English 7 Q2 F

QUARTER 2
English G7
Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition
the payment of royalties.
Borrowed materials (songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by
their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective
copyright owners. The publisher and the authors do not represent nor
claim ownership over them.
This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors
PIVOT 4A CALABARZON English G7

PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020
English
Grade 7
Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead
John Lerry F. Villalobos

Content Creator & Writer
Jhonathan S. Cadavido & Art Angelo A. Enelo

Internal Reviewers & Editors
Lhovie A. Cauilan, Don Kirby Alvarez & Melanie Mae N. Moreno

Layout Artists & Illustrators
Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer
Ephraim L. Gibas
IT & Logistics
Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
PIVOT 4A CALABARZON English

Guide in Using PIVOT 4A Learner’s Material
For the
Parents/Guardians
This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in English as prescribed by the
Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace.
Furthermore, this also aims to help learners acquire the essential 21st
century skills while taking into consideration their needs and
circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.
For the
Learners
The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on
page 38 by providing the appropriate symbols that correspond to
your personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.
PIVOT 4A CALABARZON English G7

Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Modules
This part presents the MELC/s and the desired

Introduction
What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.
This part presents activities, tasks and contents

What I know
Development
of value and interest to learner. This exposes

him/her on what he/she knew, what he/she does
What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it
developing mastery of the target skills or MELC/s.
In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to meaningfully
connect his/her concepts after doing the tasks in
Engagement
the D part. This also exposes him/her to real life

What I can do situations/tasks that shall: ignite his/ her interests
to meet the expectation; make his/her
performance satisfactory; and/or produce a
product or performance which will help him/her
What else I can do fully understand the target skills and concepts .
This part brings the learner to a process where

he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation
information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the

Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).
PIVOT 4A CALABARZON English

WEEK
1 Listening Strategies
Lesson
I
Listening, though often underrated, is one of the most essential skills we
use in our day-to-day communication. When done right, it enables us to
completely understand matters we hear and come up with appropriate feedback
when needed. Whether we listen for specific idea or an array of more complex
concepts and details, it is vital that we know how to employ ways that can help us
listen effectively.
This lesson focuses on using listening strategies based on purpose,

familiarity with the topic, and levels of difficulty of short texts listened to. As you
explore more about this lesson, you are expected to understand deeply how
individuals comprehend what they listen to and examine listening texts.
Have you tried listening to at least one of the materials listed below? Copy
the table below in your notebook. Then, use a check (/) to mark the ones which
you have experienced listening to.
radio-based news programs recorded speeches

podcasts lesson recordings
radio commercials recorded stories
OPM songs radio weather forecasts
public announcements audio books
D
Learning Task 1: Decide whether each of the listening strategies below should be
categorized as top-down or bottom-up strategies. Write your answers in your
notebook.
1. taking down notes

2. listening for specific details
3. identifying the speaker
4. summarizing
5. drawing inferences
6. recognizing cognates
7. recognizing divisions between words
8. listening for the main idea
9. recognizing word-order patterns
10. making predictions
Learning Task 2: Copy the given scenarios below. Examine and identify whether
a top-down or bottom-up listening strategy is being shown or applied in each
scenario. Write your answers in your notebook.
1. Mr. Cruz, your English teacher, asked you to read some information about a
certain topic. Then, he instructed you to listen to a recorded material to find
out whether or not the same points are mentioned.
PIVOT 4A CALABARZON English 6

2. A friend tries to explain how you can go on a trip to Palawan for the first time.
You make sure you do not miss out any important details and instructions
about the trip.
3. In one of your classes, your teacher asked you to listen to a pre-recorded

conversation and identify where the conversation took place.
4. Your mother gave you a call and you were asked to buy some items at the
grocery store. Since you were not familiar with the items she cited, you made
sure to remember specific details she mentioned.
5. While listening to a lecture, you saw one of your classmates taking down
important notes. This classmate of yours also made a word map to connect
those words and phrases that he/she listed.
LISTENING STRATEGIES
While listening is a usual skill that we often use as individuals, there are
times when we need to use techniques or activities that will help us listen more
effectively and focus on the main objective of a specific listening task. These
techniques which contribute directly to the comprehension and recall of a
listening input are called listening strategies.
There are numerous listening strategies one may use or apply. They may
depend on factors like the topic, type of listening material to be used and the
purpose of listening, among others.
When listening based on purpose, familiarity with the topic and levels of
difficulty, one may employ strategies which can be classified by the way the
listener processes the input. Experts categorize these strategies as either top-
down or bottom-up listening strategies.
Top-down listening strategies are considered listener-based strategies. In

these strategies, the listener uses background knowledge of the topic, the
situation or context, the type of the text and the language to make sense of what
he/she is listening to. This means that he/she already knows a fair amount of
information about the topic and he/she is able to relate a story or information into
a previously established schema or prior knowledge.
Bottom-up listening strategies, on the other hand, are considered text-

based strategies. When using these strategies, the listener attempts to make sense
of the language sound by sound or word by word, with less use of background
knowledge. The listener relies on the language in the message (e.g. sounds, words
and grammar) that creates the meaning.
Study the examples below.
Top-Down Bottom-Up
listening for main idea listening for specific details
making predictions recognizing word-order
drawing inferences patterns recognizing word
summarizing sounds recognizing cognates
taking down notes
7 PIVOT 4A CALABARZON English

To get a clearer grasp of the two categories, imagine the following
situations:
Were
Whileyou able your
having to figure outyour
recess, the difference in the
classmate tells two
you scenarios?
a story aboutHow you
his/her
listened to the vacation story could be characterized as top-down
recent vacation, which was an exciting one. You attentively listen and give listening since
you made at
reactions use of background
appropriate moments,knowledge
perhapsin to understanding
show that you canthe relate
meaning of the
to what is
message.
being told.In contrast, when listening to directions going to a friend’s place,
comprehension is achieved by dividing and decoding the words and the sound
signals bit
That bysame
bit. This
day, is an example
a friend of invite
calls to bottom-up
you tolistening.
a celebration at his/her house
the following weekend. As you have never been to his/her house before, he/she
gives It
youis, directions.
however, essential to know
You listen that and
carefully therepay
areattention
times when
to a these
certainspecific
listener
may have
details. to combine these two strategies to fully comprehend and make sense of
what is listened to.
Learning Task 3: Listen to your favorite English song. Copy its lyrics in your
notebook. Then, answer the questions that follow.
1. What do you think is your chosen song about?

2. Which words or phrases helped you understand the context of your chosen song?
Explain your answer.
3. How will you rate your familiarity of the context of your chosen song using a
scale of 1 to 10 (1 being the lowest and 10 as the highest)?
4. Do you know of real-life scenarios or stories that you can relate to your chosen
song? Cite at least one and explain how it relates to your chosen song.
E
Learning Task 4: Examine the excerpts taken from President Rodrigo Roa
Duterte’s speech. As you read/listen, complete the table provided on the next
page. The table asks you to provide specific details about some of the areas/
concerns mentioned by the President. Write your answers in your notebook.
State of the Nation Address (SONA)

July 27, 2020
If you have a way to connect to the Internet,

you may listen to (and watch) the said speech through this
link:
https://www.youtube.com/watch?v=x0WglYr6Bpk .
My countrymen, it is sad that while government focuses its attention and

resources to battle the coronavirus, there are those who take advantage of a pre-
occupied government…

The dealers and purveyors of illegal drugs, hiding in the shadow of COVID-19,
have stepped up their activities. The amount of shabu valued at millions of pesos
seized during police operations speak volumes of
the enormity and weight of the problem that we
bear.
The corrupt, the grafters and the influence

peddlers also take advantage of the fear and
confusion that the coronavirus generates. The
financial and material assistance of the
government to the unemployed, the sick and the
destitute running into billions of pesos, are not
spared from corruption and ineptitude. Even the
donations from well-meaning private persons are skimmed before reaching their
intended beneficiaries. It is like snatching food from the mouths of babies.
The profiteers, over-pricers and corrupt felons must be laughing while they stash
their dirty monies. But not for long. They cannot outrun the long arm of the law…
… If we allow greed, self-interest and ambition to rule us, then as stated by one
prominent physician, we will “be left with nothing better than the lesser evil
instead of the greater good.”…
…The efforts and resources which we poured out produced the momentum
needed to bring our country closer to our goals. Suffice it to state, we made
significant strides over time.
What did the President say about these topics?

COVID-19 Response
Illegal Drugs
Graft and Corruption
Learning Task 5: Using the excerpt provided in the previous task, write a short
essay that summarizes your expectations and realizations after reading or
listening to it. Write it in your notebook.
Learning Task 6: Using the knowledge you have gained about listening
strategies, copy and accomplish the matrix below in your notebook. Then, cite at
least three real-life situations where you can employ top-down and bottom-up
listening strategies.
Top-Down Bottom-Up

A
Learning Task 7: Think of a song, a poem or a story that you would like to listen
to. You may also use the ones you have saved or downloaded in your gadget.
Employ at least one of the strategies discussed as you listen to your chosen
material. After listening, write a short essay that reflects your understanding of
the material you listened to and how it relates to your life as a person. Do this in
your notebook.
-------------------------------------------------- ------
In your notebook, copy and complete the Venn diagram below to similarities and differences
show the between the listen
Top-Down Bottom-Up

WEEK
Locating Specific Sources 2
Lesson
I
This lesson deals with locating specific resources using an online search
engine. While there are numerous means and platforms to locate information from
available resources, resorting to ones that run electronically will usually be one’s
primary option. Technology has indeed done a great job in making things possible
and easier to do in a shorter amount of time compared to doing them manually.
As you journey through this lesson, you will be engaged in tasks that will
allow you to learn more about electronic search engines, different types of search
engines, how they actually work, and how they can help in locating specific
resources.
Say, you need a specific set of information about COVID-19, what resources
will you use? A newspaper? An encyclopedia? A poster? The Internet?
D
Learning Task 1: Identify which of the statements below are true about online
search engines. Copy and answer the given table in your notebook. Use a check
() to mark the ones which you think are true and a cross ( X ) for those you
consider false.
1. An online search engine is similar to a webpage.
2. We need online search engines to lead us to sources in the Internet.
3. A search engine may still work even without the Internet.
4. A website is another term for a search engine.
5. Search engines make our access to the information we need possible.
Learning Task 2: Check your background knowledge about online search

engines. Classify each item below as to GENERAL, METASEARCH and
SPECIFIC. Write your answers in your notebook.
1. MSN’s Bing
2. Dogpile
3. Blingo
4. Google
5. Ask.com
6. JSTOR
7. Yahoo!
8. Academic Search
9. Metacrawler
10. AltaVista

ONLINE SEARCH ENGINES
While the library is usually the primary go-to place for students when they
are in need of information or data from specific resources, technology has deeply
changed the way we perceive library work and research from using electronic
resources like Online Public Access Catalog (OPAC) to accessing a wide array of
online libraries from all over the world through the mechanism of online search
engines.
The World Wide Web or the Internet contains truckloads of information.

This is why searching for a specific information in this huge pool of knowledge can
both be tiring and intimidating. The primary key to navigating the Internet
successfully and with ease is actually knowing where to start. This is where the
roles of a search engine come into play.
An online search engine is actually a program that searches for words or

phrases in documents, most often in articles, web pages, and published materials
in the Internet. It is similar to a library in an online setting as it gives you access
to millions of domain names that store vast amounts of information.
There are three (3) common types of search engines one may use. These are
general search engines, metasearch engines and specific search engines.
General search engines refer to wide-ranging search engines capable of

searching millions upon millions of sites for specific information. These include
the likes of MSN, Ask.com, Yahoo! and Google.
A metasearch engine, on the other hand, works by actually using other

search engines to find the needed information. It works the same way when you
use a website to help find the best deals on a particular product or say, flight
booking for your trip. Popular examples of this type include Blingo, Dogpile and
Metacrawler.
Finally, a specific search engine, as the name implies, is a much smaller

and more specific type and is designed more specifically for certain users’ needs. A
good example for this type is a periodical database on culture, history, politics,
and government which are usually accessed for research purposes. While specific
search engines can usually be accessed for free as in the case of academic
databases in libraries, most would require user enrolment or subscription to allow
unlimited access. Some examples under this type are Academic Search, JSTOR
and LexisNexis.
Regardless of what type of search engine you decide to use, you will always
find a vast selection of resources. Most users would usually prefer using one
search engine before all others, and you might decide to just do the same.
It is essential, however, to note that in order for you to maximize the

efficiency of your use of search engines, there are strategies that may be used to
help you find the most relevant results. These also save time and ensure that you
only get the data that you actually need.
These strategies include knowing the proper keywords to be used in the

search. Addition of keys that can prompt the search engine helps in limiting
search results.

Learning Task 3: Using the knowledge you have gained about online search
engines, copy and complete the matrix below in your notebook. Some answers
have been provided to serve as your guide/clues.
Type Description Examples
designed more specifically to
cater the user’s specific needs
Google Search,
Yahoo!
Metasearch
Engines
E
Learning Task 4: Reach out to three persons at home (or in your neighborhood
if possible). If you have a way to access the Internet, this may be done using social
media platforms like Facebook, Messenger or via email. You may also use SMS
(text message) to get the information you need. Ask them to cite at least three
online search engines that they know and use. Also, ask them how these search
engines help them locate specific resources. In your notebook, copy and answer
the matrix provided below.
Search Engines How Search Engines

Commonly Used Help Them
Person 1
Person 2
Person 3
A
Learning Task 5: Make a research about five best search engines (e.g. Google)
for students like you. Provide a short explanation for each highlighting how it may
help in locating specific resources needed. Do this in your notebook.
Search Engine Advantages / Uses
--------------------------------------------------------
In your notebook, come up with a graphic organizer (a concept diagram for

example) that shows what a search engine is, what are its common types and how
does one work in terms of locating specific resources.

WEEK
Features of a Website
3 Lesson
I
Exploring pages on the Internet to find specific details and information
about certain topics can be tiring, especially if you are not used or accustomed to
how these pages actually work. This lesson focuses on exploring the different
parts and features of a website to help you be familiarized with matters essential
to every web experience.
You are expected to understand basic terminologies and concepts that will
help you navigate a website using essential features like headings and links,
among others.
Have you seen a website before? Let us examine the sample website below.
Using the picture above, can you tell the different features of a website?
D
Learning Task 1: Identify the part/feature of a website being described in each
statement. Choose from the list provided below. Write your answers in your
notebook.
header navigation menu footer
sidebar slider homepage
1. It refers to the content area at the bottom of every page that consists a website.
2. This is the part of the header which bears the links that take or direct visitors
to other parts of the website.
3. This is the opening page which does the job of welcoming the website visitors.
4. This is the content area at the top of the website which bears the logo as well
as the navigation menu.
5. This refers to the changing content area that presents ‘slides’ of visual
information including large images and texts.
6. This area of the website displays information that is not part of the page’s main
content like a call to action or links to recent blog posts or social media
accounts.

Learning Task 2: Examine the items presented below. Decide which among the
listed features help in navigating a website properly and easily. Copy the table in
your notebook; then, circle your answers.
good design credible easy to

navigate
has too easy to read distracting

many links colors
irrelevant relevant mobility

design content
FEATURES OF A WEBSITE
In an era where almost every information can be searched through the
Internet, it is essential for one to know how basic aspects of the web actually work.
As cited in the previous lesson, searching for something in the web can be a
tedious job especially if you are not used to how the system works. That is why it
is essential to understand the different parts and features of a website, the aspect
which presents different resources about almost everything.
A website refers to a collection of web pages usually grouped and connected
together in a number of different ways. It may also be written as “web site” or
simply, a “site.”
Every website is composed of different parts. Each part plays certain roles
as to how the entire repertoire of web pages actually works. Below are the different
parts of a website that you need to understand in order to fully navigate one.
The home page is the opening page which does the job of welcoming the
website visitors; makes them feel they are in the right place; and immediately
explains what the website does or is made for.
Sliders refer to the changing content area that presents ‘slides’ of visual
information including large images, texts, announcements, updates and
promotions.
The header is the content area at the top of the website which bears the
logo, as well as the navigation menu. This part likewise includes the taglines,
addresses, contact numbers, or buttons used to sign up and log in.
The navigation menu is the part of the header which bears the links that
take or direct visitors to other parts of the website. This part is sometimes called
tabs, links or pages. Some websites use a secondary navigation menu in cases
where a lot of navigation is needed and the most important links should be
highlighted.
The sidebar is the area of the website which displays information that is not
part of the page’s main content like a call to action or links to recent blog posts or
social media accounts.
A “call to action” (CTA) is considered one of the most essential parts of a
website as it encourages visitors to take action by guiding them on what they
really want them to do.

Finally, a footer refers to the content area at the bottom of every page that
consists a website. This usually bears the contact details, maps and links to social
media accounts among others.
Once you are familiar with the different parts of a website, it is now
important to learn about the features that make navigating a website easy. A
website must at all times:
1. be easy to navigate;
2. be easy to read;
3. present relevant and up-to-date content;
4. use relevant design (themes, colors and visuals);
5. include a well-presented call to action (CTA);
6. manifest credibility;
7. be clear, simple and can be viewed comfortably; and
8. be mobile-friendly.
All these features work together so that visitors of any website may be
engaged in exploring every part and every content presented and available.
E
Learning Task 3: Evaluate the following statements as valid or not. In your
notebook, write FACT if the statement is true and acceptable and BLUFF if it is
not.
1. A website is just another term for a webpage.

2. Websites need to have reliable and up-to-date content.
3. The footer is always placed at the topmost part of a website.
4. It is essential for a website to look clean and simple.
5. One of the most essential parts of a website is the “call to
action”.
6. The use of proper colors and photos matters in a website.
7. A website must, first and foremost, be easy to navigate.
8. Loud and intense colors should be used when designing a
website.
9. Font size and font style do not matter when designing a
website.
10. A website must present a clear direction and impression to
visitors.

A
Learning Task 4: Imagine that you are to come up with a website for your school
project. It may be about an English lesson, a collection of short stories or any
educational topic that you want. On a separate sheet of paper (bond paper), draw
or illustrate how you visualize the appearance and parts of your website. Do not
forget to provide a 5-sentence discussion or explanation of your work.
--------------------------------------------------------
In your notebook, come up with a graphic organizer (e.g. a concept map)

that presents the key features a good website should manifest.

WEEK
4 Researching a Topic
Lesson
I
Researching about a specific topic can be a tough responsibility when
you do not know where to get all the information you need. While information is
literally everywhere, it is essential that one knows how to select possible or
potential sources of useful information.
This lesson focuses on different sources of information when researching

for a specific topic. As you explore this part of the module, you will be engaged in
tasks and activities that will widen your knowledge about locating information
using available sources. You are likewise expected to research a topic using two or
three sources.
Are you familiar with

Mount Mayon? It is considered
as one of the most active
volcanoes in the Philippines.
Also, it is usually called as the
volcano with the most perfect
cone.
Using your background

knowledge, provide other
descriptions about Mount
Mayon. Do you know how and
why volcanic eruption occurs?
If you do not have

sufficient knowledge about this
volcano, what resources or
materials will you use to help
you in gaining more and other
useful information about it?
Source: Cadavido (2020)
D
Learning Task 1: Using the given scenario above, choose at least three (3)
materials listed below that you will most likely use in researching for additional
information. Then, provide short explanations why you chose them. Do this in
your notebook.
newspapers websites video clips images podcasts
magazines interviews speeches periodicals books
What will you most likely use? Why did you choose this material?

Learning Task 2: Identify if the given item is a primary, secondary or tertiary
source. Write your answers in your notebook.
1. textbooks
2. court records
3. surveys
4. dictionaries
5. studies published in academic journals
6. magazines
7. abstracts
8. indices
9. newspapers
10. diaries
Learning Task 3: Read and examine the news report below published by GMA
News Online on July 30, 2020. In your notebook, answer the questions that
follow.
NASA’s new rover Perseverance launches for Mars to seek signs of past life
Published by Joey Roulette on July 30, 2020
NASA's next-generation Mars rover Perseverance blasted off from Florida's Cape
Canaveral on Thursday atop an Atlas 5 rocket on a $2.4-billion mission to search
for traces of potential past life on Earth's planetary neighbor.
The next-generation robotic rover—a car-sized six-wheeled scientific vehicle

—also is scheduled to deploy a mini helicopter on Mars and test out equipment for
future human missions to the fourth planet from the sun. It is expected to reach
Mars next February.
It soared into the sky under clear, sunny and warm conditions carried by
an Atlas 5 rocket from the Boeing-Lockheed joint venture United Launch Alliance.
The launch took place after the Jet Propulsion Laboratory in California where its
mission engineers were located was rattled by an earthquake.
This marked NASA's ninth journey to the Martian surface. Perseverance is

due to land at the base of an 820-foot-deep (250 meters) crater called Jezero, a
former lake from 3.5 billion years ago that scientists suspect could bear evidence
of potential past microbial life on Mars.
Scientists have long debated whether Mars—once a much more hospitable

place than it is today—ever harbored life. Water is considered a key ingredient for
life, and Mars billions of years ago had lots of it on the surface before the planet
became a harsh and desolate outpost.
One of the most complex maneuvers in Perseverance's journey will be what

mission engineers call the "seven minutes of terror," when the robot endures
extreme heat and speeds during its descent through the Martian atmosphere,
deploying a set of supersonic parachutes before igniting mini rocket engines to
gently touch down on the planet's surface.
This was scheduled as the third launch from Earth to Mars during a busy
month of July, following probes sent by the United Arab Emirates and China. The
state from which the rover was launched, Florida, is currently one of the hot spots

in the United States for the coronavirus pandemic.
Aboard Perseverance is a four-pound (1.8 kg) autonomous helicopter named

Ingenuity that is due to test powered flight on Mars for the first time.
Since NASA's first Mars rover Sojourner landed in 1997, the agency has sent
two others—Spirit and Opportunity—that have explored the geology of expansive
Martian plains and detected signs of past water formations, among other
discoveries. NASA also has successfully sent three landers: Pathfinder, Phoenix,
InSight.
The United States has plans to send astronauts to Mars in the 2030s under
a program that envisions using a return to the moon as a testing platform for
human missions before making the more ambitious crewed journey to Mars.
Perseverance will conduct an experiment to convert elements of the carbon

dioxide-rich Martian atmosphere into propellant for future rockets launching off
the planet's surface, or to produce breathable oxygen for future astronauts.
The rover also is intended to help bring Martian rock samples back to Earth,
collecting materials in cigar-sized capsules and leaving them in various spots on
the surface for retrieval by a future "fetch" rover. That planned rover is expected to
launch the samples back into space to link up with other spacecraft for an
eventual Earth homecoming around 2031. — Reuters
Source: GMA News Online
1. Is the material a primary, secondary or tertiary source of information? Explain.

2. What is the main goal of launching NASA’s rover Perseverance towards Mars?
3. What essential object is aboard rover Perseverance?
4. What is considered to be one of the most complex maneuvers in Perseverance's
journey?
5. What does the United States plan to do in 2030?
6. What other significant details does the text provide?
SOURCES OF INFORMATION WHEN RESEARCHING A TOPIC

Researching about a given topic can be a daunting task especially when
you have zero knowledge as to where to get every bit of information you need.
There are various ways and means to obtain needed information including
the use of print-based materials like newspapers and magazines or through
electronic sources like websites and online databases.
Generally, sources of information may be classified as primary, secondary
and tertiary sources. It is essential to understand these classifications and
identify which one is appropriate for your research topic.
Primary Sources
Primary sources of information include firsthand accounts, raw data, and
other original materials on which other researches are based. This means that
primary sources are authentic materials and have not been subjected to
evaluation or assessment.

This classification includes original works like poems, diaries, court
records, interviews, surveys, and original research and research published in
scholarly and/or academic journals.
Secondary Sources
Sources of information are classified as secondary sources when they
describe, interpret or analyze primary sources. These are often information written
or presented by authors who did not personally witness an event or occurrence.
Common examples of secondary sources include materials like textbooks,
magazine articles, book reviews, commentaries and almanacs.
Tertiary Sources
Sources of information are considered tertiary sources when they are used
to organize and locate primary and secondary sources. This classification includes
indexes, abstracts, bibliographies, directories and databases.
It is also important to understand that definitions of each source type
may vary from one context to another.
Likewise, it is essential to take note of certain guideposts when using
information gathered for activities like researching a topic, among others.
Remember that information should always be accurate, reliable, up-to-date,
consistent, relevant and unique.
E
Learning Task 4: Find information about the characteristics and main
symptoms of Coronavirus Disease 2019 (COVID-19) using the three (3) sources of
information whether electronic, non-electronic or print-based materials. Write
your answers in your notebook. Use the table provided.
Source 1 Information Obtained
If taken from the Internet, indicate the URL.
Source 2 Information Obtained
If taken from the Internet, indicate the URL.

Learning Task 5: Interview three persons (your parents, guardians and/or
siblings) about the primary sources of information they use when they research
for a specific topic. Using the matrix provided, also take note of their reasons for
choosing such materials/sources of information. Write your answers in your
notebook.
Person 1 Source of Information: Reason:
Learning Task 6: Find information about one of the topics listed below. In your
notebook, write a 150-word essay about your chosen topic. Please make sure to
use at least two to three sources to support your write-up.
1. Philippine COVID-19 Response

2. Enrolment Rate in the Philippines for School Year 2020-2021
3. Education in the New Normal
4. Most Useful Online Learning Apps
5. Ways to Boost Immune System Against Viruses
6. Common Diseases During the Rainy Season
A
Provide examples of sources of information based on the classifications
below. Write your answers in your notebook. Use the format provided.
Primary Sources Secondary Sources Tertiary Sources

WEEK
Summarizing Key Information 5
Lesson
I
While summarizing seems to be an easy task for many, a lot of people
still find it a tough task to pull off. This is because summarizing as a skill requires
full comprehension of an original material as well as an application of essential
skills in reading and writing.
This lesson focuses on how to summarize a text, how it differs to related

concepts like paraphrasing, and how to properly write it through a set of
guideposts to be followed. As part of your learning experiences, you are expected
to summarize key information from texts provided.
The COVID-19 pandemic has changed our educational system in a way that
face-to-face classes have been suspended to avoid the spread of the virus. Can you
still remember your experiences when you were in Grade 6? In 10 sentences, tell
your story about the previous school year highlighting your key experiences. Ask
your parents, guardians and/or siblings to listen to you as you retell your
experiences.
D
Learning Task 1: In your notebook, summarize the paragraph by answering the
guide questions. Write your sentences together to form a summary.
Original Material Summary
In Africa, music is usually Guide Questions:

performed outdoors. There is
spontaneous music making as well as 1. What does the paragraph say about
performances by social and music music in Africa?
groups at ceremonies and feasts. There 2. What makes African music unique?
is no written music or music notation.
African music tradition, like folklore and Summary:
history, is transmitted orally. Music is a
social activity in which almost everyone
participates. Clearly, African music has
several interesting characteristics.
Source: https://www.helpteaching.com/questions/Summarizing

Learning Task 2: Read the statements listed below. Identify which ones are true
about summarizing. Use a check (  ) to mark the ones you consider correct and a
cross ( X ) to those which are incorrect. Answer this part in your notebook.
1. A summary should have the same length as the original text.

2. A good summary is objective.
3. A summary is just another term for a paraphrase.
4. A summary does not include the central ideas of the original
material.
5. A good summary includes the writer’s personal opinion about the
topic.
Learning Task 3: Tell whether each of the statements below should be followed
as a guide when summarizing a given material. Write AGREE or DIASGREE in
your notebook.
1. Include personal opinions when summarizing key information.

2. Maintain coherence when writing a summary.
3. Include only the supporting details in your summary.
4. Use graphic organizers to maintain the good flow of ideas while
drafting.
5. Include all important ideas from the original text.
6. Write a text with same length as the original text.
SUMMARIZING KEY INFORMATION
Summarizing is a common skill in learning English. While it usually sounds

like an easy thing to do, one must still be properly guided when it comes to writing
one out of an original text.
A summary is defined as a brief statement that presents the most

important points of an original material. It helps you retell a story or any material
using a few statements. This is why a summary is usually short and easy to
comprehend. A good summary focuses on the big picture and does not pay so
much attention to minor details. Its main goal is to present the essential ideas in a
written piece.
It is vital to know that while summarizing and paraphrasing are two closely
related concepts, they are actually two different techniques in writing.
Paraphrasing refers to restating someone else’s work or idea in your own words
at roughly the same level of details. Summarizing, on the other hand, involves
putting the main ideas of a certain work into your own words, including only the
big picture or the main ideas. Both are techniques used to incorporate sources or
other writers’ ideas when writing materials like an essay or a research paper.
When summarizing, it is important that one knows how to recognize the

main ideas, the key information and the supporting details in a given text.
The main idea refers to the central point that the author is trying to
communicate in his/her work. A given text can have one or more central ideas
usually found at the beginning. The details in a particular text are provided to
support the main idea.

Key information, meanwhile, refers to important pieces of evidence,
reasons, examples and explanations that support the main idea. This include
details that further establish one’s main point.
Since a summary is a shortened version which presents the gist of a

specific material, it is important to consider these important guidelines when
writing one.
1. A summary should be based on the original piece. While you have to

use your words, it does not mean that you should analyze and interpret the
material using your own understanding. You can still make your summary
sound like an independent piece without including misinterpretations of some
sort.
2. A summary should be kept short and simple. A good summary is
usually a lot shorter than the original text. This is because you only cite the
central ideas that present the original text in a nutshell.
3. Use your own words. When writing a summary, one should use his/her own
words to retell the most important ideas in a given text. Using one’s own words
makes the summary easier to read and understand.
4. Know the main ideas or the key information in what you are
summarizing. When summarizing, it pays to know which details are
important and which information may be omitted without altering the meaning
of the source material.
5. Keep the objectivity. When summarizing a given material, one must
remember to be as objective as possible. This means that you should not
include your personal opinion on the ideas in the original text.
6. A summary must be comprehensive. This means that as a writer, you
should be able to identify all the important ideas from the original material to
keep the meaning complete in the shorter version that you will be writing.
7. A summary needs to be concise. Since a summary is relatively short, you
should be able to avoid repetitions of ideas when writing. This will keep the
good flow of your summarized text.
8. Coherence is a key feature of a good summary. Even when you pick
out only the main ideas from a text, your summary still has to be clear and
organized. It should not sound like a set of disjointed sentences when read.
In summarizing key information in a text, one must apply several skills like
scanning and skimming while processing the original material. This will help you
in identifying key ideas from supporting details. Note-taking, as well as the use of
graphic organizers, to maintain a good flow of ideas may also largely contribute to
the summary you are trying to write.
E
Learning Task 4: Read, analyze and summarize the paragraphs provided below.
Do this in your notebook
Text A
It was beginning to get dark. We were still not home yet. I bet Dad was
going to be mad at us, I thought. I yelled at my brother to ride his bike faster, but
it was difficult to ride bikes uphill. I was so tired that every muscle in my legs was
burning. My brother finally got off his bike and sat down. I stopped and went

to help him. Suddenly, there was a car coming toward us. I could see headlights.
It was Dad. He had come to look for us, since we were so late
getting home. I knew I was going to get into trouble, but at least we were safe.
Dad picked us up and took us home.
Source:
Text B
March 2nd was a great day at the New York Public Library. More than 250 first and second graders wore red-an
Serena Williams, the tennis champion, read The Cat in the Hat to second graders. They sat on brightly-colore
After reading the book, Williams shouted, "Tip your hat to the Cat!" The students took off their hats and waved
Source: https://
Learning Task 5: Read and analyze the news article provided below. In your notebook, summarize the said ar
que: Duterte to deliver SONA at Batasan even as some expected attendees tested positive for COVID-19
Published on July 27, 2020 @ 2:50pm and Updated @ 2:53pm
tate of the Nation Address (SONA) at the Batasang Pambansa even as some individuals expected to attend the event have co
eliver his 5th SONA at Batasan,” presidential spokesperson Harry Roque said in a message to reporters.
aker Johnny Pimentel and at least six Palace personnel who were supposed to render technical support during the SONA test
be allowed to attend the SONA physically based on the event's safety protocols.

Earlier, it was reported that Cabinet executives who tested negative are
attending the SONA at the Batasan — Secretaries Menardo Guevarra (Justice),
Wendel Avisado (Budget and Management) and Delfin Lorenzana (Defense) as
well as presidential spokesperson Harry Roque.
Secretaries Eduardo Año (Interior and Local Government) and William

Dar (Agriculture) as well as Cabinet Secretary Karlo Nograles will also be
present during the event, according to a separate report by dzBB’s Tuesday
Niu.
Duterte will deliver his SONA before a joint session of Congress at 4 p.m.
— Virgil Lopez/RSJ, GMA News
Learning Task 6: If you have a way to connect to the Internet, look for a copy of
President Rodrigo Roa Duterte’s 5 th State of The Nation Address which he
delivered last July 27, 2020. Read and analyze the transcript of his speech. In
your notebook, write down 5 to 10 sentences that summarize the key information
in the said material.
You may access the transcript of the said SONA through this link:
https://www.officialgazette.gov.ph/2020/07/27/rodrigo-roa-duterte-fifth-state-of-the-nation-address-july-27-
2020/
If connecting to the Internet is not possible,

you may use the excerpt of the said article on Page 9.
A
Learning Task 7: In your notebook, summarize DepEd Secretary Leonor Magtolis-
Briones’ official statement about the opening of classes for this school year.
Official Statement on the Opening of Classes for SY 2020-2021
In order to provide an appropriate answer on the issue of the school

opening for SY 2020-2021, DepEd has been conducting consultations for the
past 2 weeks, with its executive committee, management committee, civil
society, business sector and education experts. Parents and learners also
expressed their views on Facebook, and other forms of social media.
The law provides that school opening shall start on the first Monday of
June but not later that the last day of August. The responses favor any day in
August as the preferred opening of the school year.
DepEd is conducting a much bigger survey of more than 700,000

respondents, not only on the opening of the school year but also matters
related to social distancing; and online classes, cellphone, television or radio
as alternative or complementary approaches to learning. The results will come
out in a few days.
In the meantime, the IATF is seriously considering recommendations

to the President on the ECQ.

All these factors will influence our final choice for the opening of the
school year. We are accelerating the preparation of our Learning Continuity
Plan (LCP), preparing benefits for our teaching and non-teaching staff,
ensuring the readiness and cleanliness of our school infrastructure, and
developing alternative delivery modes of learning.
It will be recalled that at the height of the Marawi uprising, our call
was “education must continue!” In the midst of the Coronavirus crisis, our
call remains the same: Education must continue whether face-to-face or
virtual, with or without physically going to school.
What we assure our learners, parents, teachers, and the general

public is that any decision we will make for the continuation of learning will
have their health, safety and well-being as primary consideration.
We shall overcome.
Source: Secretary Leonor Magtolis-Briones / deped.gov.ph
--------------------------------------------------------
Three incomplete paragraphs are provided below. Complete the meaning of

each paragraph by filling in the blanks with the missing words or terms. Choose
your answers from the pool of options provided. Write your answers in your
notebook.
beginning objective summary main/central ideas

shortened shorter ideas opinions
paraphrasing words nutshell
Summary is a (1) version of an original

material. While it is closely related to (2) , they are different
techniques usually employed when writing using other author’s
(3) .
When writing a summary, you should be able to identify the
(4) that make up the original material. The summary
should only contain these ideas retold in your own (5) . A given text can
have one or more central ideas usually found at the (6) .
One important tip when writing a summary is to always remain
(7) . This means that you should not include personal
(8) in what you are writing. In terms of length,
summary is (9) than the original material. It presents
all the important ideas of the original text in a (10) .

WEEK
Analogy 6
Lesson
I
When describing something, we often resort to making comparisons to
establish a clearer idea of what we are trying to describe or explain. There are
many types of comparisons in the English language including the use of figures of
speech like simile and metaphor. This lesson focuses on the use of other rhetorical
devices like analogy in comparing things in order to describe or make a point.
What can you say about a tree? Can a tree be associated to life?
How will you relate life to a tree? Give at least five (5) concepts that will
show the relationship between the two. Present your answers to your parents
and/or guardians. Ask them to share their opinions about your answers.
D
Learning Task 1: Read, examine and classify each sentence below as to SIMILE,
METAPHOR or ANALOGY. Write your answers in your notebook.
1. He is as thin as a stick.
2. “Life is like a bag of candies—you never know
what you’re going to get.”
3. Life is a wonderful journey.
4. This problem is a death sentence.
5. Teaching students requires the same passion
you would give to plants in a garden. Nurture
them, care for them, let them experience both
light and dark. Soon, they will grow and
bloom like you expect them to be.
6. Her smile beams like the sun.

Learning Task 2: Identify which of the statements below are true about analogy.
In your notebook, write GO if the statement is correct and NO if it says otherwise.
1. Analogy can show comparisons between unrelated things.

2. Analogy is just another term for simile.
3. Analogy can be used to explain a point.
4. Some analogies compare relationships.
5. Analogy can be used to describe unfamiliar concepts.
ANALOGY
Comparing objects or ideas is a common practice especially when writing.
While there are many types of comparisons that one can make through usual
figures of speech like simile and metaphor, there are also literary techniques or
devices that can show and provide a more detailed comparison of things and
ideas. One example of these techniques is the use of analogy.
An analogy is a literary technique that involves comparison of how two
things are alike, but with the ultimate goal of making a point about this
comparison.
Although often quite similar or related with simile and metaphor, an
analogy is not a figure of speech. It is a rhetorical device used to make rational
arguments and support ideas by showing connections and comparisons between
unlike things.
The main function of analogy is not just to show, but also to explain or
justify. Meanwhile, figures of speech like simile or metaphor only aim to show
without providing clear descriptions or explanations. As such, analogy is more
complex in nature than figures of speech.
Take a look at how simile, metaphor and analogy differ from each other
through these examples:
Simile: Life is like a tree.

Metaphor: Life is a tree.
Analogy: Life is just like a tree---it starts from a seedling that grows
into a full-grown tree that has trunk and branches that
make itself strong, and bears wonderful fruits.
Generally, there are two types of analogies commonly employed in writing.
1. Analogies that identify identical relationships. This type of analogy

takes the form “A is to B as C is to D,” and is often used to directly illustrate
similar relationships between two pairs of words, often for the purpose of logical
argument.
Example: English : language :: Mathematics : arithmetic
The example above vividly shows the connection between English and
language and Mathematics and arithmetic. English is basically a subject that
focuses on language while Mathematics deals primarily with arithmetic or
numbers.

2. Analogies that identify shared abstraction. This form of analogy
compares two things or concepts that are technically unrelated in order to
establish a connection between a characteristic that they share. This type is
common and useful in writing because it can make abstract ideas and concepts
more concrete.
Example: “What soldiers do for the country, white blood cells do inside the body.”
In the given example, the abstract concept of how white blood cells function
in the body is made clear by explaining that they protect everything inside like how
soldiers perform their sworn duty to protect their country.
In writing, analogies play the function of making abstract concepts more

concrete, adding depth and feeling to an image, and describing and making a point
to establish an argument.
Learning Task 3: Using available resources like books or magazines, look for at
least five (5) examples of analogies that identify shared abstraction to describe or
make a point. Write your answers in your notebook.
Note: If you have a way to connect to the Internet, you may also look for examples in web pages.
1.
2.
3.
4.
E
Learning Task 4: Complete the table below by providing an analogy for each of
the given topics/situations. Do this in your notebook.
Given Situation My Own Analogy
Holding Classes Online
Keeping the Family Safe from

COVID-19
Buying Essential Goods

during the Enhanced
Community Quarantine
(ECQ)
Learning Task 5: Go back to the article “Roque: Duterte to deliver SONA

at Batasan even as some expected attendees tested positive for COVID-
19” in the previous lesson on pages 26-27. Read the article for the second time.
Then, in your notebook, write a 10-sentence paragraph that shows your reaction
about the article. Use analogies to describe and establish your points.

Learning Task 6: Think of or look for at least one (1) popular song OR poem
which contains analogies. Provide a copy of the song lyrics / poem in your
notebook and underline as many analogies as you can find.
A
Learning Task 7: In your notebook, write a short essay about any of the topics
listed below. Make sure to use analogies in describing or establishing your points.
a. The Coronavirus Pandemic in the Eyes of a Teenager

b. Being Kind Towards Others in Times of Great Need
c. Keeping the Faith in the Midst of Problems
--------------------------------------------------------
Learning about how analogies are different from other types of comparisons
used in English can be confusing. It is important for you to understand how each
type of comparison aims to function in sentences and larger units of discourse.
To check yourabstraction
shared comprehension of the discussions and examples provided,
abstract
complete the sentences below by filling in the blanks
concrete figure with the missing terms.
of speech
Choose your answers from
similaritiesthe options provided below.
shared your answers in
Write
your notebook. simile analogies
rhetorical device identical relationships
unrelated
1-2. Analogy is different from simile and metaphor because it is

a
rather than a .
3-4. Generally, analogies are clustered into two types. These are analogies that
identify and analogies that identify .
5-6. In writing, analogy can make an concept more

by providing a more detailed description or explanation.
7-8. work by describing or explaining one thing

by examining its with
another thing.
9-10. Analogy as a literary technique compares two objects

WEEKS
Linear and Non-Linear Texts 7-8
Lesson
I
This lesson focuses on understanding the differences between linear
and non-linear texts. As you journey through this part of the lesson, you will be
introduced to sequential and non-sequential reading and common examples of
non-linear representations like charts, tables and graphs.
You are also expected to analyze relationships between these textual
representations, and transcode linear to non-linear texts and vice-versa.
Have you seen the latest update on COVID-19 cases in the country? Take a
look at the infographic below.
1. Out of the total number of

cases reported, how many were
actually fresh cases confirmed
during the date indicated?
2. Which city had the most
number of new infections?
active cases reported, how
m a n y p a t i e n t s w e r e
asymptomatic?
active cases reported, how
many had mild symptoms?
5. What was the cumulative
number of confirmed cases
reported as of the date
indicated?
In gathering and presenting information about a particular topic, would

you prefer details presented in a graph or in a paragraph form?
D
Learning Task 1: Classify the items below as to LINEAR or NON-LINEAR texts.
Write your answers in your notebook.
1. Line Graph
2. Newspaper
3. Report
4. Table
5. Histogram
6. Venn Diagram
7. Story
8. Graphic Organizer
9. Speech
10. Pie Graph

Learning Task 2: Identify what is being described by each definition under
Column A. Choose from the options provided under Column B. Write the letters of
your answers in your notebook.
Column A Column B
1. a diagram that shows suggested relationships a. Bar Graph
between concepts; typically represents ideas b. Pie Chart
and information as boxes and circles and uses c. Line Graph
lines to show the relationship between them d. Venn Diagram
2. a visual depiction of similarities and e. Concept Diagram
differences between two or more different
items
3. a visual tool that uses bars to compare data
among categories
4. a circular statistical graphic divided into slices
to illustrate numerical proportion
5. a graphical display of information that
continuously changes over time
LINEAR AND NON-LINEAR TEXTS
Understanding the differences between linear and non-linear texts is an

essential skill as we encounter these texts almost every day. The main difference
between the two lies in the way the text is read or processed by an individual.
Experts call this pattern of reading a material as reading path.
A linear text refers to traditional text that needs to be read from beginning
to end in order to make sense of its content. It follows a sequential reading path
where the reader tries to make sense of the text through grammatical arrangement
and relationship of words. The common examples of this type include novels,
poems, short stories, letters and educational texts.
A non-linear text, on the other hand, is non-sequential. This means that
the readers, not the author, decide how the text is to be read without necessarily
following a prescribed pattern. The most common examples of non-linear texts
include flowcharts, charts, graphs and other graphic organizers.
A line graph is a graphical

display of data that continuously
changes over a specific amount or
period of time. The line or lines
represent movement and may ascend
or descend depending on the trend
they show.
Also known as a bar chart or bar

diagram, a bar graph is a graphical
representation of data that uses bars to
compare data according to given
categories. Such bars may run either
vertically or horizontally.

A pie chart or pie graph
is a circular statistical tool. It uses
portions or slices to represent
n u m e ri ca l p r op or tion s or
percentages of a given whole.
A Venn diagram uses

overlapping shapes (usually circles)
to show or represent the similarities
and differences between two or more
items or concepts.
Transcoding Linear to Non-Linear Texts and Vice Versa

To transcode means to transform something from one form to another. In
order to transcode a linear to a non-linear text or the other way around, one must
first be able to fully understand what the source text is about. This way, deciding
on the proper text type to be used in the transcoding process will be easier.
To transcode a linear text to a non-linear text, one may follow these steps:
Step 1. Read and understand the source text to get its main or central ideas.
Step 2. Extract important details to be included in the visual presentation.
Step 3. Remember to use words or phrases only.
Step 4. To be organized, classify information into categories.
Step 5. Make sure to use the appropriate non-linear text in presenting your
information.
E
Learning Task 3: In your notebook, identify what non-linear texts or visual
representations should be used in transcoding the sample linear texts listed
below.
Linear Text Samples Appropriate Non-Linear Texts
School’s report on the number of

enrolment from 2018 – 2020
A paragraph discussing the similarities
and differences between two persons
Comparison on the sales of Kapeng
Barako in three different cities
A paragraph explaining how a Filipino
teenager spends his weekend
Survey report showing how much time
Filipinos spend on social media

Learning Task 4: In your notebook, transcode the information below into an
appropriate non-linear representation.
Sharks and whales are classic examples of two different animals revealing
Learning Task
similar traits 5: same
in the In your notebook, transcode
environment. the
One of the non-linearoftext
similarities below
these twointo a
marine
paragraph form.
animals is their habitat. They both live in the vast range of depth of their
environment. They also have the same fin structure. They only have single tail for
propulsion, and because they are both large aquatic animals, they both consume
large volume of food. Sharks hunt for their food while whales do not have this
hunting tendency. Another difference of sharks to whales is their class. Whales
are mammals while sharks are fish but they both live in the ocean. Also, whales
have bones while sharks only have cartilages.
HOW STUDENTS SPEND THEIR TIME
A
Learning Task 6: In your notebook, come up with an appropriate non-linear
representation for each of the topics below.
Topic 1 : Latest COVID-19 Update or Bulletin in Your City/Locality

Topic 2 : How You Usually Spend a Day During the Enhanced
Community Quarantine
--------------------------------------------------------
In your notebook, come up with a Venn diagram that summarizes the

similarities and differences between a linear and a non-linear text. Then, write a 5-
sentence paragraph discussing the importance of understanding and knowing how
to transcode the two text types.

Key to Correction
LISTENING STRATEGIES ONLINE SEARCH ENGINE
FEATURES OF A WEBSITE RESEARCHING A TOPIC
SUMMARIZING KEY INFORMATION LINEAR AND NON-LINEAR TEXTS
ANALOGY

Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.
- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1
Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance in the second column
up to the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy
your personal evaluation indicated in the LP column for week 4, week 5 and week 6.

References
Blume, J. (2020). Analogy. Retrieved https://www.masterclass.com/articles/what-is-

analogy#what-is-an-analogy
Briones, L. M. (2020). On the opening of classes for SY 2020-2021. Retrieved https://

www.deped.gov.ph/2020/04/21/on-the-opening-of-classes-for-sy-2020-2021/
Hasa. (2018). Difference between linear and non-linear text. Retrieved https://
www.differencebetween.com/difference-between-linear-and-nonlinear-text/
Help Teaching. Summarizing. Retrieved https://www.helpteaching.com/questions/

Summarizing
Literary Terms. (n.d.). Analogy. Retrieved https://literaryterms.net/analogy/
Lopez, V. (2020, July 27). Roque: Duterte to deliver SONA at Batasan even as some ex-
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QUARTER 2

Borrowed materials (songs, stories, poems, pictures, photos,

This module was carefully examined and revised in

PIVOT 4A CALABARZON English G7

Job S. Zape, Jr.

John Lerry F. Villalobos

Jhonathan S. Cadavido & Art Angelo A. Enelo

Lhovie A. Cauilan, Don Kirby Alvarez & Melanie Mae N. Moreno

Jhucel A. del Rosario & Melanie Mae N. Moreno

Published by: Department of Education Region IV-A CALABARZON

PIVOT 4A CALABARZON English

PIVOT 4A CALABARZON English G7

This part presents the MELC/s and the desired

This part presents activities, tasks and contents

of value and interest to learner. This exposes

In this part, the learner engages in various tasks

the D part. This also exposes him/her to real life

This part brings the learner to a process where

information that will form part of his/her

This module is a guide and a resource of information in understanding the

PIVOT 4A CALABARZON English

This lesson focuses on using listening strategies based on purpose,

radio-based news programs recorded speeches

1. taking down notes

PIVOT 4A CALABARZON English 6

3. In one of your classes, your teacher asked you to listen to a pre-recorded

Top-down listening strategies are considered listener-based strategies. In

Bottom-up listening strategies, on the other hand, are considered text-

Study the examples below.

7 PIVOT 4A CALABARZON English

1. What do you think is your chosen song about?

State of the Nation Address (SONA)

If you have a way to connect to the Internet,

My countrymen, it is sad that while government focuses its attention and

PIVOT 4A CALABARZON English 8

The corrupt, the grafters and the influence

What did the President say about these topics?

9 PIVOT 4A CALABARZON English

PIVOT 4A CALABARZON English 1

Learning Task 2: Check your background knowledge about online search

1 PIVOT 4A CALABARZON English

The World Wide Web or the Internet contains truckloads of information.

An online search engine is actually a program that searches for words or

General search engines refer to wide-ranging search engines capable of

A metasearch engine, on the other hand, works by actually using other

Finally, a specific search engine, as the name implies, is a much smaller

It is essential, however, to note that in order for you to maximize the

These strategies include knowing the proper keywords to be used in the

PIVOT 4A CALABARZON English 1

Search Engines How Search Engines

Search Engine Advantages / Uses

In your notebook, come up with a graphic organizer (a concept diagram for

1 PIVOT 4A CALABARZON English

PIVOT 4A CALABARZON English 1

good design credible easy to

has too easy to read distracting

irrelevant relevant mobility

1 PIVOT 4A CALABARZON English

1. A website is just another term for a webpage.

PIVOT 4A CALABARZON English 1

In your notebook, come up with a graphic organizer (e.g. a concept map)

1 PIVOT 4A CALABARZON English

This lesson focuses on different sources of information when researching