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English
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
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

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

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Asst. Regional Director

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Schools Division Superintendent

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Mala Epra B. Magnaong, Chief ES, CLMD

Neil A. Improgo, EPS-LRMS
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Members: Elbert R. Francisco, PhD, Chief ES, CID

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Website: depedbukdinon.net.ph

2
 Lesson
Evaluating Literature
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.

3
 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 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.

“What have you done with our son?” Lance bellowed, his face distorted
with rage.

“He is in a safe place,” Dulce replied, and with a sudden movement, she
yanked at the bell cord to summon the servant.

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.

4
 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.
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

5
11. Why does laughter decrease our stress hormones?
A. It helps us calm down.
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

6
 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.

7
 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 —
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
8
Milady's loveliness that he impulsively reveals that this is not the first time that he has made
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.
9
 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 10 is to them. At the end of the day, audiences
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!

What’s More
11
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 expresses expresses doesn’t express
people from many different universal meaning. meaning.
backgrounds and cultures can meaning.
appreciate.
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
12
treasure. You wantvividly
more? defined. defined. clearly defined.
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?

13
 Hats off to you for finishing the lesson.
Now, you’re ready to take the assessment.

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
14
Instructions: Answer the following questions. Choose the best answer for each item below.
Write your answers on a separate sheet of paper.

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
15
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 __________.

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.

16
 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.

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.
17
 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.

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 beA 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 ________

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

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 mak
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?

Notes to the Teacher and Parents

In case the students cannot access the link, they can
listen to any songs that feature life challenges.
19
 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.

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.
20
 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.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
21
 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 _____________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What I Can Do
As a student, listening skill is very important for an effective communication. Using
Your new friend Hannah accidentally slips and falls on a wet floor. Her head is
different listening strategies is also believed to help improve your problems from getting the
seriously wounded and you need to call for an emergency response right away. However,
idea of what has been told. Read the situation stated below and write your responses to the
there is no signal connection in that area and the best way to give her treatment is to
idea on what could be the best listening strategy to address the concern. Write your answer
bring her to her house few meters away from the incident area. She instructed you the
on a separate sheet of paper.
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?

22
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Answer Key
3. A 13. D 5. False 6. D
2. B 12. B 4. False 5. A
1. B 11. B 3. True 4. B
Assessment 2. True 3. C
1. True 2. A
Answers may vary Activity 1 1. A
What I Can Do What’s More What I Know
Lesson 1

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

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

26
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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