her where and why and who, and you find out. Today young people not to trust,
like young people in many years ago. Oh, Madam, I tell you because I myself have a
daughter—oh, madam, a daughter I love very much.
13. Does his daughter is one of those young people he described earlier?
___________________________________________________________________
___________________________________________________________________
She is so good and study hard. And I see her report cards and her teacher write―Good
work and Excellent— so on, so on. Oh, madam, she my favorite child, and I ask her what
she want to be after left school, and she says go to University. None of my other children
could go to University, but this one, she is very smart and intelligent—no boasting, madam
her teachers write―Good and Excellent—, and so on, so on, in her report cards. She study
at home, and help the mother, but sometime a little lazy, and she say teacher want her to go
back to school to do extra work, extra coaching, in her weak subject, which is maths,
madam. So I let her stay back in school and day after day she come home in evening, then
she do her studies and go to sleep. Then one day, oh madam, it makes me so angry even
now—one day.
14. What makes the taximan angry towards his daughter?

___________________________________________________________________
___________________________________________________________________
I in my taxi driving, driving along and hey! I see a girl looking like my Lay Choo, with
other girls and some European outside a coffee—house but I think, it cannot be Lay Choo,
43
how can, Lay Choo is in school, and this girl is all dressed up and make-up, and very bold in
her behavior, and this is not like my daughter at all. Then they all go inside the coffee-house,
and my heart is very, very—hoe you describe it, madam, my heart is very―susah hati and I
say to myself, I will watch that Lay Choo and see her monkey tricks.
15. What do you think happened next after he knew it was his daugther?
___________________________________________________________________
___________________________________________________________________
The very next day she is there again I stop my taxi, madam, and I am so angry. I rush up
to this wicked daughter and I catch her by the shoulders and neck, and slap her and she
scream, but I don‘t care. Then I drag her to my taxi and drive all the way home, and at home
I trash her stupid fool and I beat her and slap her till like hell. My wife and some neighbors
they pull me away, and I think if they not pull me away, I sure to kill that girl. I lock her up in
her room for three days, and I ashamed to tell her teacher, so I just tell the teacher that Lay
Choo is sick, so please to excuse her. Oh, madam, how you feel in my place? Make herself
so cheap, when her father drive taxi all day to save money for her University.
16. Do you think he still want to sent his daughter to school after what happened?
___________________________________________________________________
___________________________________________________________________
What is it, Madam? Yes, yes, everything okay now, thank you. She cannot leave the
house except to go to school, and I tell her mother always check, check, in everything she
do, and her friends—what sort of people they are. Ah, madam, young people today, what
trouble they are... What, madam? Oh, sorry, madam, cannot wait for you to finish your
meeting. Must go off, please to excuse me. In a hurry, madam. Must go off to Hotel Elroy—
there plenty young people pick up. So very sorry. madam, and thank you very much.
17. What do you think is on the mind of the passenger the whole time?
___________________________________________________________________
___________________________________________________________________
18. If you were the father would you still react in the same way? Why or why not?
___________________________________________________________________
___________________________________________________________________
19. What do you feel about the taximan’s daughter?
___________________________________________________________________
___________________________________________________________________
44
20. Do you think the taximan’s daughter can finish her study? Why/why not?
___________________________________________________________________
___________________________________________________________________
What Is It
Good start! But your search for knowledge is not yet over; in fact, you have just
begun another journey to discover new things and the privilege to share these with others.
Many of us believed in the mindset of “Advance Mag isip”. Why do we predict? Is
this helpful? At this point, we are going to learn what is prediction and how can we formulate
prediction.
When making predictions, students envision what will come next in the text, based
on their prior knowledge. Predicting encourages children to actively think ahead and ask
questions. It also allows students to understand the story better, make connections to what
they are reading, and interact with the text.
Prediction is an activity learner carries out before reading or listening to a text,
where they predict what they are going to hear or read. This gives them a reason to listen or
read, as they confirm or reject their predictions.
Example:
Learners are going to listen to a presentation about a journey through Africa. They
predict what vocabulary they might hear, and what kind of emotions the speaker might have
felt. They listen to confirm their ideas.
In the classroom
Prediction is a valuable stage in listening and reading activities. It mirrors skills use, where
predictions form an important base for being able to process language in real time. Both
content and language can be predicted.
What I Have Learned
In the previous activity, you successfully predict the happenings of the story that
makes you focus on the story you listened to. This time you pretend that you are talking to
someone predict their answers in the conversation.
ACTIVITY 3: LET’S TALK.
Instruction: The following is a telephone conversation. Predict what the other speaker is
saying. Get a partner and present the telephone conversation (if applicable). Write your
answer on the space provided.
45
Source: English Expressways II pp. 99
Maggie: I am Maggie Conception. I am interested to apply for the Youth Exchange Program.
Can you help me?
Other Speaker:
_________________________________________________________________________
_________________________________________________________________________
______
Maggie: May I know the criteria for the selection of scholars?

Other Speaker:
_________________________________________________________________________
_________________________________________________________________________
______
Maggie: Could you tell me where can I get an application?

Other Speaker:
_________________________________________________________________________
_________________________________________________________________________
______
Magie: Thank you very much.

Other Speaker:
_________________________________________________________________________
_________________________________________________________________________
______
46
What I Can Do
You just have tried making your prediction in a conversation. In the next activity you are
going to predict the next part of a story and check if your prediction is right.
ACTIVITY 4: THE NEXT EPISODE
Direction: Listen/watch a drama on radio/TV, predict what might happen next. On the next
day check if your prediction is right.
TITLE: _________________________________
The Last Part

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
My Prediction
________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
47
What Happened?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________
48
Lesson
Listening to Paraphrase
7
Lesson
Information or Ideas
What’s In
What is paraphrasing?
Paraphrasing expresses the meaning of (the writer or speaker or something written
or spoken) using different words, especially to achieve greater clarity. You can either quote
or paraphrase literary texts. It is different from summarizing and quoting statements.
Image source: https://sarastudioonline.com/images/488195.jpg
What I Need to Know
At the end of this lesson, you should be able to listen to paraphrase

information/ideas. Define paraphrase and paraphrase lines from the song they listened to.
What’s New
Do you know already that you can restate ideas in your own words by reading first
the selection since it is always the first step of paraphrasing but today you will have another
challenge to take. There is a listening text which will be used for the paraphrasing exercises.
Option A. How to paraphrase?
There are steps in paraphrasing but commonly it is more on reading. Today, you will
listen to paraphrase. Before that let us watch this video on how to paraphrase.
49
Video source: https://www.youtube.com/watch?v=oiM0x0ApVL8
Option B. If you cannot access the above video using the link. Below are the contents about
the steps in paraphrasing.
How to paraphrase in five steps
1. Listen the passage several times to fully understand the meaning
2. Note down key concepts
3. Write your version of the text without looking at the original
4. Compare your paraphrased text with the original passage and make minor
adjustments to phrases that remain too similar
5. Cite the source where you found the idea
Paraphrasing example
Original passage
“The number of foreign and domestic tourists in the Netherlands rose above 42
million in 2017, an increase of 9% and the sharpest growth rate since 2006, the national
statistics office CBS reported on Wednesday” (DutchNews.nl, 2018).
Paraphrased version
According to the national statistics office, the Netherlands experienced dramatic
growth in tourist numbers in 2017. More than 42 million tourists travelled to or within the
Netherlands that year, representing a 9% increase – the steepest in 12 years
(DutchNews.nl, 2018).
 The text is rewritten in your own words
 The meaning of the text did not change
 The source is cited correctly according to APA in-text citation rules
Examples of paraphrases and original sentences.
Here are the examples of original lines taken from the songs and the corresponding
paraphrases.
Original lines /sentences from the songs Paraphrased Sentences
It's a long road It's a long way to go when you face a
When you face the world alone lonely world where no one can reach you.
No one reaches out a hand You can find love if you look for it yourself.
For you to hold
You can find love
If you search within yourself
50
And the emptiness you felt
Will disappear
Source: lyrics from the song “Hero” by
Mariah Carey
Original lines /sentences from the songs Paraphrased Sentences
Whenever I see girls and boys Selling Whenever I see a girl and a boy selling
lanterns on the street I remember the child lanterns on the street, I remember my child
in the manger as he sleeps Wherever there sleeping peacefully in the manger and
are people Giving gifts exchanging cards I everyone was in God
believe that Christmas is truly in their hearts
Let's light our Christmas trees for a bright
tomorrow Where nations are at peace And
all are one in God
Source: lyrics from the song “Christmas in

our Hearts ” by Jose Marie Chan
What Is it?
After learning about paraphrasing, it is necessary to learn on how to listen very well.
Listening is a skill that involves reception through the ears. It involves sound elements that
are processed into words and sentences. It’s our ears use to receive individual sounds
(letters, stress, rhythm), and our brain to transcode these messages that we find meaning in.
Listening in any language needs focus. It is a skill that should be exerted more effort
to grasp the information
Before Listening:
1. Listen attentively to get general ideas
2. Take down notes to assist you in answering questions later.
Guide Question:
1. What are our prayers to God as reflected in this song?
2. What does the song tell us if we humble ourselves?
Listening Text: Note Heal Our Land is chosen because it is always played on the radio
and FM stations in this time of pandemic.)
Option A. There is an attached mp3 file of the song “Heal our Land” in this module which
will be given by the teacher to those who have devices.
Option B. Let the students listen the song “Heal our Land” from radio and fm stations in
their respective areas since the song is one of the most played songs in this Covid-19
pandemic.
51
Heal Our Land
By: Jamie Rivera
If my people will humble themselves
Humble themselves and pray
If they seek my face and humble themselves
And turn from their wicked ways
I will hear from heaven and forgive their sins
I will hear from heaven and heal their land
Lord, heal our land
Father, heal our land
Hear our cry and turn our nation back to You
Lord, heal our land
Hear us oh, Lord, and heal our land
Forgive our sin and heal our broken land
Lord, we vow our knee, we humble ourselves
Humble ourselves and pray
Lord, we seek your face and humble ourselves
And turn from my wicked ways
Father in Your mercy, forgive our sins
Father in Your mercy, come heal our land
Lord, heal our land
Lord, heal our land
Hear us oh, …
Source: https://bit.ly/2N6Ef0A
What’s More
Activity 1: Fill me!

Listen carefully as mp3 file or from radio or FM of the song “Heal our Land” is played.
Fill in the table below with the three lines from the song that captured your attention most.
Lines From The Song What do the lines mean to you?
1.
2.
3.
52
What I Have Learned
Activity 2: Generalization
1. Why do you need to listen carefully before you can paraphrase?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
2. Why we ask God to heal our Land?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________
What I Can Do
Directions: Paraphrase the following lines from the song “Heal our Land” by Jamie
Rivera (5 pts. each)
Original Line/ Paraphrased Line
1. If my people will humble themselves
Humble themselves and pray
If they seek my face and humble themselves
And turn from their wicked ways
I will hear from heaven and forgive their sins
I will hear from heaven and heal their land
2. Lord, heal our land
3. Lord, we seek your face and humble ourselves
Lord, we seek your face and humble ourselves
4. Father in Your mercy, forgive our sins
Father in Your mercy, come heal our land
Lord, heal our land
Summary:
To listen is to feel, to understand, and to respond the speakers’ message. This
listening comprehension skill that you have developed is very essential in having an
53
effective communication. In some ways, being an effective listener is being respectful to
each other, be open to listen to other person without judgement. When you are an effective
listener, you can be someone who can be reached out by anyone.
54
Assessment: (Post-Test)
1. What are some ways you can improve your listening?
a. Take brief notes while the presenter speaks
b. Just sit there
c. Tune out the presenter
d. Jump into the conversation
2. Which word indicates a tone of happiness to the following sentence:
Bouncing into the room, she lit up the vicinity with a joyous glow on her face as she
told about her fiancé and their wedding plans.
a. vicinity b. wedding c. joyful d. grateful
3. Identify the mood of the following sentence:
She huddled in the corner, clutching her tattered blanket, and shaking convulsively,
as she feverishly searched the room for the unknown dangers that awaited her.
a. Fanciful b. Suspenseful c. Melancholy d. Sentimental
4. During colonial days there were no bathtubs or showers in the houses. They were
not missed, however. Many people of that time never thought of taking a bath. Most
people thought that water caused many diseases. Only the hands and face were
washed, and that wasn't often. You can predict that people of today:
a. take more baths than people of colonial days
b. take fewer baths than people of colonial days
c. fear water more than people of colonial days
d. take less baths than people of colonial days
5. Shattered glass has caused many injuries and deaths. Glass manufacturers have
come up with an answer to this problem. They have developed windshields that do
not cut even when shattered. The use of this glass in automobiles is expected to
save many lives. You can predict that the new glass:
a. won't break c. will cost a lot of money
b. isn't sharp d. is cheap
6 – 10 Read the text entitled “A River Speaks” by Confucius. Then answer questions that
follow
55
A RIVER SPEAKS
1. One day the great Chinese philosopher, Confucius, stopped by the river bank with his
disciples. The great teacher looked along at the flowing water. One of his disciples, Tzu
Kung, broke the silence and asked.
2. “O Master, why do you always look at a flowing river in deep thought?”
3. “Sons,” Confucius replied, “the water in a river can teach us many a good lesson. Listen.
4. Water is a most useful thing. It waters the land to make all things grow; yet it is not
boastful of its merit. It is just like a virtuous man.
5. When water flows, it gently starts from a higher plane to a lower one, step by step – just
like an orderly man.
6. Water flows continuously from morning till night without any let up just like man’s
unceasing effort.
7. Flowing water is not daunted by high cliffs or deep valleys just like a man of courage, one
who never loses heart.
8. Wherever water flows, it will not go away until the channel is full to the brim. It is just like a
well-disciplined man.
9. Water, whether it is in the sea, in the river, or in a little brook, always maintain a level –
just like a man who does not have to be governed by mere rules.
10. Water cleans dirty things just like a good man transforming evil into good.
11. Water always continues in the direction it is flowing regardless of obstacles – just like a
man of determination who is not stopped by difficulties.
12. Sons, water has many lessons to teach us. That is why I have never looked at a river
without pondering over it.”
6. What did Confucius tell about water?
A. Water has many lessons to teach us. C. Water is part of our nature.
B. Water is God’s gift to human. D. Water is an ordinary thing.
7. “Water cleans dirty things” refer to
A. a water that will cleanse our soul
B. a water that is used for washing the dirty things
C. a water that is used for cleaning purposes only
D. a water which is compared to a good man transforming evil into good
56
8. “Water, whether it is in the sea, in the river, or in a little brook, always maintains a level-“
is being compared to
A. a man transforming good into evil
B. a man of determination
C. a man’s unceasing effort
D. a man who does not have to be governed by mere rules
9. Which of the following statement is compared to the water?
A. Water is like an imprudent man. C. Water is like an orderly man.
B. Water is like an unethical man. D. Water is like a nasty man.
10. Why is the water being compared to a man of determination?
A. because water cleans dirty things
B. because water is not daunted by high cliffs or deep valleys
C. because water will not go away until the channel is full to the brim
D. because water always continues in the direction it is flowing regardless of obstacles
11 – 15 Read each passage carefully. Then read each question. Encircle the letter of the
BEST answer.
A Florida Program has found that the threat of legal penalties can reduce teen
smoking up to 40%. In Florida counties where underage smoking laws are strictly enforced
and penalties include being fined or losing a driver’s license, students were far less likely to
smoke than were students in lower-enforcement areas.
-Excerpt from InTime magazine, 2011
11. From this article, we can infer that:
a. School anti-smoking programs reduce smoking
b. Parent involvement reduces teen smoking
c. Paying fines and getting tickets reduces teen smoking
d. High attendance at school reduces teen smoking
In a belated effort to improve relations between cell-phone addicts and the people
who sit near them, Nokia has begun a campaign to silence phones during theatre
performances. Its public service announcement, which debuted in Dallas, began with
increasingly annoying rings, then urged the audience to switch phones to vibrate. It was met
with wild applause, and Nokia is now taking its show on the road.
-Excerpt from InTime magazine
12. Nokia is a company selling:

57
a. Movies b. Phones c. Theatre tickets d. Books
13. You can infer that Nokia did what after this public service announcement?
a. Stopped airing the message c. Replaced the message with a new

one
b. Continued airing the message d. Did nothing
The girls are ready for the meet. They get on their mark, the horn sounds, and they dive
in. Mary Stanton starts out on par with the others. Slowly she inches ahead.
-Excerpt from Jamestown Reading Navigator, InClass Reader
14. What is Mary Stanton competing in?
a. Track b. Swimming c. Volleyball d. Basketball
Young campaign workers looked up from their pizza at Obama re-election

headquarters in Chicago one evening last month to find an unexpected guest: the first lady
of the United States, there to deliver a surprise speech.
Michelle Obama, who often calls herself the mom in chief, is taking on the new role
of motivator in chief.
After nearly three years of limiting her time in the public sphere, she is suddenly
ubiquitous: headlining seven fund-raisers in October, promoting new initiatives for
veterans and her husband’s stalled jobs bill.
-Excerpt from “First Lady’s Mission: Energizing the Campaign”. The New York Times,
11/18/11
15. Based on the article, what can you infer ubiquitous means?
a. Disappearing b. acting foolish c. everywhere d. in college taking

classes
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For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph
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Listening Comprehension

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Quarter 2 Module 4

Development Team of the Module

Writers: Hermie G. Pocot, Lady Fe C. Abrea , Jenipher Abad

Reviewer: Levie D. Llemit, PhD

Illustrator: Raul A. Mabilen

Layout Artist: Reachel Mae T. Alejandrino

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Co-Chairperson: Conniebel C. Nistal, PhD

Members: Levie D. Llemit, PhD – EPS – I English

Printed in the Philippines by

What I Need to Know

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

How to Learn from this Module

What I know This is an assessment as to your level of

What’s In This part connects previous lesson with that

What’s New An introduction of the new lesson through

What is It These are discussions of the activities as a

What’s More These are follow-up activities that are

What I Have Activities designed to process what you have

What I can do These are tasks that are designed to

1. What is the "mood" of a story?

a. Emotions audience feels from a given passage.

b. The lesson the reader learns from the story.

c. The time and place of the story

d. The author, narrator, or speaker's attitude toward a subject

2. Good readers make predictions by

a. guessing c. asking their friends

b. using text features d. watching the movie first

3. Which is NOT a way to improve listening skills?

a. Make eye contact c. Jump into the conversation

b. Validate the speaker d. Take note the important details

4. What is the "tone" of a story?

a. The feeling the passage evokes from the reader

b. The author, narrator, or speaker's attitude toward a subject

c. The summary of events in the story

d. The lesson the reader learns from the story.

5. Making a prediction is

a. a way to solve world hunger.

d. a way to make generalization in the story.

2. “O Master, why do you always look at a flowing river in deep thought?”

a. Zhuangzi b. Tzu Kung c. Lao Tsu d. Zen Shin

7. Why does Confucius always look at the flowing river?

a. he always love water in the river

b. the water from the river can relieve stress

c. the water from the river can teach us good lessons

line is being compared to

a. a virtuous man c. a well-disciplined man

b. an orderly man d. a brave man

a. a virtuous man c. a well-disciplined man

b. an orderly man d. a brave man

10. Why the author entitled the selection “A River Speaks”?

b. because the river is magical d. because the river is compared to human

-Excerpt from The Things a Brother Knows by Dana Reinhardt

a. The top score in the class c. An “A”

b. A low score d. He earned a zero because he never did the work

-Excerpt from Copper Sun by Sharon Draper

a. She’s losing in a game c. She has just moved to a foreign country

b. She’s a captive being sold d. She is cooking for a group of men

-Excerpt from First Test by Tamora Pierce

13. What genre is this novel?

-Excerpt from In Class Reader

14. Where is Eric?

a. A soccer stadium c. In the woods

15. What happened to Eric?