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English 11

Quarter 2 - Module 7:
A Venture to the Wonders of
Reading and Listening

Department of Education ● Republic of the Philippines

English- Grade 10
Alternative Delivery Mode
Quarter 2 - Module 7: A Venture to the Wonders of Reading and Listening
First Edition, 2020
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Published by the Department of Education – Division of Bukidnon

Development Team of the Module

Authors: Jelsin L. Dumape

Jessa Mae Pada
Editor: Ma. Glaiza M. Macamay
Reviewer: Vergilia O. Pancho, PhD
Illustrator: Dave L. Generalao

Management Team

Chairperson: Dr. Arturo B. Bayocot, CESO III

Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Asst. Regional Director

Randolph B. Tortola, PhD, CESO IV

Schools Division Superintendent

Shambaeh A. Usman, PhD

Assistant Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Neil A. Improgo, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM

Members: Elbert R. Francisco, PhD, Chief ES, CID

Sarah M. Mancao, PhD, EPS in English
Rejynne Mary L. Ruiz, PhD, LRMDS Manager
Jeny B. Timbal, PDO II
Shella O. Bolasco, Division Librarian II
Daryl Rey T. Macario, Division ICT Coordinator
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10
 English
Quarter 2 - Module 7:
A Venture to the Wonders
of Reading and Listening

This module was collaboratively developed and reviewed by educators

from public schools. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at bukidnon@deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

 TABLE OF CONTENTS

Page
COVER PAGE
COPYRIGHTPAGE
TITLE PAGE
TABLE OF CONTENTS

WHAT THIS MODULE IS ABOUT

Note to the Teacher/Facilitator
Note to the Learner
Note to the Parents/Guardian
Module Icons

WHAT I NEED TO KNOW 1

WHAT I KNOW (Pretest) (Monday) 1

Lesson 1: Evaluating Literature

What I Need to Know 4
What I Know 4
What’s In 7
What’s New 8
What Is It 11
What’s More (Tuesday) 13
What I Have Learned 14
What I Can Do 14
Assessment 15
Additional Activities 17
Lesson 2: Listening Strategies (Wednesday)
What I Need to Know 19
What I Know 19
What’s In 22
What’s New 23
What Is It 25
What’s More (Thursday) 26
What I Have Learned 27
What I Can Do 28
Assessment 28
Additional Activities 29
Assessment (Posttest) (Friday) 30
Key to Answers 32
References 35
What This Module Is About

Good day, learner! I am

Teacher J. Today, I will help you learn
the lessons in this module. Please keep Wow! I will be
in touch and be ready. Fun and glad to learn the lessons
exciting activities are waiting for you. with you Teacher J.
Before we start, please take I can’t wait to
note on how to use this module. There start the activities. It
are icons that will help your journey in sounds interesting and
accomplishing the lessons in this exciting.
module. Good luck!

For the facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on A Venture to
the Wonders of Reading and Listening
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the learner:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on A Venture to
the Wonders of Reading and Listening
The hand is one of the most symbolized parts of the human body. It is often used to depict
skill, action and purpose. Through our hands we may learn, create and accomplish. Hence,
the hand in this learning resource signifies that you as a learner is capable and empowered
to successfully achieve the relevant competencies and skills at your own pace and time.
Your academic success lies in your own hands!
How to Learn from this Module
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced

to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a
situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
 Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
References This is a list of all sources used in developing this
module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!
 What I Need to Know

Before we start this module,

please keep track of the competencies you
need to master after accomplishing all the
tasks.

This module was designed and written with you in mind. It is here to help you master
the skills in English. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course.

The module is divided into two lessons, namely:

 Lesson 1 – Evaluating Literature
 Lesson 2 – Listening Strategies

After going through this module, you are expected to:

 evaluate text content, elements, features, and properties using a set of

criteria (EN10RC-IIh-2.22); and
 switch from one listening strategy to another to extract meaning from the
listening text (EN10L-IIa-13.9)

What I Know

Now, take the pretest to check

your knowledge on the lessons covered in
this module. Do your best and good luck!

Instructions: Read carefully the passages in each item and choose the letter of the correct
answer to each question. Write the letter of the most appropriate answer on a
separate sheet of paper.

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1. The following are the qualities of a good literature EXCEPT
A. Literature should have a theme.
B. Literature should have a compelling idea.
C. Literature should have a good style and grammar.
D. Literature should always be in fiction to become good.

2. It refers to the body of all written works.

A. article B. essay
C. literature D. poetry

3. This motto embodies the friendship of four gentlemen in the novel “The Three
Musketeers”.
A. No man is an island. B. One for all, all for one.
C. Everything happens for a reason. D. What is essential is invisible to the eye.

4. Who is the author of the story “The Three Musketeers”?

A. Albert Camus B. Alexander Dumas
C. Jack London D. William Shakespeare

5. In evaluating literary text, one must consider the __________________________.

A. grammar B. style
C. theme D. all of the above

6. The following are the characteristics of a great literature EXCEPT

A. Expresses gender biases
B. Expresses universal meaning
C. Conveys a timeless message that remains true for many generations of
readers
D. Creates vivid expressions of characters and settings that many
generations of readers can treasure

7. Which of the following themes would be considered ‘universal’ and would most
likely appear in traditional literature?
A. alien existence B. good overcoming evil
C. evil overcoming good D. exploring homosexuality

8. It involves identifying the sounds of speech and processing them into words and
sentences.
A. listening B. reading
C. writing D. speaking

9. When we use background knowledge to make sense of what we are listening to,
we are performing the ___________.
A. active listening B. inactive listening
C. bottom-up listening strategy D. top-down listening strategy

10. Which of the following is an activity under top-down listening strategy?

A. recognizing images B. listening for details
C. recognizing word sounds D. listening for the main idea

11. Which of the following is NOT an activity under bottom-up strategy?

A. listening for main ideas B. recognizing word sounds
C. listening for specific details D. understanding language word-by-word

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12. This happens when we understand language sound by sound or word by word,
with less use of background knowledge.
A. active listening B. inactive listening
C. bottom-up listening strategy D. top-down listening strategy

13. Which of the following is an activity under bottom-up listening strategy?

A. catching up the main idea
B. listening for specific details
C. recognizing the idea of the music
D. listening for the different intonation

14. Which of the following is NOT an activity under top-down listening strategy?
A. predicting B. taking down notes
C. shadowing the speaker D. recognizing word sounds

15. When we listen, we use our ears to receive individual _______.

A. image B .sense
C. smell D. sound

Perfect? Hats off to you!

You’re great! But if you got 8 or
lower you really should study this
module very closely. Enjoy and keep
on learning!

Lesson Evaluating Literature

3
 1
What I Need to Know

This lesson will lead you to appreciate literary texts through reading and analysing
their content, features and elements. You will also learn to evaluate literary texts that will
help you develop your critical thinking skills which are necessary in today’s real life
situations.

In charting the course of your journey in this lesson, you are expected to:

 determine the criteria in evaluating literary text;

 appreciate literary texts through a set of criteria; and
 evaluate text content, elements, features, and properties using a set of
criteria (EN10RC-IIh-2.22)

What I Know
.

The following pretest aims to

determine what you know about the
topics covered in this lesson. Try to
answer the questions as best as you
can. Good luck!

Instructions: Read carefully the questions in each item and choose the letter of the
correct answer. Write the letter of the most appropriate answer on a
separate sheet of paper.

For numbers 1- 4, read the selection and answer the questions that follow.

With a deep sigh, Dulce drifted toward the window. In the fading light she
could barely see the figure riding up the path. As soon as he sprang from his
horse and strode to the front door, Dulce
4 knew it was Lance. Quickly she thrust
the letter she had been reading into her dress pocket. The door to the drawing
room swung open.
1. At the beginning of the passage, the mood is ___________________.
A. eerie B. energetic
C. quiet D. romantic

2. At the end of the passage, the mood is ____________________.

A. calm B. humorous
C. mysterious D. tense

3. From the passage, it could be inferred that ___________________.

A. Dulce favors her son’s action.
B. Lance doesn’t approve of his wife’s decision.
C. Dulce and Lance are having disagreement over their son.
D. All of the above

4. The author of the passage wants us to think that _______________.

A. people vary in disposition
B. a conflict normally occurs at home
C. Lance is very protective of his son
D. a mother knows what is best for her son

For numbers 5 and 6, read the lines from the poem “Three Words of Strength” and answer
the questions that follow.

Three Words of Strength

Put thou the shadow from thy brow,

No night but hath its morn.
Know this: God rules the host of heaven,
The inhabitants of earth.
Not love alone for one.

But man, as man thy brothers call,

And scatter like a circling sun,
Thy charities on all.

5. What is the underlying theme of the poem?

A. God loves everyone.
B. God loves those who are suffering.
C. God loves those who help themselves.
D. God loves those who know how to love in return.
6. What elements in the poem helped you in determining its theme?
A. Persona in the poem speaks about the message.
5
 B. Each stanza has a meaning that relates to each other.
C. Rhyme and rhythm add to the culmination of the theme.
D. Symbolism in the poem relates with each other to create a unified theme.

For numbers 7-10, read the selection and answer the questions that follow.
The origins of the horse go back to eohippus, the "dawn horse" of the Eocene,
only 10 to 20 inches tall. Like its relatives, the ancient tapir and rhinoceros, eohippus
had four toes on its front feet, three on the rear, and teeth adapted to a forest diet of
flocculent leaves. Eohippus died out about 5.1 million years ago in both North America
and Europe.
Late ancestral horse types moved from their forest niche out onto the grassy
plains. Their teeth had to accommodate to hard siliceous grass. No longer could these
proto horses slip away through impenetrable forest when danger threatened. Escape
now demanded speed and stamina. Limbs grew more elongated. Extra toes became
vestiges that were not visible externally.

7. The passage mainly discusses the ____________________________.

A. animals of Eocene B. size of eohippus
C. evolution of the horse D. plight of endangered species

8. The author states that eohippus was related to the _____________

A. hippopotamus B. horsefly
C. rhinoceros D. tapeworm

9. What did the eohippus eat?

A. flocculent leaves B. Rhinoceros meat
C. hard siliceous grass D. other horses

10. In what way did predators present less of a threat to eohippus than to later proto
horses?
A. Eohippus was not edible.
B. Eohippus could run farther.
C. Eohippus was larger and stronger.
D. Eohippus was hidden by the forest.

For numbers 11-15, read the selection below and answer the questions that follow.
Laughter helps curb the damaging physical effects of stress. It decreases
our stress hormones. Having the ability to laugh at stressful situations could even
reduce the risk of a heart disease. Laughter is a very powerful medicine that can
lower our stress level, get rid of our anger and even unite our family in bad times.
Stress is connected with the way we think. It is not the situation but the
way we think about it that starts our stress. When we can laugh at ourselves and
be positive about the situation, most likely the problem will not seem to be as earth
shaking as we had thought. If you feel tension coming on, just have a good laugh.
This is usually followed by a feeling of relaxation.
Laughter is a healer. Recent studies have shown that laughter can lower
blood pressure and stress levels and increase the feel-good hormones called
endorphins. A good belly laugh is a physical workout. A few minutes of laughter
and physical exercise would be a healthy lifestyle. This comes from stimulating the
blood flow and helping your heart. Do you think you could have happiness without
laughter? No way
11. Why does laughter decrease our stress hormones?
A. It helps us calm down.
6
 B. It releases feel-good hormones.
B. It reduces the risk of heart diseases.
D. Laughter is a good physical exercise.

12. What figure of speech is used in the following sentence?

“A good belly is a physical workout.”
A. allusion B. metaphor
C. personification D. simile

13. What may most likely happen to people who rarely laugh?
A. They may end up frustrated.
B. They may end up getting sick.
C. They may not have a positive attitude.
D. They may not have plenty of exercise.

14. What value does the article impart?

A. camaraderie B. friendliness
C. open-mindedness D. optimism

15. Which of the following themes would be considered 'universal' and would most
likely appear in traditional literature?
A. alien existence B. good overcoming evil
C. evil overcoming good D. exploring homosexuality

How did you fare in the pretest? If

your score is 12-14, that’s good.
If your score is low, don’t worry,
this lesson will help you improve your
reading skills. Let’s get started.

What’s In

Instructions: Recall a literary text that you have read recently. Take note of the things you
like and you do not like about it. Use the table in writing your response.

Things You Do Not Like

Literary Text Things You Like About It
About It

7
 What’s New
How would you embody harmony in times of struggles and conflicts?

The friendship featured in “The Three Musketeers” is among four young gentlemen
devoted to the King. Their friendship allows them to combine forces and defeat evil powers
that might otherwise prevail. Friendship is thus portrayed in an immensely positive light in
the story – they are always there to share and support each other.

Read the story “The Three Musketeers” and observe its literary characteristics.

The Three Musketeers

Alexander Dumas

D'Artagnan, a poor but noble young man from Gascony, leaves his home to make his
fortune in Paris; he is carrying a letter of introduction to his father's friend, Monsieur de
Treville, captain of the King's Musketeers. On the way to Paris, d'Artagnan's impulsive
nature gets him into trouble; he is beaten and the letter of introduction is taken from him. In
Paris, he nevertheless is granted an interview with Monsieur de Treville, and is promised
acceptance in the Royal Academy free of charge, where he can learn fencing, riding, and
good manners; later, with experience, d'Artagnan, can expect to become a musketeer.

While Treville, is writing a new letter of introduction, d'Artagnan glances out the
window and, by accident, sees the person who robbed him. He runs after him, and while
pursuing him, he offends three musketeers: first, he collides with Athos, reinjuring Athos's
wounded shoulder; then he jostles Porthos and reveals a partly counterfeit golden shoulder
belt that he is wearing; and finally, he offends Aramis by ungallantly and unintentionally
bringing attention to a lady's handkerchief. He is challenged to a duel by each of the
musketeers. After he meets the musketeers and begins dueling with Athos, they are all
threatened with arrest by the dreaded cardinal's guards because of a law against dueling.
D'Artagnan joins forces with the musketeers and helps drive the cardinal's men away. Thus,
almost immediately after his arrival in Paris, D'Artagnan becomes an intimate friend of the
three musketeers.

One day, d'Artagnan's elderly landlord, Bonacieux, comes to ask him for help; the
landlord's young wife, Constance, has been kidnapped — probably by the cardinal's men
because she is the queen's linen maid and knows many of the queen's secrets, secrets
which the cardinal desperately wants revealed so that he can discredit the queen, who
earlier rejected his romantic advances. D'Artagnan is able to rescue Madame Bonacieux
from her abductors and, while doing so, falls in love with her. Later, when he inadvertently
sees her cross a bridge with a strange man, he stops them and discovers that the man is an
English nobleman, the duke of Buckingham, the queen's secret lover; being an Englishman,
the man is also an enemy of France. That night, the queen gives the duke an elegant gift of
twelve diamond tags in a rosewood box.

When the cardinal, through his extended and vast network of spies (one of whom is
among the queen's ladies-in-waiting) discovers that the queen has given Buckingham the
diamond tags, he asks the king to give a fabulous ball and demand that the queen wear the
king's gift to her: the twelve diamond tags.

The queen is terrified when she learns about the ball and hears her husband order
her to wear the diamond tags. She knows very well that they are in London, in the
possession of the duke of Buckingham. Meanwhile, the cardinal sends one of his spies —
8
the elegant and beautiful Milady — to London; he instructs her to dance with the duke, snip
off at least two of the diamond tags, and return them to the cardinal so that he can use them
in a blackmail scheme.

Ready to help the queen regain the diamond tags, whatever the cost, Constance
Bonacieux pleads with d'Artagnan to undertake the dangerous trip to London in order to
retrieve the diamond tags from the duke before the ball and thereby save the queen's
reputation. D'Artagnan readily accepts Constance's request, and accompanied by the three
musketeers, he begins the hazardous trip to London. On the way, they are continually
ambushed by the cardinal's spies, and one by one, the musketeers are foiled from
accompanying d'Artagnan to London.

When d'Artagnan reaches London, he reports the situation to Buckingham, who

discovers in horror that two of the tags are missing. Immediately, he calls in his personal
jeweler and instructs him to work furiously in order to make exact copies. He gives the
copies to d'Artagnan, along with the remaining ten tags, and a superb, prearranged series of
horses that will take d'Artagnan from London to Paris in twelve hours. Thus, the queen is
able to appear in what seems to be all twelve of the diamond tags — to the utter
astonishment of the cardinal. For d'Artagnan's heroic efforts, the queen secretly presents
him with a large, magnificent diamond ring.

After agreeing to a rendezvous with Constance (which never takes place because
she is again abducted by the cardinal's men), d'Artagnan is told that it is dangerous to
remain in Paris: the cardinal knows everything that happens in Paris; it will not be long,
before he learns about d'Artagnan's role in the diamond tag escapade. D'Artagnan therefore
decides that this would be a good time to discover what happened to his musketeer friends.

He returns to each of the places where he left them, and finding them all safe, they
return to Paris — only to discover that they must buy equipment for the king's next military
maneuver: the siege of La Rochelle. Each of the musketeers must find some way of getting
money — something they are always short of.

While pondering how to get some cash, d'Artagnan sees Milady by accident and is
overwhelmed by her beauty; he follows her and tries to protect her from a bothersome man
who turns out to be her brother-in-law. The brother-in-law challenges d'Artagnan to a duel
and they fight. D'Artagnan overpowers him, but spares his life. In appreciation for his life, the
brother-in-law — Lord de Winter — introduces d'Artagnan to Milady, Lady de Winter.
Meanwhile, Milady's maid sees d'Artagnan and falls in love with him, and later she tells him
that Milady is madly in love with Count de Wardes, the man whom d'Artagnan wounded just
before sailing to London. She also gives d'Artagnan a love note which Milady has written to
de Wardes. D'Artagnan is so furious that he forges de Wardes' signature on a return letter to
Milady, arranging a dark, nighttime rendezvous with Milady. While she thinks that she's
making love to de Wardes, d'Artagnan will be making passionate love to her.

The plan works, and afterward Milady is so satisfied that she gives d'Artagnan an
elegant sapphire ring surrounded with diamonds, promising to have "that stupid d'Artagnan"
killed for having wounded de Wardes, the man she thinks she's been making love to in the
darkness.

Later, d'Artagnan is furious, and, in order to get revenge against her, he answers
another love note of hers to de Wardes, signing de Wardes' name under a flippant reminder
that Milady has to "wait her turn." Milady is so incensed that she asks d'Artagnan to kill de
Wardes, and as prepayment she goes to bed with him. d'Artagnan is so enamored by
Milady's loveliness that he impulsively reveals that this is not the first time that he has made

9
love to her: earlier, when she thought that she was making love in the dark to de Wardes —
she wasn't. D'Artagnan was in bed with her.

Milady rears up and tries to kill d'Artagnan and as they scuffle, her nightgown is torn
and d'Artagnan sees the mark of a convict branded on one of her shoulders. The discovery
of this secret is so terrible that Milady vows that d'Artagnan will die. By a stroke of good
fortune, however, and some help from Kitty, d'Artagnan escapes.

Relating the adventure to Athos later, the two men discover that Milady is Athos's
wife, a woman whom he thought he hanged after he discovered that she was a branded
criminal. Athos and d'Artagnan decide to sell Milady's "tainted" ring — which originally
belonged to Athos's family — and now they are both able to buy their equipment for the
siege of La Rochelle. Meantime, Porthos has obtained his equipment from his aging, miserly
mistress, and Aramis has obtained his equipment from his beloved friend, Madame de
Chevreuse.

Before d'Artagnan and the musketeers leave in their separate regiments for the
siege, the king becomes ill, and d'Artagnan's group moves out first, leaving the musketeers
behind for the time being to await the king. d'Artagnan is lonesome for his friends and, one
day, he wanders off alone — not a wise decision, because he is fired at by two of Milady's
hired assassions. Later, during a dangerous mission that d'Artagnan is leading, the same
two assassins again try to kill him. When this attempt fails, Milady decides to have some
poisoned wine delivered to d'Artagnan -compliments of "the three musketeers." D'Artagnan
does not realize that the wine is poisoned, and he is so busy talking that he fails to drink the
wine immediately. Instead, another soldier drinks the wine — and falls dead.

Meanwhile, the three musketeers are enjoying their leisure time, drinking and joking,
and, by chance, they meet the cardinal, who is going to a meeting with Milady, who is
staying at the inn which the musketeers just left. The musketeers accompany the cardinal
and listen through a broken stovepipe to the conversation.

Milady, they learn, is going to London to make sure that the duke of Buckingham is
killed; in return, the cardinal will take revenge against d'Artagnan. The musketeers
immediately decide on a plan to warn d'Artagnan and Buckingham. Thus, when Milady
arrives in England, she is taken prisoner by her brother-in-law, de Winter. However, she
cleverly corrupts her jailer, convinces him (a religious puritan fanatic) that Buckingham
deserves to be put to death, and he obeys her.

She then escapes to France, where she is determined to complete her revenge
against d'Artagnan. She goes to the convent where the queen has placed Constance
Bonacieux, d'Artagnan's beloved, for protection, and there Milady wins the young girl's
confidence. Precisely when d'Artagnan and the musketeers arrive to rescue Constance,
Milady poisons her and escapes.

D'Artagnan and the musketeers track her down, accuse her of her many crimes —
and execute her. When the entire story is revealed later to the cardinal, he is horrified at the
extent of Milady's evil web of death, and he is extremely impressed with d'Artagnan's
laudable actions. Consequently, he writes out a commission for d'Artagnan to become a
lieutenant in the King's Musketeers. After offering the commission to Athos, Porthos, and
Aramis and being refused by all three, d'Artagnan accepts the prestigious commission at the
early age of twenty-one. Source: https://www.cliffsnotes.com/literature/t/the-
three-musketeers/book-summary

Comprehension Check:
Answer the questions that follow on a separate sheet of paper.
10
 1. The three musketeers proclaim their motto as "All for
one, one for all." What does this motto mean?

2. How would you describe society during the late-

medieval France based from the setting of the story?

3. How do the protagonists assert conflicts and

resolutions in the hierarchical state of affiars of the
country?

4. What principle do D'Artagnan and the three musketeers

uphold? Do you agree with their principles? Why? Why not?

5. What personal code of ethics (principles) do the

protagonists abide with? Why do you think so?

6. How does the world Dumas portrayed in "The Three

Musketeers" resemble the modern corporate world?
(business in today's worth?

What Is It
When it comes to literature, different writers enjoy the freedom to express their
writing in any language using any features of style that they feel will best bring out their
story.
At the end of the day, literature is all about telling a story in a very compelling way in
order to keep the reader or the listener engaged. With this in mind however, it’s important to
note that there are still a number of rules of literature that writers will still have to adhere to in
order for their literary works to fit the bill of good literature.
5 Essential Qualities of Good Literature

Literature should have a theme

When coming up with any literary work, it’s very essential to have a theme because this is
what gives your writing direction. From start to finish, your work should be linked to the overall
theme meaning that whatever different issues you choose to address through your work must
all contribute towards the broad theme.

It should explain the relevance of the theme

As a writer, you are essentially like an artist looking to share your worldview with your
audience therefore as you select a theme that you will go with, you must also creatively let the
audience know what the relevance of the theme is to them. At the end of the day, audiences
11
will only appreciate literary works that have some relevance to their day to day lives.
 (continuation) 5 Essential Qualities of Good Literature

Literature should have a compelling idea

The only way to keep your readers or listeners glued to your literature is if it communicates a
compelling idea that your audience can relate to. It doesn’t matter if the piece of literature is a
work of fiction or reality, it’s the idea it’s communicating that will compel your audience to keep
reading or listening as they keenly anticipate knowing what the conclusion is.

Literature should have good style and grammar

Your audience will stay glued to your literary works if it has a good sense of style and
grammar. It’s however very important as you incorporate these features, you have a clear
understanding of who your audience is. You don’t want to lose your audience through using
too complex or too simple language.

Literature should sound genuine

Regardless of whether you are writing fiction or reality, there’s a certain level of genuineness
that needs to be felt in your literary works. You must therefore ensure that your characters are
not too exaggerated and the theme you are writing about is plausible.

Questions for Evaluating Literature:

 How original and inventive is the work?

 How effectively does the writing achieve the purpose?
 How vividly and believably are the characters, settings, dialogues, actions
and feelings portrayed?
 How strongly did I react to the work? Did I identify with the character,
situation, or feeling? Did the work stir my memories and emotions?
 Does the message of the work have meaning for me? Will I remember it a
year from now?

Note: Some literary works may not meet the criteria, but you can apply other standards
of evaluation when you are making judgments about a work.

Source: https://www.colinwilsonworld.co.uk/5-essential-qualities-of-good-literature/

Did you now grasp how to

evaluate literary texts? Are you
now ready to answer the
activities? Let’s try!

12
 What’s More

Activity 1: Write TRUE if you agree with the statement, and FALSE if you disagree with it.
Write your answer on a separate sheet of paper.

_______1. A literary type using invented or imaginative writing, instead of real facts, usually
written as prose is called fiction.
_______2. Theme gives literature a writing direction.
_______3. Romance novels offer an escape from daily life with the belief that true love really
exists.
_______4. Too complex and too simple languages are used in writing good literature.
_______5. It is not necessary to explain the relevance of the theme of literature.
_______6. The body of all written works is called literature.
_______7. Good literature can be a work of fiction or reality.
_______8. Literature should have a good style and grammar.
_______9. Literature without theme is still good.
_______10. Audiences will only appreciate literary works that have some relevance to their
day to day lives.

Activity 2: Analyze whether the story “The Three Musketeers”, meets the following criteria.
Write an evaluation based on the criteria by answering the questions for
Evaluating Literature found on page 12. Write your evaluation on a separate
sheet of paper.
Characteristics of a Great 5 3 1
Literature Very Good Good Poor
1. Explores great themes in The literary text The literary text The literary text
human nature and human expresses great expresses doesn’t have
experience that many people can theme that many theme that few theme that no one
identify with – such as growing up, people can people can can identify with.
family, love, the courageous identify with. identify with.
individual’s struggle against
oppression and war.
2. Expresses universal meaning – The literary text The literary text The literary text
such as truth or hope – that people expresses expresses doesn’t express
from many different backgrounds universal meaning. meaning.
and cultures can appreciate. meaning.
3. Conveys a timeless message The literary text The literary text The literary text
that remains true for many conveys a conveys a conveys no
generations of readers. timeless message that message.
message that remains true for
remains true for only few
many generations of
generations of readers.
readers.
4. Creates vivid impressions of Characters’ Characters’ Characters’
characters and settings that many impressions and impressions impressions and
generations of readers can settings are and settings are settings are not
treasure. vividly defined. defined. clearly defined.

13
 You want more?
Then, let’s move on.

What I Have Learned

Instructions: Complete the following statements. Write your answer on a separate sheet of
paper.

1. Parts of the lesson that I found most helpful are _________________________________

_________________________________________________________________________

2. They enabled me to become _______________________________________________

_________________________________________________________________________

3. They also made me realize that ______________________________________________

_________________________________________________________________________

4. I want to continue learning about _____________________________________________

_________________________________________________________________________

5. Hence, I commit myself to __________________________________________________

What I Can Do

Instructions: Answer the following questions that follow. Write your answer on a separate
sheet of paper.

“One for all, all for one” is the motto

that embodies the friendship of four
gentlemen in the novel “The Three
Musketeers”. Do you also apply this motto in
real life situations particularly in friendship?
How do you relate this motto in real life
experiences?

14
 Hats off to you for
finishing the lesson. Now, you’re
ready to take the assessment.

Assessment

Instructions: Read carefully the questions in each item and choose the letter of the correct
answer. Write the letter of the most appropriate answer on a separate sheet
of paper.
.
1. Who is the author of the story “The Three Musketeers”?
A. Albert Camus B. Alexander Dumas
C. Jack London D. William Shakespeare

2. This motto embodies the friendship of four gentlemen in the novel “The Three
Musketeers”.
A. No man is an island.
B. One for all, all for one.
C. Everything happens for a reason.
D. What is essential is invisible to the eye.

For numbers 3-7, read the excerpt and answer the questions that follow.

As the cool stream gushed over one hand, she (my teacher) spelled
into the other hand the word water, first slowly, then rapidly. I stood still, my
whole attention fixed upon the motions of her fingers. Suddenly I felt a misty
consciousness as of something forgotten – a thrill of returning thought; and
somehow the mystery of language was revealed to me. I knew then that “w-a-
t-e-r” meant the wonderful cool something that was flowing over my hand.
That living word awakened my soul and gave it light, hope, joy – set it free!

- Helen Keller, “The Story of my Life”

3. From the story, we can say that Helen Keller is ____________________.

A. blind B. deaf
C. ignorant D. illiterate

4. The paragraph implicitly stated that _____________________________

A. Helen Keller was rich.
B. Helen Keller had the best tutor.
C. Helen Keller was very eager to learn.
D. Helen Keller was mentally challenged

15
5. As the story was narrated, the author felt _________________________.
A. annoyed B. happy
C. irritated D. proud

6. The author’s purpose in writing the text was _______________________.

A. to boast off her knowledge
B. to inform people about her life
C. to inspire people about her life
D. to persuade people to get a tutor

7. The paragraph implicitly stated that Helen Keller was ________________.

A. a good writer B. a girl with disability
C. a daughter of a rich man D. an intelligent young girl

For numbers 8-11, read the passage below and answer the questions that follow.

Midway in our life’s journey, I went astray

from the straight road and woke to find myself
alone in a dark wood. How shall I say
What wood that was! I never saw so drear,
So rank, so arduous a wilderness!
Its very memory gives a shape to fear.

-“The Inferno”, Canto 1 by Alighieri

8. At the beginning of the passage the mood is ______________________.

A. eerie B. energetic
C. quiet D. regretful

9. The last three lines signify the tone of the author as ________________.
A. awe B. bold
C. fearful D. wonder

10. From the passage, it could be implied that ______________________.

A. the speaker was lost
B. the speaker was in a deep dark forest
C. the speaker was into a great adventure
D. the speaker had not been a good man in his lifetime

11. At the end of the passage, the evident mood is __________________.

A. eerie B. gross
C. fearsome D. tranquil

12. Which of the following themes would be considered 'universal' and would most
likely appear in traditional literature?
A. alien existence B. good overcoming evil
C. evil overcoming good D. exploring homosexuality

13. The following are the qualities of a good literature EXCEPT one ____________
A. Literature should have a theme.
B. Literature should have a compelling idea.
C. Literature should have a good style and grammar
D. Literature should always be in fiction to become good.
16
14. In evaluating literary text, one must consider the ______________________
A. grammar B. style
C. theme D. all of the above

15. The following are the characteristics of a great literature EXCEPT one ______
A. Expresses gender biases
B. Expresses universal meaning
C. Conveys a timeless message that remains true for many generations of
readers
D. Creates vivid expressions of characters and settings that many
generations of readers can treasure

That’s great, Teacher!

Congratulations for
Now, I am more confident to
taking the assessment! Now,
accomplish more activities.
here’s an additional activity
I think it will be easier
for you to take as
for me this time after taking all
reinforcement for this
the activities and assessments
lesson.
in this lesson.

Additional Activities

Instructions: Read any literary piece and write an evaluation by applying the criteria for
great literature and by answering the questions for evaluating literature. Write
your evaluation on a separate sheet of paper.

17
 ___________________
Title

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Congratulations, learner! You

made it to Lesson 1! Now, you are
ready to take Lesson 2. Enjoy!

18
 Lesson
Listening Strategies
2

What I Need to Know

Hello, learner! Welcome

to Lesson 2. Before we start,
please keep in mind the things
expected from you in this lesson.

After going through Lesson 2 of this module, you are expected to switch from one
listening strategy to another to extract meaning from the listening text (EN10L-IIa-13.9).
Specifically, you are to:

 listen to the song from the task provided and perform active listening during
the process;
 identify the difference between bottom-up listening strategy to top-down
listening strategy; and
 switch from bottom-up listening strategy to top-down listening strategy in
performing the given activities.

Now, take the

pretest and do your best.
Good luck!

What I Know

Instructions: Answer the following questions. Choose the best answer for each item below.
Write your answers on a separate sheet of paper.

19
1. This happens when we understand language sound by sound or word by word, with less
use of background knowledge.
A. active listening B. inactive listening
C. bottom-up listening strategy D. top-down listening strategy

2. Which of the following is an activity under top-down listening strategy?

A. listening for details B. recognizing images
C. recognizing word sounds D. listening for the main ideas

3. When we use background knowledge to make sense of what we are listening to, we are
performing the ___________.
A. active listening B. top-down listening strategy
C. inactive listening D. bottom-up listening strategy

4. Which of the following is an activity under bottom-up listening strategy?

A. catching up the main idea B. listening for specific details
C. recognizing the idea of the music D. listening for the different intonation

5. It involves identifying the sounds of speech and processing them into words and
sentences.
A. listening B. reading
C. writing D. speaking

6. When we listen, we use our ears to receive individual _______.

A. image B .smell
C. sense D. sound

7. Marie is inviting you to her birthday party at her house. You haven’t been in to her house
before, so she instructed you for the directions. What listening strategy is effective in
addressing Marie’s directions?
A. active listening B. top-down listening strategy
C. inactive listening D. bottom-up listening strategy

8. Tommy tells you a story about how he won the drawing contest he joined last summer.
You excitedly listen to his narration, relating the contest you have also joined yet from
different category. What listening strategy is effective in addressing Tommy’s story?

A. active listening B. top-down listening strategy

C. inactive listening D. bottom-up listening strategy

9. Which of the following is NOT an activity under top-down listening strategy?

A. predicting B. taking down notes
C. shadowing the speaker D. recognizing word sounds

10. Which of the following is NOT an activity under bottom-up strategy?

A. listening for main ideas
B. listening for specific details
C. recognizing word sounds
D. understanding language word-by-word

11. When you are actively listening, you are __________.

20
 A. jotting down unnecessary ideas
B. giving full attention to the speaker
C. not processing the thought of the message
D. selecting messages that are only important to you

12.The following are the importance of listening EXCEPT ___________.

A. It can lead to greater productivity.
B. It blocks the messages to be received.
C. Messages are easily to be understood.
D. It is the key to effective communication.

For Questions 13-14:

Source: https://www.dreamstime.com/stock-photo-asian-father-children-talking-park-
two-sitting-grass-having-interesting-conversation-outdoors-image55169620

13. What is the important message that can be depicted from the image above?
A. It is better to speak up first than to listen.
B. Staring to the speaker is way better than listening to the speaker.
C. Understanding the speaker without actively listening is way more effective.
D. To understand what is being intended by the speaker, one must listen first
before speaking.

14. From the image above, children are interpreted as:

A. staring from nowhere
B. actively listening to the speaker
C. giving instructions to the elderly
D. uninterested to the topic shared by the speaker

15. What realization can we get from the idea presented?

A. Communication is important to receive the message clearly.
B. There is no need to remember what has just been said by the speaker.
C. It is important to interrupt the speaker when you do not feel listening at all.
D. It is unnecessary to ask questions when confused by the message of the
speaker.

Wow, that’s great!

Keep on moving as you go
along with the lesson.

21
 What’s In

From the previous lesson, you have learned how to evaluate text content, elements,
features, and properties using a set of criteria. Below is a poster depicting an idea about
communication through listening skills. Evaluate the illustration based on the criteria
provided.

Criteria for Evaluation:

CATEGORY  4  3  2  1 
At least 7 accurate 5-6 accurate facts 3-4 accurate facts Less than 3
Content - facts are displayed are displayed on are displayed on accurate facts are
Accuracy  on the poster.  the poster.  the poster.  displayed on the
poster. 
All graphics are All graphics are All graphics relate Graphics do not
related to the topic related to the topic to the topic. Most relate to the topic
and make it easier and most make it borrowed graphics OR several
Graphics - to understand. All easier to have a source borrowed graphics
Relevance  borrowed graphics understand. All citation.  do not have a
have a source borrowed graphics source citation. 
citation.  have a source
citation. 
The poster is The poster is The poster is The poster is
exceptionally attractive in terms acceptably distractingly
Attractiveness  attractive in terms of design, layout attractive though it messy or very
of design, layout, and neatness.  may be a bit poorly designed. It
and neatness.  messy.  is not attractive. 
The poster All required All but 1 of the Several required
includes all elements are required elements elements were
Required required elements included on the are included on missing. 
Elements  as well as poster.  the poster. 
additional
information. 

22
 What’s New
How challenging is it to effectively listen? Here’s a song for you! Listen to the song “A
Million Dreams” by Ziv Zaifman, Hugh Jackman, and Michelle Williams from the link
provided below, and fill in the missing lyrics asked from the task.

https://www.youtube.com/watch?v=pSQk-4fddDI

A Million Dreams Lyrics

I close my _______ and I can see

A world that's waiting up for me
That I call my ________
Through the ________, through the door
Through where no one's been before
But it feels like ________

They can say, they can say it all ________ crazy

They can say, they can say I've lost my ________
I don't care, I don't care, so ________ me crazy
We can live in a _________ that we design

'Cause every ________ I lie in bed

The ________ colors fill my head
A million dreams are keeping me ________
I think of ________ the world could be
A vision of the one I see
A million ________ is all it's gonna take
A million dreams for the world we're gonna make

There's a ________ we can build

Every room inside is ________
With things from far away
The ________ things I compile
Each one there to _______ you smile
On a rainy day

23
 They can say, they can say it all sounds ________
They can say, they can say we've lost our minds
I don't care, I don't ________ if they call us crazy
________ away to a world that we design

Every night I ________ in bed

The brightest colors fill my head
A million dreams are _______ me awake
I think of what the world could be
A _______ of the one I see
A million dreams is all it's gonna take
A million dreams for the world we're gonna _______

However big, however _______

Let me be part of it all
________ your dreams with me
You may be right, you may be _______
But say that you'll bring me along
To the world you see
To the world I close my ________ to see
I close my eyes to see

Every night I lie in bed

The brightest ________ fill my head
A million dreams are keeping me awake
A million dreams, a million dreams
I think of what the world could be
A vision of the ________ I see
A million dreams is all it's gonna take
A million dreams for the world we're gonna make
For the world we're gonna make

Follow-up Tasks:

1. Check your answers while listening to the song.

2. Listen to the song for the third time and try to understand its message.
3. Answer the questions that follow:

1. What does the title mean?

2. How do you find the lyrics of the song?

3. As you go on filling in the missing lyrics, have you experienced answering

some words without listening from the audio anymore because you have
listened to it before?

4. If you have listened to this song before, do you think it will be easier for
you to fill in the missing lyrics? What do you think is the difference if you
haven’t had any previous knowledge about what you are about to listen?

24
 Notes to the Teacher and Parents
In case the students cannot access the link, they can
listen to any songs that feature life challenges.

What Is It

From the activities you have performed, you are now ready to explore the topics
especially prepared for you. The following are the contents in relation to listening, its
importance, and some strategies that will help you out in understanding a message in a
more effective manner.

Listening involves identifying the sounds of speech and processing them into words
and sentences. It is the ability to accurately receive and interpret messages in the
communication process.

When we listen, we use our ears to receive individual sound. Listening is an essential
skill as it is the all key to effective communication.

When you are actively listening, you are involving all your senses. This also means
that you are giving full attention to the speaker.

There are 2 common types of listening strategies:

1. Bottom-Up Listening Strategy – this happens when we understand
language sound by sound or word by word, with less use of background
knowledge. The listener relies on the message of the language.

2. Top-Down Listening Strategy – this happens when we use background

knowledge to make sense of what we are listening to. We already know a fair
amount about the topic, and the story or information we are getting fits into a
previously established idea.

25
 An example of a bottom-up listening strategy are the following: listening for
specific details and recognizing for word sounds.

An example of a top-down listening strategy are the following: listening for the
main ideas, predicting, shadowing the speaker, and taking down notes.

I think you are now ready

to take the activities. Let’s try!

What’s More
Task No. 1: Below is an audio link provided. Listen to the audio carefully and understand its
specific details. In this stage, you are about to perform the bottom-up listening
strategy as you have no prior idea yet to what you are about to listen.

https://www.youtube.com/watch?v=px2Gravejoo

Task No 2: Expecting that you already have a previous knowledge after listening to the
audio, your next task is to switch from bottom-up listening strategy to top-down
strategy. Listen to the audio again and jot down the words that were stated from
the audio. Write your answer on a separate sheet of paper.

26
 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Notes to the Teacher and Parents

In case the students cannot access the link, they can
listen to any songs which they are not familiar with and do the
same tasks.

What I Have Learned

You are halfway done! As you have performed all the tasks provided to you from the
lesson, sum up what you learned by completing the statements below. Write your answers
on a separate sheet of paper.

1. I learned that ____________________________________________________________

_________________________________________________________________________
_________________________________________________________________________

2. I realized that ____________________________________________________________

_________________________________________________________________________
_________________________________________________________________________

3. I promise to _____________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

27
 What I Can Do
As a student, listening skill is very important for an effective communication. Using
different listening strategies is also believed to help improve your problems from getting the
idea of what has been told. Read the situation stated below and write your responses to the
idea on what could be the best listening strategy to address the concern. Write your answer
on a separate sheet of paper.

Your new friend Hannah accidentally slips and falls on a wet floor. Her head is
seriously wounded and you need to call for an emergency response right away.
However, there is no signal connection in that area and the best way to give her
treatment is to bring her to her house few meters away from the incident area. She
instructed you the directions to where the house is located without you having no idea
yet. What do you think is the best strategy that you will use as you listen to Hannah’s
directions to their house? And why do you think it is preferable than the other listening
strategy?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Assessment

Instructions: Read each statement carefully. Write TRUE if the statement is correct; if the
statement is incorrect, write FALSE. Write your answer on a separate sheet
of paper.

________1. Listening involves identifying the sounds of speech and processing them into
words and sentences.
________ 2. Listening is the ability to accurately receive and ignore messages in the
communication process.

28
________ 3. When you are actively listening, you are involving none of your senses and
giving full attention to the speaker.
________ 4. Bottom-up listening strategy happens when we understand language sound by
sound or word by word.
________ 5.Top-down listening strategy happens when we use future knowledge to interpret
what we are listening to.
________ 6. When one uses bottom-up listening strategy, the listener relies on the message
of the language.
________ 7. When one uses top-down listening strategy, the listener already know a fair
amount of the topic, and the story or information he is getting fits into a
previously established idea.
________ 8. Listening is an essential skill as it is the key to ineffective communication.
________ 9. Recognizing for word sounds is an example of bottom-up listening strategy.
________ 10. Predicting is an example of bottom-up strategy.
________ 11. Listening for the main ideas is an example of top-down strategy.
________ 12. Taking down notes is an example of top-down strategy.
________ 13. Shadowing the speaker is an example of bottom-up strategy.
________ 14. Listening for specific details is an example of top-down strategy.
________ 15. Switching from bottom-up listening strategy to top-down listening strategy is
possible.

Additional Activities

What is listening all about? Complete the graphic organizer by completing the
statements provided in each box to describe the characteristics of listening. Write your
answers on a separate sheet of paper.

29
 You started this module Yes, I do remember my
with a pretest. Do you score and it’s really bad.
remember your score? Answer I will take the posttest
this posttest and compare your to see my improvement. I am
score in the pretest. Are you now ready!
ready?

Assessment

Instructions: Read carefully the questions in each item and choose the letter of the correct
answer to each question. Write the letter of the most appropriate answer on a
separate sheet of paper.
.
1. Who is the author of the story “The Three Musketeers”?
A. Albert Camus B. Alexander Dumas
C. Jack London D. William Shakespeare

2. This motto embodies the friendship of four gentlemen in the novel “The Three
Musketeers”.
A. No man is an island.
B. One for all, all for one.
C. Everything happens for a reason.
D. What is essential is invisible to the eye.

3. The following are the qualities of a good literature EXCEPT one ____________
A. Literature should have a theme.
B. Literature should have a compelling idea.
C. Literature should have a good style and grammar.
D. Literature should always be in fiction to become good.

4. In evaluating literary text, one must consider the ______________________

A. grammar B. style
C. theme D. all of the above

30
5. The following are the characteristics of a great literature EXCEPT one _________
A. Expresses gender biases
B. Expresses universal meaning
C. Conveys a timeless message that remains true for many generations of
readers
D. Creates vivid expressions of characters and settings that many
generations of readers can treasure

6. Which of the following themes would be considered 'universal' and would most
likely appear in traditional literature?
A. alien existence B. good overcoming evil
C. evil overcoming good D. exploring homosexuality

7. It refers to the body of all written works.

A. article B. essay
C. literature D. poetry

8. This happens when we understand language sound by sound or word by word,

with less use of background knowledge.
A. active listening B. inactive listening
C. top-down listening strategy D. bottom-up listening strategy

9. Which of the following is an activity under top-down listening strategy?

A. listening for details B. recognizing images
C. recognizing word sounds D. listening for the main idea

10. When we use background knowledge to make sense of what we are listening to,
we are performing the ___________.
A. active listening B. inactive listening
C. top-down listening strategy D. bottom-up listening strategy

11. Which of the following is an activity under bottom-up listening strategy?

A. catching up the main idea B. listening for specific details
C. recognizing the idea of the music D. listening for the different intonation

12. It involves identifying the sounds of speech and processing them into words and
sentences.
A. listening B. reading
C. writing D. writing

13. When we listen, we use our ears to receive individual _______.

A. image B .sense
C. smell D. sound

14. Which of the following is NOT an activity under top-down listening strategy?
A. predicting B. taking down notes
C. shadowing the speaker D. recognizing word sounds

15. Which of the following is NOT an activity under bottom-up strategy?

A. listening for main ideas
B. recognizing word sounds
C. listening for specific details
D. understanding language word-by-word

31
Lesson 1
What I Know What’s More What I Can Do
1. A Activity 1 Answers may vary
2. A 1. True
3. C 2. True Assessment
4. B 3. True 1. B 11. B
5. A 4. False 2. B 12. B
Now, check your
6. D 5. False 3. A 13. D
answers against the key that
7. C 6. True 4. B 14. D
follows.
8. C 7. True 5. B 15. A
9. A 8. True 6. C
10. C 9. False 7. B
11. D 10. True 8. C
12. B 9. A
13. C
14. D
Answer Key Activity 2
Answers may vary
10. A

15. B
What’s In What I Have Learned
Answers may vary Answers may vary
What’s New
Comprehension Check
1. Each individual should act for the benefit of the group,
and the group should act for the benefit of each individual. “United we stand, divided
we fall.”
2. Possible answer: In the middle ages in France, the vast majority of the population
between 80-90 percent were peasants. They were made increasingly dependents of
nobles, churches, and large landowners.
3. Possible answer: the brave and gallant heroes were generous to those who
needed help, chivalrous to women, and above all loyal to each other as their famous
motto proclaims: “All for one, one for all.” Their adventures may sometimes appear
far-fetched, but the musketeers believed in their own abilities so strongly and carried
off their deeds with style. (Answers may vary)
4. Expected answer: They believed that not one of them should be left behind that
they could accomplish their mission better if they were together.
5. The brave musketeers were willing to sacrifice their lives for the good of the
Queen (or the King). They were quite serious (and quite impressed with their own
valor and seriousness). They operated and abided by the deeds of chivalry and
heroism.
6. Expected answer: The world Dumas portrayed in the “Three Musketeers”
resembles the modern corporate world, where prince of business, with personal ties
of friendship, vie among one another and pursue their personal ambitions, with no
regard for their subjects/employees.

32
 Lesson 2
Additional Activities
Lesson 2
 Listening is the ability to
accurately receive and interpret
What I Can Do
messages in the
Lesson 2
communication process/
Answers may Assessment
involves identifying the sounds
vary
of speech and processing them
1. TRUE
into words and sentences
2. FALSE  Active listening is an approach
3. FALSE involving all your senses/giving
full attention to the speaker.
Lesson 2
4. TRUE  Listening is essential because it
What Have I 5. FALSE is the key to effective
Learned communication/answer may
6. TRUE vary.
Answers may 7. TRUE  Bottom-Up Listening Strategy is
vary an approach that happens
8. FALSE when we understand language
9. TRUE sound by sound or word by
word, with less use of
10. FALSE background knowledge/the
Lesson 2 11. TRUE listener relies on the message
What’s More of the language.
12. TRUE  Top-Down Listening Strategy –
Answers 13. FALSE this happens when we use
may vary background knowledge to make
14. FALSE sense of what we are listening
15. TRUE to. We already know a fair
amount about the topic, and the
story or information we are
getting fits into a previously
established idea.
Lesson 2
What’s New
Lyrics:
1. eyes 11. awake 21. lie
What I Know
2. own 12. what 22. keeping
Lesson 2
3. dark 13. dreams 23. vision
1. C 9. D
4. home 14. house 24. make
2. D 10. A
5. sounds 15. filled 25. small
Lesson 2 3. A 11. B
6. mind 16. special 26. share
What’s In 4. B 12. B
7. call 17. make 27. wrong
5. A 13. D
8. world 18. crazy 28. eyes
Answers may 6. D 14. B
9. night 19. care 29. colors
vary 7. D 15. A
10. brightest 20. runaway 30. one
8. B
Follow-Up Tasks:
Answers may vary

33
 Module 2
Module 2
What I Know
Assessment
(Pretest)
(Posttest)
1. D
1. B
2. C
2. B
3. B
3. D
4. B
4. D
5. D
5. A
6. A
6. B
7. B
7. C
8. A
8. D
9. A
9. D
10. D
10. A
11. A
11. B
12. C
12. A
13. B
13. D
14. D
14. D
15. D
15. A

Congratulations! Now Thank you for

you are ready to move on to the guiding me all along in this
next module. module, Teacher J. Looking
forward to learn more in the
next module.

References
34
Almonte, L. R. et.al. Celebrating Diversity through Literature – Grade 10 English
Learner’s Material. Philippines: Rex Book Store, Inc. 2015.

Almonte, L. R. et.al. Celebrating Diversity through Literature – Grade 10 English

Teacher’s Guide. Philippines: Rex Book Store, Inc. 2015.

British Council. “Top-down and bottom-up”. Accessed June 23, 2020.

https://www.teachingenglish.org.uk/article/listening-top-down-bottom

Houghton Mifflin Harcourt. “CliffsNotes”. Updated 2020.

https://www.cliffsnotes.com/literature/t/the-three-musketeers/book-summary

Study.com. “Top Down & Bottom Up Listening Strategies in the Classroom”. Accessed June
23, 2020. https://study.com/academy/lesson/top-down-bottom-up-listening-
strategies-in-the-classroom.html

Tennant, A. “Listening Matters: Tod-down and bottom-up listening”. One stop English.
Updated July 17, 2017. http://www.onestopenglish.com/skills/listening/teaching-
tips/listening- matters/listening-matters-top-down-and-bottom-up
listening/154567.article

Wilson, C. 5 Essential qualities of a good literature. October 28, 2018. Retrieved from
https://www.colinwilsonworld.co.uk/5-essential-qualities-of-good-literature/

YouTube. “A Million Dreams (Official Audio)”. Updated December 7, 2017.

https://www.youtube.com/watch?v=pSQk-4fddDI

YouTube. “The Light in the Heart”. Updated November 8, 2019.

https://www.youtube.com/watch?v=px2Gravejoo

35
For inquiries and feedback, please write or call:

Department of Education –Learning Resources Management and

Development Center(LRMDC)

DepEd Division of Bukidnon

Sumpong, Malaybalay City, Bukidnon
Telefax: ((08822)855-0048
E-mail Address: bukidnon@deped.gov.ph

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