10

English
Quarter 1 – Module 5:
Employing Analytical
Listening in Problem Solving
English– Grade 10
Alternative Delivery Mode
Quarter 1 – Module 5: Employing Analytical Listening in Problem Solving
First Edition, 2020

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ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jestene B. Delos Reyes
Editor: Judith A. Mosquete
Reviewer: Bonifacio B. Pajarillo, Jr.
Illustrators: Ivory Joan M. Tambala, Sydney Elaine A. Martinez, & Katrina O. Quizan
Layout Artists: Melanio R. Florino Jr.
Management Team: Reynaldo S. Guillena, CESO V
Basilio P. Mana-ay Jr., CESE
Emma M. Camporedondo, CESE
Alma D. Cifra, EdD
May Ann M. Jumuad, PhD
Aris B. Juanillo, PhD

Printed in the Philippines by Davao City Division Learning Resources Management

Development System (LRMDS)

Department of Education – Davao City Division, Region XI

Office Address: Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur
Telefax: (082) 224-3274, (082) 222-1672
E-mail Address: davao.city@deped.gov.ph
 10
English
Quarter 1 – Module 5:
Employing Analytical Listening
in Problem Solving
Introductory Message
For the facilitator:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM) Module on

Employing Analytical Listening in Problem Solving.

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 Grade 10 Alternative Delivery Mode (ADM) Module on

Employing Analytical Listening in Problem Solving.

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.

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 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; 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 into 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.

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:

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 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

Great day to you dear learner! In this module, you will learn to employ
analytical listening in problem solving. Listening is the first skill which will help
you learn English and master the other macro skills such as viewing, speaking,
reading and writing.

As you begin to acquire the ability to communicate by means of the

language, it is important to develop your listening skills to equip you in responding
to the spoken message or in solving a problem by using the clues from situations
you have heard. May you perceive this material useful in the pursuit of not only
growing and exploring the English language but also in using such in your daily
life. Start the fun and learning now.

After going through this module, you are expected to:

1. recognize the problem in the material listened to;
2. describe the clues from the material listened to solve the problem; and
3. employ analytical listening in problem solving. (MELC - EN10LC-IIe-13.2)

What I Know

I. CLOZE TEST

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DIRECTIONS: Listen to the recording and complete the missing word/expression
in the text below. Write your answer on a separate sheet of paper.

Note: Use the link to play the recording (https://ielts-up.com/listening/listening-

exercise-5.html)
However, if you can’t access the link, ask your teacher to send it directly to your
messenger.

“Expressions using the word sun”

I'm Anna Matteo with expressions using the word "sun. “The first expression
is about everything, everything under the sun. If you a store that sold
many different , your advertisements could say you sell everything
under the sun. This would not be true, of course. But what would
advertising be without some creative descriptions?

Here is example: Let’s say you are talking with a friend you
have not seen for a long time. The two of you could have a lot of to
do. So, you talk about everything under the sun.

Under the sun is an old expression – at least 3,000 years old. It means
everywhere the sun .King Solomon of Israel used it in the Bible.
He that nothing under the sun is new. What has been will be again,
he said, and what has been done will be done .

If there is nothing new under the , there is nothing new

anywhere. New or old, few things can be in the bright light of the sun.

II. MULTIPLE CHOICE (for items 11-15)

DIRECTIONS: Read the transcript of the recording and check your understanding.
Write your answer on a separate sheet.

11. What do you call the phrase “everything under the sun”?

A. Figurative phrase
B. Formulaic language
C. Idiomatic expression
D. Inferential expression

12. What is the meaning of the expression “anything under the sun”?

A. Nothing under the sun is new.

B. Everything that exists is possible.
C. Each friend needs catching up time.
D. All your items are advertised in the store.

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13. How did the expression occur in the English language?

A. It already existed 3,000 years ago.

B. King Solomon of Israel used it in the Bible.
C. It was a common expression in describing a premonition.
D. Advertising companies usually apply creative expressions.

14. What does the last sentence of the text imply?

A. Anything can be hidden under the sun.

B. There are no new things under the sun.
C. No secrets are concealed under the sun.
D. Only new things are kept under the sun.

15. Which of the sentences uses the correct expression as explained in the text?

A. We may keep things going on under the sun.

B. She called everything in the wedding off under the sun.
C. My long-lost friend and I met in the mall and talked everything under
the sun.
D. Everything that happened in the basketball game of the stars
was under the sun.

Module
Employing Analytical
5 Listening in Problem Solving
Listening is the first skill utilized when we communicate to others. In our
day-to-day basis, we use it in doing household chores, in conversing with our
friends, parents or relatives, in learning new song, in solving a problem or even in
exploring different aspects of life. When we listen to a verbal message, we do so for
a particular purpose. As you walk through this module, you will expose yourself to
different listening exercises which will enable you to employ your analytical
listening skill in problem solving.

What’s In

Activity 1: Mystery Game

DIRECTIONS: Play the recording and listen attentively to the details while looking
closely at the picture.

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Link to the audio clip:
https://drive.google.com/file/d/1S1WNobPAVIZj6tLTznduVo2MX7tSX86L/view?usp
=sharing

Note: You can access the link by asking your teacher to send it to your messenger.

Who gave
my hat to
the
chimpanzee?

After listening to the audio, what was the problem of Roger?

Who among the characters in the recording intentionally gave Roger’s hat?

Can you help Roger solve the problem?

Certainly, you can. Using your analytical listening helps you find the clues in
solving the problem.

When you listen critically and take note of the important details in a spoken
conversation, you get clues from the characters’ choice of words, intonation, and even
vibe of the scenario which reveals someone’s emotional state, intention and
character.

Listening to comprehend and evaluate a verbal message helps a listener

accurately interprets the situation and arrives at a good conclusion.

You will get to expose yourselves to various listening practices which require
you to employ your analytical listening skills and become a critical listener as you go
through this module.

What’s New

Activity 2: Snapshot

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 Let’s get rolling. You will unlock difficult words to have better understanding of
the spoken conversation. This will only take few minutes then you can continue doing
the other activities.

DIRECTIONS: Analyze closely the illustration. Give the meaning, part of speech
and synonym of each term. Then, write a sample sentence for each word.

Example:
Meaning Part of Speech

It is an animal attendant Noun

employed in a zoo.
Term

Synonym Zoo keeper Sentence

Animal custodian; The zoo keeper loves

Animal steward different kinds of animals.

Meaning Part of Speech

1 Term
Synonym Chimpanzee Sentence

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 Meaning Part of Speech

2 Term
Synonym Trapeze Sentence

Meaning Part of Speech

3 Term

Synonym Extra Inning Sentence

Meaning Part of Speech

4 Term
Synonym Amble Sentence

Meaning Part of Speech

5 Term
Synonym Cantaloupe Sentence

Activity 3: Zoo Job

DIRECTIONS: Play again the audio clip and pay attention to the details of the
conversation. Write at least three (3) clues/baseson the graphic organizer found
across each character why you probably think he/she is the culprit.

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Text taken from: https://www.5minutemystery.com/mystery/the-zoo-job

Tom

Cindy

Henry

Leonard

The culprit is

_______________

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 Were you able to find the clues in the spoken conversation in order to solve the
problem? Who is now the culprit of Roger’s dilemma?

What is It

The activities you have engaged yourself in this module will help you employ
your analytical listening.

Analytical listening is the ability and the capacity to properly analyze what is
being said. It is a type of listening skill that focuses around the interpretation and
meaning of the spoken message. It requires you to analyze how the message is
delivered as well as how it is supposed to make you feel. When you are able to do
these, you can evaluate the spoken discourse whether it is logical or reasonable
and whether to accept or reject it.

The word “analytical” is a descriptive word for one who is skilled in using
analysis. It challenges one to make judgements based on the speaker’s arguments.
The accuracy, meaningfulness, and clarity of the message are factors to detect the
possible gaps of the information. Moreover, it entails the use of critical thinking
skills to be able to divide difficult questions into separate parts in order to arrive at
a certain conclusion.

In problem solving, analytical listening helps bring balance to a conversation

and process information objectively. In conversing with others, feeling plays an
important role. When the atmosphere of the conversation is good, chances are
objectivity will disappear into the background. Being mindful of this allows you to
balance your feeling and logical reasoning.

Analytical Listening sounds easier than it is. Analyzing the causes of a problem
and seeing logical connections are better detected when you apply common
listening techniques.

Let us study the techniques of using analytical listening in problem solving:

1. Listen. Listening is actually hearing what the other is saying. This means
full concentration on the other’s story is needed, as well as a thorough
sinking in of the information.
2. Know the issue. Distinguishing the main problems from partial ones helps
which angle to focus in collecting information.
3. Paraphrase. Restating the same information in mind using different words
helps to more concisely reflect what the speaker said.
4. Summarize. Identifying, connecting and integrating key ideas and feelings to
what the speaker said gives the listeners time to let the information sink in
and understand what they just heard.
5. Dig deeper. It is a process of getting down to the core. It is the stage where
you make logical connections, detect the actual cause, and think of fitting
solutions.

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 What’s More

Activity 4: House Rules

DIRECTIONS: Listen to the spoken discourse between the landlady and the renter.
Look closely at the picture, analyze the problem and answer the activity that
follows.

Click the link to play the recording: https://drive.google.com/file/d/1s-

tQqolL_6xIgs02_Cd8brQaIWXtehOP/view?usp=sharing

Note: You can access the link by asking your teacher to send it to your messenger.

What is the issue between the landlady and the renter based on the
picture?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Clue: Clue: Clue:

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 Total
Criteria 4 points 3 points 2 points 1 point
Points
Recalling Student Student Student Student
Information explains most explains many explains some explains little
events in events in events in or no events
sequence and sequence and sequence and in sequence
explains most explains many explains some nor explains
key facts. facts. facts. any key facts.
Synthesizing Student Student Student Student is not
Information proficiently adequately basically able to apply
applies and applies and applies and and process
processes processes processes information
information to information to information to and addresses
address all address many address some few or no
aspects of the aspects of the aspects of the aspects of the
question. question. question. question
Critical Thinking Commendable Effective ability Suitable ability Limited ability
ability to make to make to make to make
judgments/ judgments/ judgments/ judgments/
inferences inferences inferences inferences
based on based on based on based on
details from details from details from details from
the text. the text. the text. the text.
Vocabulary Commendable Effective Suitable Limited
demonstration demonstration demonstration demonstration
of of of of
understanding understanding understanding understanding
vocabulary in vocabulary in vocabulary in vocabulary in
given context. given context. given context. given context.
Mechanics Answer is free Answer has Most spelling, Spelling,
of distracting few spelling, punctuation, punctuation,
spelling, punctuation, and grammar and
punctuation, and are correct grammatical
and grammatical allowing reader errors create
grammatical errors allowing to progress distraction,
errors; absent reader to through the making
of fragments, follow ideas answer. Some reading
comma splices, clearly. Very errors remain. difficult;
and run-ons. few fragments fragments,
or run-ons. comma
splices, run-
ons evident.
Errors are
frequent.
TOTAL

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 What I Have Learned

Activity 5: Outside the Box

DIRECTIONS: After determining the issue, create a dialogue that shows a solution
to the problem.

RUBRICS FOR DIALOGUE

Needs
Excellent Good Fair Poor
Criteria Improvement Points
5 points 4 points 3 points 1 point
2 points
Sentence The writing The writing The writing The writing has: The
Beginnings has: sentences has: has: sentences sentences
that are sentences sentences where two begin with
crafted that are where two sentences or the same
skillfully and crafted well sentences more in more way
show an with some begin the than one repetitively.
exceptional awareness same way. paragraph
awareness of of unique begin the same
sentence beginnings. way.
beginnings
that capture
interest of the

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 audience.
Sentence The writing The writing The writing The writing has: The writing
Variation has: has: has: sentence has:
and sentences that sentences sentences formation frequent and
Formation show that are that are errors and/or a severe
exceptional skillfully generally lack of sentence sentence
use of constructed complete variety. formation
sentence with with errors
variety and appropriate sufficient and/or a
complexity of variety in variety in lack of
structure. length and length and sentence
structure. structure. variety.
Correct The writing The writing The writing The writing has: The writing
CUPS has: has: has: some errors in has:
exceptional consistently generally capitalization, frequent and
capitalization, correct correct word usage, severe errors
word usage, capitalizatio capitalization punctuation in
punctuation n, word , word usage, including capitalization
including usage, punctuation indention of , word usage,
indention of punctuation including paragraphs, punctuation
paragraphs, including indention of and spelling. including
and precise indention of paragraphs, indention of
spelling. paragraphs, and precise paragraphs,
and precise spelling. and spelling.
spelling.
Word The writing The writing The writing The writing has: The writing
Choice has: has: has generally some general has:
sentences that sentences varied and and repetitive general,
show that show descriptive words that may repetitive,
exceptionally consistently word choice be and/or
precise, appropriate that are inappropriate confusing
specific, word appropriate or ineffective to word choices
descriptive choices that for the image the image or that often
and vivid word are being activity being are
choice generally described. described. inappropriat
including precise, e or
alliterations or varied, and ineffective in
other literary descriptive. describing
devices. the activity
or image.
Easy to The writing The writing The writing The writing has The writing
follow and has: has: has dialogue dialogue that is has dialogue
understand dialogue that dialogue that is somewhat that is
is consistently that is somewhat difficult to generally
easy to follow generally easy to follow follow and difficult to
and easy to and understand follow and
understand follow and understand between understand
between two understand between individuals yet between
individual able. individuals has errors that individuals
participants. yet has interfere with as well as
errors that understanding. has errors
interfere with that interfere
understandi with
ng. understandi
ng.
TOTAL

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 Activity6: Lesson Tweet
DIRECTIONS: Write what you have learned about employing analytical listening in
problem solving and post your tweet on a separate sheet.

Analytical listening is ________________________________

_____________________________________________________
_____________________________________________________

It is helpful in problem solving because ______________

_____________________________________________________
_____________________________________________________

The steps to employ analytical skills are ______________

_____________________________________________________
_____________________________________________________

NEEDS
EXCELLENT VERY GOOD AVERAGE UNACCEPTABLE
CRITERIA IMPROVEMENT
5 points 4 points 3 points 1 point
2 points
Ideas This paper is This paper is The writer is Topic is not well- As yet, the paper
clear and mostly beginning to defined and/or has no clear
focused. It holds focused and define the there are too sense of purpose
the reader's has some topic, even many topics. or central theme.
attention. good details though To extract
Relevant details and quotes. development meaning from the
and quotes is still basic text, the reader
enrich the or general. must make
central theme. inferences based
on sketchy or
missing details.
Organization The organization Paper (and The Sentences within The writing lacks
enhances and paragraphs) organization paragraphs a clear sense of
showcases the are mostly al structure make sense, but direction. Ideas,
central idea or organized, in is strong the order of details, or events
theme. The order, and enough to paragraphs does seem strung
order, structure makes sense move the not. together in a
of information is to the reader loose or random
compelling and reader. through the fashion; there is
moves the text without no identifiable
reader through too much internal
the text. confusion. structure.
Sentence The writing has The writing The text The text seems The reader has to
Fluency an easy flow, mostly flows, hums along choppy and is practice quite a
rhythm, and and usually with a steady not easy to read bit in order to
cadence. invites oral beat, but orally. give this paper a
Sentences are reading. tends to be fair interpretive
well built, with more reading.
strong and businesslike
varied structure than
that invites musical,
expressive oral more
reading. mechanical
than fluid.

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Conventions The writer The write The writer The writer seems Errors in spelling,
demonstrates a understands shows to have made punctuation,
good grasp of good writing reasonable little effort to use capitalization,
standard writing conventions control over conventions: usage, and
conventions and usually a limited spelling, grammar and/or
(e.g., spelling, uses them range of punctuation, paragraphing
punctuation, correctly. standard capitalization, repeatedly
capitalization, Paper is writing usage, grammar distract the
grammar, usage, easily read conventions. and/or reader and make
paragraphing) and errors Conventions paragraphing the text difficult
and uses are rare; are have multiple to read.
conventions minor touch- sometimes errors.
effectively to ups would handled well
enhance get this piece and enhance
readability. ready to readability;
publish. at other
times, errors
are
distracting
and impair
readability.

What I Can Do

Activity 7: Maze Runner

DIRECTIONS: Study the maze in the next page and identify the problem. Then,
listen to an audio-taped material to find the clues in solving the maze. Write who
the culprit is in the clipboard.

The culprit is

______________
Link: https://drive.google.com/file/d/1ZVt8TFsrhfU37t9u8q-
bN5wrtnvE_VTC/view?usp=sharing

Note: You can access the link by asking your teacher to send it to your messenger.

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1. What is the problem in the maze?
________________________________________________________________
________________________________________________________________

2. Why did you choose him/her to be the culprit? What are

the evidences or clues did you find in the audio-taped
conversation to support your claim?
________________________________________________________________
________________________________________________________________

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 Assessment

Test I.
DIRECTIONS: Listen to the recording and answer the questions that follow.

Link: https://www.esl-lab.com/intermediate/smart-phones/

1. The young man says he needs a new phone because __________.

A. he lost his previous one
B. someone stole his last one
C. his parents took his last one
D. his phone was an older model

2. How many phones does the young man already have?

A. two
B. five
C. four
D. three

3. According to the conversation, what are the young man's parents like?
A. kind
B. friendly
C. generous
D. thoughtful

4. What do his parents want their son to do to get a phone?

A. find a job and work to earn money
B. take out money from his bank account
C. ask his brother if he can use an old phone
D. save from his allowance to buy a new model

5. What is the BEST word to describe the young man's personality?

A. mean
B. talkative
C. irresponsible
D. self-centered

Test II
DIRECTIONS: Listen to the recording and answer the questions that follow.

Link: https://www.esl-lab.com/difficult/school-report/

6. The girl's teacher seems _______.

A. irritable

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 B. demanding
C. fascinating
D. considerate

7. What does the girl feel in her Spanish class?

A. the exams are quite confusing
B. the activities are not interactive
C. the assignments require too much time
D. the teacher doesn't explain things well enough

8. The girl in her algebra class is _____.

A. failing
B. doing average work
C. making improvement
D. getting excellent grades

9. The girl likes her history class because _____.

A. the tests are easy
B. there isn't any homework
C. there are many group works
D. the teacher rewards students

10 What does the girl need to do after she comes home from the movie?
A. read her history book
B. practice her instrument
C. study her Spanish lesson
D. finish her algebra homework

Test III.
DIRECTIONS: Listen to the recording and answer the questions that follow.

Link: https://www.esl-lab.com/difficult/job-hunting/

11. In which field is the man looking for a job?

A. Medicine
B. Education
C. Agriculture
D. Technology

12. Which statement best describes the pay for the job?
A. The salary for the position is above the industry average.
B. Laborers get a higher profit when they can recruit freelancers.
C. Workers are paid on a commission basis depending their sales.
D. Employees can receive periodic pay increases based on their work.

13. What are some of the benefits that the company provides?
A. insurance, paid vacation, and a company vehicle
B. paid vacation, opportunities for promotion, and insurance
C. opportunities for advancement, insurance, and a free bus pass

22
 D. insurance, training opportunities and transportation allowance

14. What does the future hold for the industry that he is considering?
A. Contracting yet stable
B. expanding and secure
C. growing but uncertain
D. promising and consistent

15. From the conversation, what do we know about the man's educational
background?
A. He has a college degree.
B. He dropped out of high school.
C. He graduated with flying colors.
D. He has some post-secondary education.

Additional Activity

DIRECTIONS: Listen to the song, Let It Go from the movie Frozen. You may sing
along with the song if you know it and let your emotions flow naturally. Then, take
note of its details to complete the graphic organizer and answer the questions
below.

Link: https://www.youtube.com/watch?v=1_BtlAw4trg

23
 How does learning the emotions, the tone, the vibe and the
meaning of the song help you determine its central problem?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________

RUBRICS FOR GRAPHIC ORGANIZER

(LET IT GO ACTIVITY)

Excellent Good Fair Poor

Criteria
(4 points) (3 points) (2 points) (1 point)
Organized. Somewhat Poorly organized.
Extremely well
Structure allows organized. A clear sense of
organized. Order
reader to move Structure allows direction is not
and structure of
through content reader to move evident. Flow is
information is
without confusion. through some of frequently
Organization compelling and
Flows smoothly the content interrupted.
flows smoothly
without
confusion. Flow
is sometimes
interrupted.
Thorough and Complete Shows some Shows
insightful understanding of understanding of incomplete
Content
understanding content content understanding
of content of material
Insightful and Ideas are Ideas are Ideas are
well considered considered; more somewhat on unclear; few
ideas making than one topic; makes
Ideas connections
multiple thoughtful some connections
connections connection is
made
Vocabulary Commendable Effective Suitable Limited
demonstration demonstration of demonstration of demonstration of
of understanding understanding understanding
understanding vocabulary in vocabulary in vocabulary in
vocabulary in given context. given context.
given context.
given context.
Mechanics Answer is free of Answer has few Most spelling, Spelling,
distracting spelling, punctuation, and punctuation,

24
 spelling, punctuation, and grammar are and grammatical
punctuation, grammatical correct allowing errors create
and grammatical errors allowing reader to distraction,
errors; absent of reader to follow progress through making reading
fragments, ideas clearly. Very the answer. Some difficult;
comma splices, few fragments or errors remain. fragments,
and run-ons. run-ons. comma splices,
run-ons evident.
Errors are
frequent.

Answer Key

WHAT I KNOW PRETEST

MODULE 5

TEST 1 TEST 2

1. own 11. C
2. items 12. B
3. exactly 13. B
4. another 14. C
5. catching up 15. C
6. shines
7. wrote
8. again
9. sun
10. hidden

WHAT’S IN – ACTIVITY 2: SNAPSHOT

Meaning Part of Speech

It is a small intelligent noun

African ape without a 1Term
tail.
Synonym Chimpanzee Sentence

Monkey / Ape/ Homo (Sentence varies)

Sapiens

25
Meaning Part of Speech

a short bar hanging noun

high up in the air from
two ropes that
acrobats use to
perform special 2 Term
movements
Synonym Trapeze Sentence

Swing / bar (Sentence varies)

Meaning Part of Speech

the continuation/ noun

extension of an activity 3 Term
beyond the set time.
Synonym Extra Inning Sentence

Round/ Shot/ (Sentence varies)

Accomplishment/ Activity

Meaning Part of Speech

to walk in a slow and verb

relaxed way 4 Term

Synonym Amble Sentence

Loiter/ Wander/ Stroll (Sentence varies)

Meaning Part of Speech

a type of melon with a noun
thick skin that is
round and has yellow
5 Term
or green skin and
Cantaloupe
sweet orange flesh
Synonym Sentence

Melon/ Rock Melon (Sentence varies)

Criteria Point/s

1. Write definition 1 pt.

2. Match the word/synonym to the given 1 pt.
definition
3. Write original sentences 1 pt.
4. Mechanics (Correct punctuation, 1 pt.

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 spelling and capitalization)

TOTAL 4 points each

item

Activity 3: Zoo Job

He had a baseball game to attend to.

He wouldn’t have wanted anything to

tie him up beyond 4pm.
He reminded Roger that it was three
thirty already.

He is naturally shy and gets nervous

easily on petty things.
He was so worried Roger was going to
yell at him.
He wouldn’t have wanted to upset
Roger.

He was already warned by Roger not to

have any practical joke that day.
He never repeats the same practical
joke twice .
He wasn't yet around when he put his
hat on top of the fridge.

She loves animals.

Charlie, the chimp, looked so sad.

She thought Charlie was jealous

because his mate had a hat.

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 Criterion Point/s
1. Correctness of Answer
(Each clue is precisely described 1 pt. per clue
regardless of how the sentence was
constructed)
TOTAL 3 points each
item

The culprit is
Cindy.

Criterion Point/s

1. Correctness of Answer 4 pts.

TOTAL 4 points

WHAT’S MORE – ACTIVITY 4: HOUSE RULES

What is the issue between the landlady and the renter based on the
picture?
The renter couldn’t keep her room tidy. She didn’t follow some house
rules set by the landlady.

Clue: Clue: Clue:

Cat is not Smoking is Books and
allowed inside prohibited in papers are not
the apartment. the bedroom. properly
arranged on
the table or in
a shelf.

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ACTIVITY 5: OUTSIDE THE BOX

(Dialogue varies as long as the student can provide a solution to the problem)

WHAT I HAVE LEARNED - ACTIVITY 6: LESSON TWEET

(Answers may vary)

Analytical listening is the ability and the capacity to

properly analyze what is being said. It focuses around
the interpretation and meaning of the spoken message.

It is helpful in problem solving because it helps bring

balance to a conversation and process information
objectively.

The steps to employ analytical skills are to listen, to

know the issue, to paraphrase, to summarize and to dig
deeper.

WHAT I CAN DO - ACTIVITY 7: MAZE RUNNER

The culprit is
MR. PETERS

Criterion Point/s

1. Correctness of Answer 3 pts.

TOTAL 3 points

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Note: The maze will help the student answer the following questions below.

Criterion Point/s
1. Correctness of Answer
(Follow the clue in the maze to get to the 1 pt. each clue
answer) (3 clues)

TOTAL 3 points

1. What is the problem in the maze?

The problem in the maze is that the car tires of the doctor
were slashed by one of his patients.

2. Why did you choose him/her to be the culprit? What

are the evidences or clues did you find in the audio-
taped conversation to support your claim?
Mr. Peters was the culprit because he had anger
management problem. Although he was unhappy with his
therapy, he wouldn’t have been able to cut the tires due to his
missing contacts. But, when he knocked over the doctor’s
penholder and was able to quickly put all the pens back, he was
the one who had been pulling the wool over the doctor’s eyes
and that he could actually see.

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ASSESSMENT

TEST I TEST II TEST III

1. D 6. A 11. D
2. A 7. A 12. D
3. A 8. D 13. B
4. A 9. D 14. C
5. D 10. B 15. D

ADDITIONAL ACTIVITY
(Answers may vary)

How does learning the emotions, the tone, the vibe and the meaning
of the song help you determine its central problem?

Learning the emotions and the meaning of the song helps me

identify its underlying concept. Its tone and vibe stir mixed emotions
to me like sympathy to the main character. Also, by getting its main
idea, I get to understand where Elsa is coming from. Her struggles,
fears and loneliness are felt while listening to the song which makes
the piece truly a masterpiece.

(Answers may vary)

31
References

ONLINE SOURCES

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/www.duxbury.k12.ma.us/cms/lib/MA01001583/Centricity/Domain/212/
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deshare.net/feueacmrq/types-of-listening-23635247?from_-23635247?from
_action=save

Flojo, O. (2014). Curriculum and instruction: The teaching of English. TeacherEduca

tion Council, Department of Education. Retrieved from https://www.slidesh
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June 2020, from https://onthesamepageelt.wordpress.com/2017/05/22/14
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Free IELTS Listening exercises. Sentence completion - IELTS-up. Ielts-up.com. (2020).

Retrieved 5 June 2020, from https://ielts-up.com/listening/listening-exerci
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Frozen | Let It Go Sing-along | Official Disney UK. (2014). [Video]. Retrieved 7 June
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iRubric: Rubric for Dialogue Writing Piece - E4CW65: RCampus. Rcampus.com. (20
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JMC Academy. (2020). Critical Listening VS. Analytical Listening. Retrieved 7 June
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32
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33
For inquiries or feedback, please write or call:

Department of Education – Region XI Davao City Division

Elpidio Quirino Avenue, Davao City, Davao del Sur, Philippines

Telephone: (082) 224 0100 / 228 3970

Email Address: info@deped-davaocity.ph / lrmds.davaocity@deped.gov.ph

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