ENGLISH 10

Quarter 3 – Week 5
Scanning for Details

Name of Student: _____________________________

Grade 10 Section: _____________________________

MRS. KATHERINE L. PARTOSA and MR. KEVIN DAN A. MATURAN

Subject Teachers

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 Scanning for Details

What I Need to Know

After going through Lesson 1 of this module, you are expected to scan for needed
information (EN10SS-IId-1.5.2); specifically, you are to:
a. define scanning thoroughly; and
b. scan for needed information in a given material.

What I Know

Instructions: Read each item carefully and answer. Write your answers on a separate
sheet of paper.
1. Getting the main idea of a text by glancing over it in a short time is called __________.
A. Listening B. Reading
C. Scanning D. Skimming

2. When you want to find something quickly in a text, how do you do it?
A. Listening B. Reading
C. Scanning D. Skimming

3. Which of the following is a step in scanning a text?

A. Look for definitions.
C. Look for the answer to a particular
B. Look for key words related to your topic.
D. All of the above

4. What did the guest forget on the table where he dined in?
A. attaché case B. documents
C. luggage D. wallet
5. Why did the guest forget his wallet?
A. He was in a hurry.
D. His wife went ahead.
B. He was going to a party.
C. He had other bags to carry.

6. How do you think the guest feel when the waiter returned without his wallet?
A. afraid B. amused
C. angry D. indifferent

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7. What was the gift to the king?
A. boy B. horse
C. kingdom D. money

8. What did the king decide to do with the gift?

A. give it to the needy
B. throw it somewhere
C. keep it for it was a unique gift
D. give it away saying it was useless
9. Who objected to his decision?
A. his son B. the kingdom
C. his people D. the owner of the horse
10. How did the king react to the objection?
A. The caretaker refused to give back the horse.
B. The kingdom objected fearing that it may cause conflict.
C. His son objected saying the king would be losing a splendid horse.
D. The horse’s owner objected convincing the king that the horse was a unique one.

11. Was the prince able to tame the horse?

A. No. The horse was too wild to tame.
B. Yes. He tamed the horse for several days.
C. Yes. He was able to tame the splendid horse.
D. He was angry and asked somebody to put the horse away from his place.

12. What was the king’s reaction to the boy’s success?

A. He was impressed.
D. He was ashamed of his son.
C. The king wept and embraced his son.
D. He was angry for being outwitted by his son

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13. Who was the prince?
A. He was Philip of Macedonia.
B. He was the next king of Macedonia.
C. The prince was Alexander the Great.
D. The prince was the king’s hard-headed son.

14. Who could be the king?

A. He was Philip of Macedonia.
B. He was the next king of Macedonia.
C. The prince was Alexander the Great.
D. The prince was the king’s hard-headed son.

15. Where and when did the story happen?

A. Persia, during the rain of the king.
B. Macedonia, during the ancient times.
C. Egypt, where Alexander the Great became a king.
D. India, when the prince marched and conquered the place.

Task 1. How to Scan?

In this lesson you will be working on how to scan information. You will be exploring a skill
which is very useful and effective in getting information. It is important to get the key points in the
selection when we read to comprehend the text at first glance. With it, you will be able to identify
the important information in a particular selection.
As a starter activity, scan the text below and answer the given questions.

1. What is the focus of the article?

2. Which sector does the study cover and which group of employees are involved?
3. Which sector does the study cover and which group of employees are involved?
4. What were the main reasons why some employees considered leaving?
5. How much evidence is offered?
6. What are managers doing to retain nurses?

Chan, E. and Morrison, P. (2000) Factors influencing the retention and turnover intentions of
registered nurses in a Singapore hospital. Nursing and Health Sciences, 2: 113-121.

The rapid growth in Singapore’s health-care industry, coupled with an aging population has
led to an acute shortage of nurses. Given the difficulty of recruiting new nurses, it is
imperative to retain those already in the profession. This descriptive study explored some
demographic and work-related factors which influenced the retention and turnover intentions
of Registered Nurses (RN) in a major hospital in Singapore. Using convenience sampling,
120 respondents were selected. An anonymous self-reported questionnaire was used.
Results showed that demographically, stayers and leavers differed in terms of experience as
RN, speciality qualifications and practice area. A majority of the respondents gave reasons
such as inadequacy of staffing, poor salary and welfare as primary influences on their
intention to leave. Recommendations for management were made to assist in the retention
of these RN in the future.

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 What’s New

From the text you have read, were you able to answer the given questions? How did you
get the answers?
To get the information you looked for the details and search for the specific answers.
Scanning is reading the text quickly to get the needed details. Scanning is also searching for
particular information, or checking to see whether a text is relevant. Unlike skimming, when
scanning, you look only for a specific fact or piece of information without reading everything. You
scan when you look for your favorite show listed in the cable guide, for your friend’s phone number
in a telephone book, and for the sports scores in the newspaper.
For scanning to be successful, you need to understand how your material is designed as
well as comprehend what you read so you can locate the specific information you need. Scanning
also allows you to find details and other information in a hurry.

What Is It

Getting the specific information from the text instead of reading it in-depth is one of the
techniques in reading called scanning. Having learned what the text is all about and how it is
organized, you may decide not to read the whole text.

Scanning is an important reading skill in selective reading. It enables you to find the
answer to specific questions very quickly.

Scanning is a planned hunt-skip-read process for finding specific facts. The following tip
will help you scan selection.

• Know exactly what you are looking for before you start scanning. Keep in mind the
key words related to the information you want.

• Quickly glance down the page or column to find key words. Use these clues:
section titles, subheadings, words in boldface or italic types, first and last
sentences of the paragraphs and illustrations.

The following are the tips in scanning for important details:

• Look at the question and identify what is asked for in it.

• Are you looking for digits like numbers or dates?
• Or specific words in sentences?
• Keep the concept words in mind while scanning.
• It is important to understand how your material is structured as well as to
comprehend what you read so you can locate the specific information you need.
• Look for key words related to your topic.
• Look for bold print and italics.
• Look for words in larger font sizes.
• Look through bulleted information and sidebars.

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Task 2. Scan for Details
Activity 1
Directions:

A. Scan the following selection.

In recent years, evidence has been collected which suggests that the proportion of British
children and teenagers who are unhappy is higher than in many other developed countries around
the world. For example, a recently published report set out to measure ‘well-being’ among young
people in nineteen European countries, found that the United Kingdom came bottom. The report
was based on statistics and surveys in which young people answered questions on a wide range
of subjects. The United Kingdom is a relatively unequal country with a relatively high proportion
of young people living in households with less than half the national average income. This seems
to have a negative effect on how they feel about themselves.
Answer the questions below. Use a separate sheet of paper.

1. How many European countries are in the first report? ________________

2. A country with a relatively high proportion of young people living in households? ______
3. Where did they base the report? ______________________
4. What was measured among young people in the European countries? _______________
5. The young people were living in what kind of household? __________________

Good! Let’s try another selection.

B. Find and circle the following words in this passage as quickly as possible
Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy
disposition, seemed to untie some of the best blessings of existence; and had lived nearly twenty-
one years in the world with very little to distress or vex her.
She was the youngest of two daughters of a most affectionate, indulgent father, and had,
in consequence of her sister’s marriage, been a mistress of his house from a very early period.

clever home unite

distress marriage early

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Directions: Read the following text quickly and fill in the table. What do the numbers given in the
table refer to? Write your answers on a separate sheet of paper.

1%

2%

6%

13%

16%

30%

86%

Spoon-fed feel lost at the cutting edge

Before arriving at university students will have been powerfully influenced by their school's
approach to learning particular subjects. Yet this is only rarely taken into account by teachers in
higher education, according to new research carried out at Nottingham University, which could
explain why so many students experience problems making the transition.
Historian Alan Booth says there is a growing feeling on both sides of the Atlantic that the
shift from school to university-style learning could be vastly improved. But little consensus exists
about who or what is at fault when the students cannot cope. "School teachers commonly blame
the poor quality of university teaching, citing factors such as large first-year lectures, the
widespread use of inexperienced postgraduate tutors and the general lack of concern for students
in an environment where research is dominant in career progression," Dr. Booth said.
Many university tutors on the other hand claim that the school system is failing to prepare
students for what will be expected of them at university. A-level history in particular is seen to be
teacher-dominated, creating a passive dependency culture.
But while both sides are bent on attacking each other, little is heard during such exchanges
from the students themselves, according to Dr Booth, who has devised a questionnaire to test the
views of more than 200 first-year history students at Nottingham over a three-year period. The
students were asked about their experience of how history is taught at the outset of their degree
programme. It quickly became clear that teaching methods in school were pretty staid.

About 30 per cent of respondents claimed to have made significant use of primary sources (few
felt very confident in handling them) and this had mostly been in connection with project work.
Only 16 per cent had used video/audio; 2 per cent had experienced field trips and less than 1 per
cent had engaged in role-play.
Dr. Booth found students and teachers were frequently restricted by the assessment style
which remains dominated by exams. These put obstacles in the way of more adventurous
teaching and active learning, he said. Of the students in the survey just 13 per cent felt their A-
level course had prepared them very well for work at university. Three-quarters felt it had prepared
them fairly well.
One typical comment sums up the contrasting approach: "At A-level we tended to be
spoon-fed with dictated notes and if we were told to do any background reading (which was rare)
we were told exactly which pages to read out of the book".
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 To test this further the students were asked how well they were prepared in specific skills
central to degree level history study. The answers reveal that the students felt most confident at
taking notes from lectures and organising their notes. They were least able to give an oral
presentation and there was no great confidence in contributing to seminars, knowing how much
to read, using primary sources and searching for texts. Even reading and taking notes from a
book were often problematic. Just 6 per cent of the sample said they felt competent at writing
essays, the staple A level assessment activity.
The personal influence of the teacher was paramount. In fact individual teachers were the
centre of students' learning at A level with some 86 per cent of respondents reporting that their
teachers had been more influential in their development as historians than the students' own
reading and thinking.
The ideal teacher turned out to be someone who was enthusiastic about the subject; a
good clear communicator who encouraged discussion. The ideal teacher was able to develop
students involvement and independence. He or she was approachable and willing to help. The
bad teacher, according to the survey, dictates notes and allows no room for discussion. He or she
makes students learn strings of facts; appears uninterested in the subject and fails to listen to
other points of view.
No matter how poor the students judged their preparedness for degree-level study,
however, there was a fairly widespread optimism that the experience would change them
significantly, particularly in terms of their open mindedness and ability to cope with people.
But it was clear, Dr Booth said, that the importance attached by many departments to
third-year teaching could be misplaced. "Very often tutors regard the third year as the crucial time,
allowing postgraduates to do a lot of the earlier teaching. But I am coming to the conclusion that
the first year at university is the critical point of intervention".
Alison Utley, Times Higher Education Supplement. February 6th, 1998.

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1. What is the short term of ‘application’?
A. apc B. apl
C. app D. apt
2. How many Android smartphones exist across the globe?
A. More than 100 million B. More than 200 million
C. More than 300 million D. More than 400 million

3. Which program has over 450,000 apps available?

A. Facebook B. Google Play
C. Instagram D. Netflix

4. How much is a one-time registration fee for Android apps?

A. $10 B. $15
C.20 D. $25

5. What percentage are Android-based applications using the App Store?

A. 10% B. 43%
C. 47% D. 60%

6. What percentage are Apple-based applications using the App Store?

A. 10% B. 43%
C. 47% D. 60%

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7. What percentage of 35-44-year-olds played Angry Birds in the last 30 days?
A. 25% B. 35%
C. 45% D. 55%

8. How many people use Facebook for Android in a month?

A. 58.1 million B. 58.8 million
C. 68.8 million D. 86.1 million

9. How many daily users does that represent?

A. 58.1 million B. 58.8 million
C. 68.8 million D. 86.1 million
10. What percentage does Apple phone users access the Facebook in a month?
A. 10% B. 35%
C. 58% D. 68%

11. What is the total number of people who access Facebook from their mobile phones?
A. 350 million B. 450 million
C. 650 million D. 850 million

12. How many full-time employees does Instagram have?

A. 11 B. 12
C. 13 D. 14

13. How much money has Instagram bought for?

A. $1 billion B. $2 billion
C. $3 billion D. $4 billion

14. Which company has placed this advert?

A. Androidapp B. Appleapp
C. Smartapp D. Startapp

15. Which is the email address you would use to get in touch with the advertiser?
A. info@androidapp.com B. info@appleapp.com
C. info@smartapp.com D. info@startapp.com

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Name: ______________________Grade & Section: ____________Score: __________

ENGLISH 10
ANSWER SHEET FOR QUARTER 3 WEEK 5

General Instructions:
1. DON’T forget to write your name, your grade and section on this answer sheet.
Each entry is 5 points.
2. “What I Know” on p. 166 – 168, Task 2 Activity A p. 170 and “Assessment” on
p. 173-174 are the ones to be answered on this answer sheet.

What I Know

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

Task 2 Scan for Details

Activity 1 A. Direction: Scan the selection on page 170 and answer the questions
below.
1. How many European countries are in the first report? _______________________________

2. A country with a relatively high proportion of young people living in households? __________

3. Where did they base the report? ________________________________________________

4. What was measured among young people in the European countries? __________________

5. The young people were living in what kind of household? ______________________________

Activity 1 C. Direction: Read the text entitled Spoon-fed feel lost at the cutting edge on p. 171
and fill in the table. What do the numbers given in the table refer to?
1%

2%

6%

13%

16%

30%

86%

Assessment
1. 4. 7. 10. 13.
2. 5. 8. 11. 14.
3. 6. 9. 12. 15.

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