7

English Activity Sheet

Quarter 2 – MELC 1
Use Listening Strategies Based on Purpose,
Familiarity with the Topics and Levels of
Difficulty of Short Text Listened to

REGION VI – WESTERN VISAYAS

English 7
Activity Sheet ( LAS ) 1
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of English Activity Sheet

Writer: JUDELYN M. TAYACTAC

Editors: CECILIA M. FUENTES

Layout Artist: Kris Dawn C. Rivera, Mara Jamaica B. Floreno

Schools Division Quality Assurance Team:

Dr. Analie Lobaton, Cecilia M. Fuentes,
Bernadette Pacheco
Division of Cadiz City Management Team: Dr. Ma. Lorlinie M. Ortillio
Dr. May P. Pascual, Dr. Analie Lobaton
Regional Management Team
Ma. Gemma M. Ledesma,
Dr. Josilyn S. Solana,
Dr. Elena P. Gonzaga,
Mr. Donald T. Genine,
Dr. Nestor Paul M. Pingil
Introductory Message
Welcome to ENGLISH GRADE 7!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Cadiz and DepEd Regional Office VI - Western Visayas through the
Curriculum and Learning Management Division (CLMD). This is developed to guide
the learning facilitators (teachers, parents and responsible adults) in helping the
learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The English 7 Activity Sheet will help you facilitate the leaching-learning
activities specified in each Most Essential Learning Competency (MELC) with
minimal or no face-to-face encounter between you and learner. This will be made
available to the learners with the references/links to ease the independent learning.

For the learner:

The ENGLISH 7 Learning Activity Sheet (LAS) is developed to help you

continue learning even if you are not in school. This learning material provides you
with meaningful and engaging activities for independent learning. Being an active
learner, carefully read and understand the instructions then perform the activities
and answer the assessments. This will be returned to your facilitator on the agreed
schedule.
 Quarter 2, Week 1

Name of Learner: ___________________________________ Grade and Section: ______________

Date: ___________________________

ENGLISH 7 ACTIVITY SHEET NO. 1

Use listening strategies based on purpose, familiarity with the topic and levels of
difficulty of short text listened to

I. Learning Competency with Code

EN7LC-III-a-7: Use different listening strategies based on purpose, topic and
levels of difficulty of short text listened to
II. Background Information for Learners
We love to hear stories. We spend time listening to the latest news about
our friends on what happened over the weekend and we even rush to see the
latest films that promise a good story. We all have a lot of stories to tell when
most of us spent months in our homes during the pandemic; how we were
able to adjust to the new normal. We can also narrate our feelings and
experiences about the opening of classes such as your personal experiences
with modular instruction, online classes Radio Based/TV-based Instructions.
Surely, there are lots of stories to tell at the onset of the new normal scheme
for it changes one’s way of life.

In this lesson, we are going to study how to use different listening

strategies based on purpose, topic and levels of difficulty of short text listened
to.

Listening plays a vital role in daily lives. People listen for different purposes such
as entertainment, academic purposes or obtaining necessary information.

The following are the different listening strategies:

BEFORE LISTENING STRATEGIES

1. Connect
Help yourself better understand a listening assignment by thinking of
things you already know about a topic. This helps your mind build connections
between what you know and new information you will hear. Say to yourself
things like, “This lecture explains how and why we should stay healthy in this
time of pandemic.”

2. Predict
Make guesses about what you may learn as you listen. Guessing helps
your brain focus on the assignment. It doesn’t matter if your guesses are right or
wrong. For instance, if the topic is about prevention against Covid19, you might
guess, “Face mask and alcohol would be highly in demand. I am afraid there
would be running out of stock or price increase on these products.”
3. Talk about New Words
 If there is a list of preselected vocabulary words from the assignment, go
through the list and think about what you know about them. If you don’t know
the words, talk about them with a friend or use any available offline or online
dictionary. If there isn’t a preselected list of words, make sure you understand
words in the title and in any introductory material. Have a brief conversation in
your head to clarify key words. Example: If you do not know what pandemic
means, write down a synonym like “universal” to refer to as you listen or read.

DURING LISTENING STRATEGIES

4. Listen for Answers
As you listen, listen for answers to questions you have. To identify
questions to ask, preview activities you need to complete after you listen or turn
the title of an assignment into a question. For instance, if the title is “Staying
Healthy Amidst Pandemic” form a question such as “How do people stay healthy
in the time of pandemic?” Looking for answers to questions gives you a reason to
listen and keeps your mind active and alert.
5. Take Notes
Write notes that help you remember ideas. Use connected circles and
shapes, create a chart, or draw a map. Use abbreviations and symbols that help
you keep up with the speaker’s rate of speech. For instance, if the words “health”
and “wealth” are used a lot, just use an “H” and “W” in your notes and add a
reminder that explains this after you finish listening. Speakers also convey ideas
in nonverbal ways. Pay attention to intonation, and if applicable, facial
expressions, to take notes on a speaker’s opinions and outlooks.
6. Re-listen/Find a Fix
When you get bored or when ideas are hard, the best way to fix it is to re-
listen. You do not have to wait until the end to re-listen. Sometimes a quick
backtracking and re-listening to a line or two can quickly clear up confusion.
This is especially important at the beginning of an audio assignment. If you can
not re-listen, shift to a different listening strategy that helps you regain your
focus. For instance, if you’ve been taking notes, and you’re becoming confused,
figure out what is causing the confusion. Do you need to look up the meaning of
some words, can you write down your questions, or should you try to summarize
what you have understood so far?
AFTER LISTENING STRATEGIES
7. Respond
What do you agree and disagree with? What parts do you like best? What
parts are confusing? Use symbols, such an exclamation mark (!) before an idea
you like or an “X” next to something you disagree with, that help you quickly
write your reactions so you won’t forget them.
8. Summarize
Read your lecture notes several times before and after class all week. In
your head, summarize what the assignment was about and test yourself on your
notes.

9. Extend
Read and listen to other sources for more information about the topic.
Learning more information makes a topic more meaningful and interesting,
especially if you share these ideas with others.

"Model How to Use the Strategies." TESOL Connections - June 2014. 2014. Accessed December
28, 2020. http://newsmanager.commpartners.com/tesolc/issues/2014-06-01/3.html.

III. Accompanying DepEd Textbook and Educational Sites

"Model How to Use the Strategies." TESOL Connections - June 2014. 2014. Accessed
December 28, 2020. http://newsmanager.commpartners.com/tesolc/issues/2014-
06-01/3.html.
 IV. Activity Proper
Activity 1: Before Listening Strategies
Direction: You will be listening to an article titled: “About COVID 19”. Before you
do that, you need to answer the following questions applying the strategies before
listening. Write your answer on your activity notebook or in your answer sheet.

1. Based on the title of the article, what are the important ideas that you already
know about COVID 19?
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________________.
2. What do you predict to be the presentation of the topic? What would the author
be talking about?
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________________________________
3. What are the words or terms that you expect to encounter as you listen to the
audio or to somebody reading the text: “About COVID 19”?
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________________________________
Activity 2: During Listening Strategies
Option 1 Play the recorded audio of the article “About COVID 19”. (English
teacher shall record the listening text and share the audio file to all learners)

Option 2 Request any member of your family or responsible adult to read the
given article titled “About COVID 19”. Let him/her read twice
Direction: Applying the strategies during listening, answer the questions that
follow. Write your answer on your activity notebook or in your answer sheet.
1. What are Coronaviruses?
2. What is novel coronavirus?
3. What does zoonotic mean?
4. What animal transmitted SARS CoV to humans?
5. What animal transmitted MERS CoV to humans?
6. What are the common signs of the illness brought by coronavirus?
Text for the Listening Activity

About COVID 19

Coronaviruses (CoV) are a large family of viruses that cause illness ranging from
the common cold to more severe diseases such as Middle East Respiratory Syndrome
(MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV). A novel coronavirus
(nCoV) is a new strain that has not been previously identified in humans.

Coronaviruses are zoonotic, meaning they are transmitted between animals and
people. Detailed investigations found that SARS-CoV was transmitted from civet cats to
humans and MERS-CoV from dromedary camels to humans. Several known
coronaviruses are circulating in animals that have not yet infected humans. Common
signs of infection include respiratory symptoms, fever, cough, shortness of breath and
breathing difficulties. In more severe cases, infection can cause pneumonia, severe
acute respiratory syndrome, kidney failure and even death.
Standard recommendations to prevent infection spread include regular hand
washing, covering mouth and nose when coughing and sneezing, thoroughly cooking
meat and eggs. Avoid close contact with anyone showing symptoms of respiratory
illness such as coughing and sneezing.

Source: WHO (World Health Organization)

http://www.emro.who.int/health-topics/corona-virus/about-covid-19.html?

Activity 3 After Listening Strategies

Direction: Complete the table below. For column 1, list down new ideas that you
learned from the topic listened to. For column 2, list down additional information that
you need to learn about the topic. For column 3, write your personal resolution to
protect yourself and others from COVID 19. Copy the table in your activity notebook or
in your answer sheet.

What new ideas I learned What additional What will I do to protect

from the topic listened information that I need myself and others from
to? to learn about COVID 19? COVID 19?

V. Reflection

1. How important are the listening strategies in enhancing your comprehension

level?
______________________________________________________________________________________
______________________________________________________________________________________
___________________________________________________________________________________

2. Which among the 8 listening strategies should you need to improve? What will
you do to improve the identified listening strategy/ies?

__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________
Activity 1 Before Listening Strategies
1. Answers may vary
2. Answers may vary
3. Answers may vary
Activity 2 During Listening Strategies
1. Coronaviruses (CoV) are a large family of viruses that cause illness ranging from
the common cold to more severe diseases such as Middle East Respiratory
Syndrome (MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV.
2. A novel coronavirus (nCoV) is a new strain that has not been previously identified
in humans
3. Zoonotic means that the virus is transmitted between animals and people.
4. Civet cats
5. dromedary camels
6. Common signs of infection include respiratory symptoms, fever, cough, shortness
of breath and breathing difficulties.
Activity 3 After Listening Strategies
Answers may vary
VI. Answer Key