NOT

8
English
Quarter 3 - Module 4:
Listening Comprehension

Department of Education ● Republic of the Philippines

English - Grade 8
Alternative Delivery Mode
Quarter 3 – Module 4: Listening Comprehension
First Edition, 2020
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Published by the Department of Education – Division of Gingoog City
Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module
Author/s: Rolan B. Acido, Jhammy P. Peloton, Jucel Lou L. Bayucot
Reviewers: Levie D. Llemit, PhD.
Illustrator Raul A. Mabilen
Layout Artist: Rolan B. Acido
Content Editor: Judith J. Madronero
Management Team

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal ,PhD

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Members Pablito B. Altubar

CID Chief
Levie D. Llemit, PhD – Instructional Supervisor

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Office Address: Brgy. 23, National Highway, Gingoog City

Telefax: 088 328 0108/ 088328 0118

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 8
ENGLISH
Quarter 3- Module 4
Listening Comprehension

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 Table of Contents

What This Learning Package Is About ............................................................................................... i

What I Need To Know ............................................................................................................................ ii
How To Learn from this Learning Package…………………………………………………………...ii
Icons of this Learning Package………………………………………………………………………….iii

What I Know………………………………………………………………………………………………….iv

Lesson 1: Determining the target audience of a listening text and the objective/s of the
speaker
What’s New:
Activity 1: Self-Assessment on Individual Listening Skill…….1
What Is It:
Match Me Up………………………………………………………2
What Is It: “Vision” by Feraya…………………………………………………..3
What’s More………………………………………………………………………4
What I Have Learned .................................................................................... 6
What I Can Do .............................................................................................. 6

Lesson 2: Judging the relevance and worth of the ideas presented in the text listened to
What’s In........................................................................................................ 8
What’s New ................................................................................................. ..9
What Is It ………………………………………………………………………....9
What’s More:
Activity 1: The Who………………………………………………14
What I Have Learned:
Activity 2: Creating a Timeline……………………………………14
Activity 3: Who’s who?..............................................................15
.
What I Can Do ............................................................................................ ..17

Lesson 3: Determining the stand of the speaker on a given issue presented in the text
listened to
What’s In........................................................................................................ 18

What’s New:
Activity 1: I Speak My Side………………………………..……18
What Is It .................................................................................................... ..19

What’s More
Activity 2: Share It…………………………………………………..21
Activity 3: Do This…………………………………………………..22
Activity 4: Spot It …………………………………………………...22
What I Have Learned ……………………………………………………………23
What I Can Do ............................................................................................ ..23

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Lesson 4: Distinguishing facts from opinions
What’s In………………………………………………………………………....24
What I Need to Know…………………………………………………………...24
What’s New :
Activity 1: Be a Detective: Fact or Opinion.....................................24
What Is It ………………………………………………………………………...25
What’s More :
Activity 2: Text-Based Fact or Opinion………………………………...26
What’s New :
Activity 3: Social Media Facts and Opinions on Matthew Vollbrecht…27
What Is It………………………………………………………………………….27
What I Have Learned …………………………………………………………...28
What I Can Do:
I Can Write! ......................................................................28

Lesson 5: Determining the various social, moral and economic issues discussed in the text
listened to
What’s In ………………………………………………………………………….33
What I Need to Know…………………………………………………………....33
What’s New :
Activity 1: Listening Activity: The Song of Maisuna…………...34
On Fatalism by: Imam Shafay Mohammed Bin Idris……….....34
What Is It .................................................................................................... 34
What’s More:
Activity 2: Comprehension Response………………………...35
Activity 3: Compare and Contrast……………………………..36
What I Have Learned
Activity 4: Generalization ………………………………………38
What I Can Do:
Activity 5: I Can Write ............................................................. .38

Summary …………………………………………………………………………………………39

Assessment: (Post-Test) ………………………………………………………………………39

Key to Answers ………………………………………………………………………………….42

References ……………………………………………………………………………………….43

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What This Module is About
Listening is a macro skill often neglected. People talk too much but listen less. We
used to express much of what’s inside us yet ponder less on what are perceived by our ears.
However, we often have a strong desire to feel listened to and be understood. And when we
don’t feel like our point-of-view is heard, we can quickly become sad, frustrated, or even
angry. As a result, we entangle ourselves into confusions, misinterpretations and doubts.
Thus, the process of communication and learning is made invalid and useless.
One of the most powerful ways to enhance any relationship is to take the time to
sincerely listen with the heart. It takes a little more time and patience, but the rewards are
absolutely worth it. Thus, in these lessons you are taught how important is to listen and
understand.
This module aims to maximize the significance of listening as a skill in order for you to
identify the target audience of a text and the objective of the speaker. You can also judge the
relevance and worth of the ideas presented in the text so you can determine the stand of the
speaker on an issue from which facts are identified from just mere opinions. You, as well, can
distinguish the various social, moral and economic issues discussed in the text and become
real citizen of our country through expressing your stands on matters that have importance to
you.

What I Need to Know

At the end of the module, you should be able to:

1. determine the target audience of a listening text and the objective/s of the
speaker; (EN8LC-IIIa-7.3)
2. judge the relevance and worth of the ideas presented in the text listened to;
(EN8LC-IIIb-8.2)
3. determine the stand of the speaker on a given issue presented in the text
listened to; (EN8LC-IIIe-7.1)
4. distinguish facts from opinion cited in the text listened to; (EN8LC-IIIf-2.10)
5. determine the various social, moral and economic issues discussed in the
text listened to; (EN8LC-IIIh-7.4).

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
1. Carefully read all the lessons.
2. Take your time on going through each lesson.
3. Answer the pretest honestly, the purpose of the pretest is for you to determine your
prior knowledge before going thru the lessons and activities.
4. If you have a hard time understanding the lessons and activities, please do take a
break. Having breaks between lessons and activities will give you some space where
you can absorb the lesson well.
5. You can use the internet if you need more information about the lesson.

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Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

Pre-test

Let someone read the following essay and listen to him attentively.

All normal children learn to speak spontaneously. All that seems to be required is that
people speak to them. It is a rare child who learns to read without instruction. Associating
the visual symbols of the written alphabet with the sounds and meaning of a spoken
language is a complex task.
At the very beginning of the process of learning how to read, children learn to read
aloud because they must match the printed symbols to the speech sounds they are already
familiar with. Essentially, they go through three steps. First, they identify the letter of the
alphabet by the way it looks. Is it open or closed (a or c)? Does it have a straight line in it (d
or g)? Second, once they can recognize the letters, they pronounce or produce them as
speech sounds. They learn that there are letters that match two or more sounds- for example
c in English may have the sound of /k/ in cat or /s/ in city. Also, they learn that one sound
can be written as two or more letters--/f/ can be written as f in face, ff in cliff, ph in phrase,
gh in rough. Finally, because many combinations of letters are pronounced differently from
the letters by themselves—oo in English is different from o—they must begin to learn the
pronunciation of common groupings of letters. After gaining this skill, they process sounds,
words, and meanings simultaneously.
Adapted from Human Development by
Kurt W. Fishcher, NY: W.H.
1984, pp. 465-466

How well did you listen? Choose the word or phrase that best completes the
sentences. Write the letter that corresponds to your choice.
1. What is the essay all about? How children first learn ____________________.
a. how to read c. how to speak
b. the alphabet d. about their language

2. Basically, the process of reading involves the matching of the letters or printed
symbols and the________________.
a. alphabet c. speech sounds
b. meanings d. pronunciation

3. To match the letters with the sounds they already know, children first learn to read
______________.
a. aloud c. in groups
b. silently d. with their teacher

4. The essay tells us that all normal children learn to speak a language by __________.
a. going to school c. having people talk to them
b. staying at home d. letting their parents explain the words

5. The essay also says that unlike speaking a language reading is ________________.
a. given c. required
b. planned d. taught

6. The first step in learning how to read is to identify letters by the way they _________.
a. look c. sound
b. differ d. are printed
c.
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7. Associating the letters of the alphabet with the sound, words and meanings of a
language refers to ________________.
a. listening c. speaking
b. reading d. writing

8. The essay directly states that learning how to read is a _________________

undertaking.
a. complex c. simple
b. necessary d. spontaneous

9. The main purpose of the essay is to __________________________.

a. describe c. inspire
b. inform d. persuade

10. The essay is developed ________________________.

a. according to time
b. by detail and example
c. comparison and contrast
d. by analysis of cause and effect

from Ventures in Communication,

A Teacher’s Manual in English for First Year High School,
Flores, Magelende, et.al. copyright 2007, REX Books Store Inc.,
pages 31-33

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 Lesson
Determining the Target Audience of a
Listening Text and the Objective/s of
1 the Speaker

What’s New?

Activity 1: Self-Assessment on Individual Listening Skill

Directions: Assess yourself on how do you listen. Check “Yes” if the item
corresponds to your listening habit or “No” if it does not on the table below.

YES NO
1. Do I listen attentively to other person’s point of view?
2. Do I avoid interrupting when another person is talking?
3. Do I try to make the speaker feel that I am interested in his or her
opinion?
4. Do I try to be open-minded to other’s opinion and try not to force my
own opinion to others?
5. Do I try to distinguish fact and opinion?
6. Do I relate my remarks to what others have said?
7. Do I only believe the information with evidences?
8. Do I ask questions to clarify the things I never understood?
9. Do I keep myself busy while others are having their discussion?
10. Do I respond accordingly when someone ask my opinion?

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Activity 2: Match Me Up

Directions: Match the words in Column A to its meaning in Column B. Write only the
letter of your answer.

Column A Column B

1. Fleeing a. An idea of what something is or how it works

2. Foraging b. To no longer have any hope or belief that a situation

will improve or change

3. Despair c. To run away from a place

4. Battered d. Very great in size, amount, degree, intensity, or

especially in extent or range

5. Gloominess e. A type of flowering plant that grows on the surface

of the water.

6. Concepts f. Grasses and other plants that are eaten by animals

7. Vision g. Subjected to repeated physical abuse

8. Vast h. A picture that you see in your mind

9. Spacious i. Large or magnificent in scale

10. Lotus j. Causing the feeling of sadness, somewhat dark

What is it
In activity 1, you made a self-check on your listening skill. Those habits might
be helpful or not helpful to you in developing your listening ability to critically evaluate the
text you listened to. Tips on how to listen properly are given to you below to help you
understand the listening activity you will further engage in the succeeding lessons.

10 simple steps to highly effective listening:

1. Avoid internal and external distraction.

2. Listen to the content of their speech.
3. Listen to the context of their speech.
4. Listen to the tone of their voice.
5. Listen for the emotions the speaker is likely experiencing.
6. Pay attention to their body language and make appropriate eye contact.
7. Provide verbal encouragement and don’t fight silences.
8. Ask open-ended questions to encourage elaboration.
9. If you need them to slow down or want for specific info, ask close-ended questions.
10. Offer affirmations that the person has made valuable and important choices.

Source: https://www.inc.com/matthew-jones/10-simple-steps-to-highly-effective-listening.html

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• Myanmar is the new name of Burma
• Feraya was born in Kalaw, Shan State and referring to herself as simply “Feraya” the
writer has a collection of powerful poems on a variety of issues plaguing her homeland.

(The information is taken from the DLP)

VISION
By: Feraya

A country of great beauty

People so gentle and kind
There is so ugliness
And cruelty
Fleeing and hiding
And foraging for food
To survive

Our people are in pain

Suffering like no hell on earth
Darkness and despair
Surround them

And freedom is out of reach

Beaten and battered by life

Death and diseases
Swallowed up by gloominess
And bitterness
How can they carry on?

Each of us has role to play

To help our countrymen
Not by hatred and blame
Not by giving false hope
Or ideas
Or concepts

But to see the big vision

A vision that’s not small or limited

A vision that’s vast and spacious

So that Burma’s people may rise up

Like a beautiful lotus
From a muddy pond.

Source: https://sirfaramos.blogspot.com/2014/01/vision-by-feraya.html

3
 What’s More

Activity 3: Analyze Me

Directions: Let someone read the poem and listen to him attentively. Then, analyze
the message underlies the following lines:

A country of great beauty

People so gentle and kind

What is conveyed in these lines? Is it positive or negative? Why?

Answer: _______________________________________________

There is so ugliness
And cruelty
Fleeing and hiding
And foraging for food to survive

What do the following lines say? Is it the same with the first two lines?Why?
Answer: _______________________________________________

Our people are in pain

Suffering like no hell on earth
Darkness and despair
Surround them

And freedom is out of reach

Beaten and battered by life

Death and diseases

Swallowed up by gloominess
And bitterness
How can they carry on?

What feeling do the following lines emphasized? Does it influence you to feel the same way
too?
Answer: _________________________________________________________________

Each of us has role to play

To help our countrymen
Not by hatred and blame
Not by giving false hope
Or ideas
Or concepts

But to see the big vision

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What should the people in the poem do in order to experience a positive change that they
ever wished?
Answer: ________________________________________________________________

A vision that’s not small or limited

A vision that’s vast and spacious

So that Burma’s people may rise up

Like a beautiful lotus

From a muddy pond.

What will happen to Burma and its people if they all hand in hand realize their vision?
Answer: ___________________________________________________________

Activity 4: Fill me up

Directions: On wider horizon, put your new learnings on the realities of life and
answer the questions that follow.

1. Why are there many people who suffered from darkness?

______________________________________________

2. How will you encourage your fellowmen to never give up?

______________________________________________

3. Is equality important? Why?

______________________________________________

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 What I Have Learned

Generalization: Answer the questions below.

Directions: Answer the questions below.

1. Who do you think is the target audience of the poem?

______________________________________________________
______________________________________________________
______________________________________________________

2. What do you think is the objective/s of the speaker?

_____________________________________________________
_____________________________________________________
_____________________________________________________

_____________________
What I Can Do
Directions: Create a poem of at least four lines observing rhyme to emphasize its
beauty with the theme: “Battling COVID 19”. Your output will be rated using the rubric on the
next page.

_____________________

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

6
 Poetry Writing Rubric

1 2 3 4 Points
Poetry
Poetry partially Poetry clearly
adequately
Poetry does not communicates communicates
communicates
Message convey an idea, an idea, an idea,
an idea,
feeling or event feeling or feelings or
feeling or
event events
event
Vocabulary is
vocabulary is precise, vivid,
vocabulary is more telling vocabulary is and paints a
Word
very basic than routine and clear and
Usage
showing workable complete
picture in the
readers’ mind
Create a
Create some Create a visually
Poetic Visually
visual visually appealing,
Techniques unappealing/No
appeal/image appealing creative and
(Elements) image evident
is unclear image critically
inclined image
Lacks General
Form Unorganized Well organized
organization organization
TOTAL:

(https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/ModuleInstance/16049/Poetry%20Rubric.doc)

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Lesson
Judging the Relevance and Worth of
2 Ideas Presented in the Text Listened to

What’s In

In the previous lesson, you learned about how to determine the target
audience of the text and the objectives of the speaker using the poem from
Feraya entitled “Vision”. From there, we perceived that those people who
have enough in life should have the great chance of helping others who are in
need. They must live with compassion and humility rather than oppressing
those who are depressed. We need to treat each other with equality because
in the eyes of God we are all the same. We are all part of His creations. No
one is rich nor poor. Everyone deserves to be happy regardless of color, sex,
religion and nationality.
Now that you know how to distinguish the target audience of the text
listened to and the objectives of the speaker, you will enhance more your
listening comprehension by determining how to judge the relevance and
worth of ideas presented in the text you listened to.

What’s New?

What can you say about the famous quote of the late Senator Benigno
“Ninoy” Aquino Sr.? __________________________________________________

___________________________________________________________________

___________________________________________________________________

Source: https://rojan88.wordpress.com/2015/08/21/10-most-significant-quotes-from-ninoy-aquino/

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 What Is It?
It is important to learn about Burmese literature as part of understanding
better Asian and African influences and heritages. Now, let someone read the article about
Aung San Suu Kyi and listen to him attentively. Take note of the important information from
the listening text.

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10
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Source: https://www.britannica.com/biography/Aung-San-Suu-Kyi

13
 What’s More?

Activity 1: The Who

Directions: Answer the questions below.

1. When was Aung San Suu Kyi born?

___________________________________________________________

2. Who were Aung San Suu Kyi’s parents?

___________________________________________________________

3. How did Aung San Suu Kyi become famous?

___________________________________________________________

4. What is Aung San Suu Kyi best known for?

___________________________________________________________

What I Have Learned?

Activity 2: Creating A Timeline

1. Construct a time line of important events in the life of Aung San Suu Kyi.

14
2. Examine and evaluate Aung San Suu Kyi’s responses to discrimination.

3. Analyze the impact a woman can have on history.

15
Activity 3. Who’s Who?
Directions: Fill in the boxes with the necessary information.

Personality Country Important Contribution

to History

https://tinyurl.com/yay5f2kb

https://tinyurl.com/y9tbojnd

https://tinyurl.com/y8p6cfzc

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 What I Can Do?

Generalization:
Directions: Answer the questions below.

1. What does (Burmese) literature reveal about Asian characters?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. How do Asians (Burmese) respond to the challenges of modernity reflected in

their literary selections?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

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 Lesson
Determining The Stand Of The
3
Lesson
Speaker On A Given Issue

What’s In

When someone is talking and giving his stand, we listen and understand. As a listener,
you can make a conscious effort to hear and understand the complete message spoken, rather
than just passively hearing it from the speaker. Sometimes we are not aware of how to separate
the truth from the message that is misleading or even blatantly false, nor is it always clear which
messages intend to help the listener and which ones are merely self-serving for the speaker.
Part of being a good listener is to learn to evaluate messages we hear and react accordingly.
In this lesson, you are taught how to listen effectively and identify the speaker’s stand on
an issue to be able to respond effectively.

What’s New

Activity 1: “I Speak My Side”

Directions: Explain briefly your side on the issue of ABS-CBN shutdown.

Source: https://bit.ly/2YL0UVr

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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 What Is It

Based on Activity 1, you were able to express your side of the issue that
leads you to the next level of understanding of the lesson.

Essential questions:

➢ Do you think determining the speaker’s stand important?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

➢ Do you think listening to your side or stand important?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

➢ Does your stand or opinion affect the idea?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

LISTEN TO RESPOND:

Active listening definition

Active listening requires the listener to fully concentrate, understand, respond, and then
remember what is being said. You make a conscious effort to hear and understand the complete
message being spoken, rather than just passively hear the message of the speaker.

Why is listening important?

Listening is the most fundamental component of communication skills. Listening is not something
that just happens. Listening is an active process in which a conscious decision is made to listen
to and understand the messages of the speaker.
Active listening is also about patience listeners should not interrupt with questions or comments.
Active listening involves giving the other person time to explore their thoughts and feelings. They
must have enough time for that.

We spend a lot of time listening

Various studies stress the importance of listening as a communication skill. The studies average
say we spend 70-80% of our waking hours in some form of communication. Of that time, we
spend about 9 percent writing, 16 percent reading, 30 percent speaking, and 45 percent
listening.
Studies also confirm that most of us are poor and inefficient listeners. Most of us are not very
good at listening. Research suggests that we remember less than 50% of what we hear in a
conversation.

19
Listening vs. hearing
Hearing is an accidental and automatic brain response to sound that requires no effort. We are
surrounded by sounds most of the time. For example, we are accustomed to the sounds of cars,
construction workers, and so on. We hear those sounds and, unless we have a reason to do
otherwise, we learn to ignore them.

Hearing is:

• Accidental
• Involuntary
• Effortless

Listening, on the other hand, is purposeful and focused rather than accidental. As a result, it requires
motivation and effort. Listening, at its best, is active, focused, concentrated attention to understand the
meanings expressed by a speaker.

Listening means paying attention not only to the story, but how it is told, the use of language and
voice, and how the other person uses his or her body. In other words, it means being aware of both
verbal and non-verbal messages. Your ability to listen effectively depends on the degree to which you
perceive and understand these messages.

Listening is:

• Focused
• Voluntary
• Intentional

Source: https://bit.ly/3hCXGvP

SIGNALS THAT CAN BE NOTED FROM THE SPEAKER’S TALK

EXPLICIT SIGNALS - are signals directly stated. Such signals may be noted, for
example, in the following phrases.

1. I do agree with... 6. I hold the view that….

2. I believe that... 7. I’d like to point out that….
3. I certainly feel ... 8. From my perspective….
4. I think…. 9. From my point of view….
5. In my view…. 10. It seems to me that….

20
 Example:
I believe that for the rest of the world, contemporary USA is an almost symbolic
concentration of all the best and the worst of our civilization. On the other hand, there are
its profound commitment to enhancing civil liberty in maintaining the strength of its
democratic institutions, and the fantastic development in science and technology which
have contributed so much to our well-being on the other, there is the blind worship of
perpetual economic growth and consumption, regardless of their destructive impact on the
environment, on how subject they are to materialism and consumerism, or how, they,
through the omnipresence of television and advertising, promote uniformity, and banality
instead of a respect for human uniqueness.

IMPLICIT SIGNALS -are deduced from the speaker’s tones, facial expressions and gestures,
which are ways of indirectly stating certain viewpoints.

Example: She implicitly said she likes white shoes by saying she likes all colors but tan.

What’s More

Activity 2: Share it
Directions: Now you try it! Choose a phrase from above to complete the
sentences below. Give one or two reasons for each opinion. Write your sentences in the
comments section.

a.) .…you should move back home with your family.

_______________________________________________________________________
_______________________________________________________________________
b.) ....the government should lower fuel prices.
_______________________________________________________________________
_______________________________________________________________________
c.) .…we can combat climate change by…
_______________________________________________________________________
_______________________________________________________________________
d.) .… [football player, musician or actor name] is better than…
_______________________________________________________________________
_______________________________________________________________________
e.) ... [city name] has the best street food.
_______________________________________________________________________
_____________________________________________________________________

21
 Activity 3: Do this!
Directions: Using any of the explicit signals, write your stand on the issue:
“Students must not be allowed to bring mobile phones in school”.

My Stand:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________

Activity 4: Spot It!

Directions: Choose certain news from a television or a radio which has an
interview on someone giving his opinion on an issue.

(Option 2: If no television and radio at home, interview someone known in your

barangay. Choose an issue: Pre-marital Sex, Increasing number of out-of-school youth,
Increasing number of unemployed individuals in the barangay, Same-sex marriage)

Source: ____________________________________________

Issue: ____________________________________________

Stand of the speaker:

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

22
 What I Have Learned

Activity 5: Read the poem entitled “Africa My Africa” by David Diop that talks
about Africa’s humiliation and discrimination. After reading, brainstorm on the meaning of
the poem and answer the following questions.

Africa My Africa

Africa of proud warriors in ancestral Savannahs

Africa of whom my grandmother sings
On the banks of the distant river
I have never known you
But your blood flows in my veins
Your beautiful black blood that irrigates the fields
The blood of your sweat
The sweat of your work
The work of your slavery
Africa, tell me Africa
Is this your back that is unbent
This back that never breaks under the weight of humiliation
This back trembling with red scars
And saying no to the whip under the midday sun?
But a grave voice answers me
Impetuous child that tree, young and strong
That tree over there
Splendidly alone amidst white and faded flowers
That is your Africa springing up anew
springing up patiently, obstinately
Whose fruit bit by bit acquires
The bitter taste of liberty.

Source: https://folukeafrica.com/africa-my-africa-by-david-diop/

Questions:
1. Who is talking in the poem?
_________________________________________

2. To whom is the speaker trying to speak to?

_________________________________________

3. How did speaker describe the Africans in his poem?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

23
 4. What is the message of the poem?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

5. Speaker’s stand:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

6. Signals/ Evidence of the speaker’s stand :

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Activity 5

Directions: From the poem that you have read; “Africa, My Africa” create your own
poster showing equality and respect to other races, explain your work after.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
24
 Category 5 4 3 2
Graphics – All graphics are All graphics are Some graphics Many graphics
Relevance related to the related to the are not related are not related
topic/theme and topic except 1 to the topic to the topic
makes it easier
to understand
Grammar Ideas are Ideas explained Ideas Little or no
thoroughly somewhat explanation of
explained explained idea

What I Can Do
As a student what is your stand on humiliation and discrimination?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

https://educationalresearchtechniques.com/2017/09/06/types-of-rubrics-for-writing/

25
 Lesson
Distinguishing Facts from
4
Lesson Opinion

What’s In

We have learned in the previous lesson on determining the stand of the speaker on given
issues. At this point, we will learn how to identify facts and opinions. Being able to discriminate
between facts and opinions is an important reading skill that students need to understand.
An important part of listening comprehension is determining what a fact is and what an
opinion is. To fully understand, let us define each. A fact is a statement that is true and can be
verified or proven objectively. In other words, a fact is true and correct, no matter what. An
opinion, however, is a statement that holds an element of belief; it tells how someone feels. An
opinion is not always true and cannot be proven. Why is this skill important enough to learn?
Let's take a closer look.

What I Need to Know

Distinguishing Facts from Opinion

The ability to distinguish between fact and opinion helps you develop your critical and analytical
skills in reading and listening. Facts and opinions are often woven together in texts and
speeches. Therefore, it is imperative that you can unravel the threads of what is true from what is
mere belief if they are to successfully navigate the deluge of media that you will encounter in
your lifetime.

What is a fact? - A fact generally refers to something true and can be verified as such. That is, a
fact is something that can be proven to be true.
What is an opinion? - An opinion refers to a personal belief. It relates to how someone feels
about something. Others may agree or disagree with an opinion, but they cannot prove or
disprove it. This is what defines opinion.

26
 What’s New

Activity 1: Be a Detective: Fact or Opinion?

Directions: Solve each case below by listening to someone reads the paragraphs and
identifying each as “fact” or “opinion” by circling the correct answer.
Case #1:

Baking cookies takes less than an hour. First, you need to add 2 cups flour, ½ cup sugar, 2 cups
chocolate chips, 2 eggs, 1 teaspoon salt and 1 teaspoon vanilla to a mixing bowl. Next you stir
the ingredients together until they are completely combined. Preheat oven to 350 degrees
Fahrenheit. Put spoonful of cookie batter an inch apart onto a greased cookie sheet. Bake for
about 10 minutes or until the cookies are light brown at the edges. My mom’s cookies are the
best in town! First, she uses the creamiest butter, and she gets the freshest eggs from our
neighbour’s chickens. The milk she buys to drink while eating the cookies make the cookies even
better because the milk comes from a local dairy farm. They’re good when they’re cooled down,
but even better when they’re still warm.

FACT or OPINION

Case #2:

My mom’s cookies are the best in town! First, she uses the creamiest butter, and she gets the
freshest eggs from our neighbour’s chickens. The milk she buys to drink while eating the cookies
make the cookies even better because the milk comes from a local dairy farm. They’re good
when they’re cooled down, but even better when they’re still warm.

FACT or OPINION

What Is It
Activity 1 asked you to identify whether the cases presented above are fact or opinion. A
factual statement is one that can be proven to be true or false, and that statements of opinion
cannot be proven.

Distinguishing Fact from Opinion

Being able to discern the differences between facts and opinions will help you evaluate the
reliability and usefulness of texts you have encountered. Critical thinking is the best possible way
of determining which statements are facts and which statements are opinion. It may seem at first
that the differences are easy to see. However, not everything is as black and white as it first
seems.

What is Fact? A fact is something that can be verified with evidence. For example, the river
which flows through London is called the Thames.

What is an Opinion? An opinion is based on belief and viewpoint. Opinions are often personal
interpretations and cannot be verified with evidence. For example, summer evenings are nicer
than winter evenings.
Opinions are often (though not always) preceded with terms such as "I think" or with adjectives,
comparatives, and superlatives such as good, better, and best.

. 27
A factual statement is one that can be proven to be true or false, while a statement of opinion
cannot be proven. For example, I may say, "Mr. Mortini is ten feet tall. This is a statement of fact.
We can all see that it is a fact that is false, but we can easily prove it to be false. Therefore, it is
factual. Now, if I said that Mr. Mortini is tall, this would be an opinion. A person who is shorter
than Mr. Mortini might agree with this statement, but a person who is taller than Mr. Mortini would
likely disagree. Since there is no way to prove the statement beyond argument, it is a statement
opinion."

Examples of Facts:
1. The earth is round. Summer follows spring.
2. The 2010 world cup took place in South Africa.
3. The British Winter of 2009/2010 was the coldest for 30 years.
Examples of Opinions:
1. I think that rock music is awful.
2. The legal age for drinking should be lowered to 16.
3. London is the best city in the world.

What’s More

Activity 2: Text-Based Fact or Opinion

Directions: Find quotes in your book that state a fact and an opinion. Write them inside
the box below. Then, explain how did you determine that it is a fact or an opinion.

FACT OPINION

How do
you
know?

I know because: I know because:

28
 What’s New

Activity 3: Social Media Facts and Opinions on Matthew Vollbrecht

Directions: Listen to the selection “Matthew Vollbrecht” and write down the facts and
opinions about him on the lines below.

Matthew Vollbrecht

Nothing less than traumatic was the diagnosis that Matthew

would be totally blind by the age of three and would eventually
need prosthetic eyes. This horrifying diagnosis, rather than
defining him, inspired him to unleash his true potential. Matt was
discovered to have an incredible interest and tremendous natural
talent for singing and playing the piano. Having “absolute perfect
pitch” Matthew began studying piano at age 4 and voice at age 6.
In short order, he gained significant notoriety for his uplifting and
inspirational performances. The demand for his appearances
reached new heights. At the age of 10, he became the youngest
recipient of the VSA Arts National Young Soloist Award. He remains to this day the youngest in
history to win that award. He went on to represent VSA Arts in several performances at the John
F. Kennedy Center for the Performing Arts as well as at the VSA Arts International Festival in
Brussels, Belgium.

Write 5 Facts about Matthew Vollbrect:

1.___________________________________________________________________________
2.___________________________________________________________________________
3.___________________________________________________________________________
4.___________________________________________________________________________
5.___________________________________________________________________________

Write 5 Opinions about Matthew Vollbrect:

1.___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________

What Is It
An important part of listening comprehension is determining what a fact is and what an
opinion is. To understand more completely, let's define each. A fact is a statement that is true
and can be verified or proven objectively. In other words, a fact is true and correct, no matter
what. An opinion, however, is a statement that holds an element of belief; it tells how someone
feels. An opinion is not always true and cannot be proven. In education, children as young as
kindergarten engage in conversation about facts and opinions.
You may encounter fact and opinion questions on standardized tests. Sometimes, you'll
have to distinguish between fact and opinion statements, but often you're called upon to
determine if a statement within the text is a fact or an opinion. Practice this skill independently.

29
An example of a listening passage on fact and opinion question is:

• 'Abraham Lincoln was the 16th president of the United States. He grew up in a log cabin
in the state of Kentucky. He is the president responsible for the Emancipation
Proclamation, the document abolishing slavery. He gave many speeches as president,
and was the most eloquent president. He was assassinated on April 15, 1865.'

A question may ask you to identify the sentence that states an opinion. Can you find it?
It's the 4th sentence, stating President Lincoln is the most eloquent president.
To learn this skill, listen again to someone reads the passage sentence by sentence, asking if it
states a true, provable fact or a belief that cannot be proven. Practice with several passages,
going sentence by sentence, and try to defend and explain your thinking.

What I Have Learned

Activity 4:

Generalization

How does a fact differ from opinion? Can an opinion be proven?

What I Can Do

Activity 5: I Can Write!

Directions: Choose an opinion statement below and make it as your topic sentence in
making a persuasive paragraph. Use opinion statements to convince the readers on your chosen
topic.

1. Giving respect is necessary only for older ones.

2. When you smile, the world will smile at you.
3. Music can lessen stress among individuals.

30
 Persuasive Essay Rubric

1 2 3 4 5
Essay Shows some Shows an Shows a clear Shows a clear
doesn’t show understanding understanding of understanding understanding
Task

that the of the task. the task. of the task. of the task.
student
understands
the task.
Doesn’t take Takes a Takes a position Takes a Takes a
a position on position on on the issue and position on the position on the
Position
Taken

this issue the issue but may offer some issue and may issue and may
doesn’t offer a context for offer a broad offer a critical
context for discussion. context for context for
discussion. discussion. discussion.
Minimally Development Development of Development of Development
developed. of ideas is ideas is ideas is specific of ideas is
May include limited and adequate, with and logical. ample,
excessive may be some movement Most ideas are specific, and
Development & Focus

repetition of repetitious, between general elaborated, with logical. Most

the writer’s with little, if statements and clear movement ideas are fully
of Ideas (x 2)

ideas or of any, specific reasons, between elaborated.

ideas in the movement examples, and general
prompt. between details. statements and
general specific
statements reasons,
and specific examples, and
reasons, details.
examples,
and details.

Little or no Organization Organization is Organization is Organization is

evidence of is simple. apparent but clear, although clear: the
an Ideas are predictable. it may be organization
organizationa logically Some evidence of predictable. may be
l structure or grouped logical Ideas are somewhat
Organization

of the logical within parts of sequencing of logically predictable or it

grouping of the essay, but ideas is apparent. sequenced, may grow from
ideas. there is little although simple the writer’s
or no and obvious. purpose. Ideas
evidence of are logically
logical sequenced.
sequencing of
ideas.

31
 Sentence Language Language use is Language is Shows a good
structure and shows a basic adequate. competent. command of
word choice control. language.
There is some Sentences are
are simple.
Sentences sentence variety somewhat Sentences are
Language Skills

Errors may be show a little and appropriate varied and varied and word
frequently variety and word choice. word choice is choice is varied
distracting and word choice is sometimes and precise.
There may be
appropriate. varied and
may some distracting There are few, if
precise.
significantly Errors may be errors, but they any, errors to
impede distracting and There may be distract the
do not impede
understanding may a few errors, reader.
understanding.
occasionally but they are
impede rarely
understanding. distracting
Errors in Errors in More frequent Errors in Errors in
grammar, grammar, errors in grammar, grammar, spelling,
Conventions

spelling, and spelling, and grammar, spelling, and and punctuation

punctuation punctuation spelling, and punctuation do are few and do not
prevent reader sometimes punctuation, but not interfere interfere with
from fully interfere with they do not with understanding.
understanding understanding interfere with understanding.
essay. understanding.

(http://www.readwritethink.org/files/resources/printouts/Persuasion%20Rubric.pdf)

32
 Lesson Determining the Various Social, Moral,
and Economic Issues Discussed in the
5
Lesson Text Listened to

What’s In
Lesson 2 is about distinguishing facts from opinion. Being able to know whether
something is a fact or an opinion, is very important when reading the newspaper or watching and
listening to an advertisement for example. This skill in identifying whether a certain idea is a fact
or an opinion is particularly essential because of the proliferation of altered truths circulating the
Internet through email and website propaganda that too many people take as fact because it is
written when, in reality, it is merely opinion.
In this lesson, you will find out how critical understanding and appreciation of Afro-Asian
literary pieces can help you recognize the temperament and psyche of your Arab and Israeli
neighbors in response to the challenges of modernity.

What I Need to Know

Introduction to Arab Poetry

Poetry is the greatest expression of literary art that Arabs have mastered in Arabic poetry.
This sophisticated, rhythmic literature is a form of preservation of history, traditions and social
values. It is one of the most important aspects of Arab culture, especially in Saudi Arabia and
other gulf states.
Ancient Arabic poems are still well preserved and they became an inspiration for many
Arab musicians specifically when it is about anatomically poem. There are many modern songs
were created based on old Arabic poems which commemorate it and enables people to enjoy
whispers of the ages of these melodic ancient poems.
Arabic poetry is based largely on harmonies of sound and striking turns of phrasing. A
poet's fame depended upon a few brilliant couplets rather than on any sustained melody or long-
continued flight of noble thought. One distinguished philosophical poem of some length is the
well-known "Lament of the Vizier Abu Ismael." This we give in full at the conclusion of this
section; but mainly we must illustrate the finest flowering of Arabic verse by selecting specimens
of characteristic brevity. Many of the Arab caliphs inclined to the gaieties of life rather than to
their religious duties, and kept many poets around them. Indeed, some of the caliphs themselves
were poets: The Caliph Walid composed music as well as verse; and was hailed by his
immediate companions as a great artist. His neglect of religion, however, was so reckless as to
rouse the resentment of his people, and he lost his throne and life.

33
 What’s New

Activity 1: Listening Activity

Directions: Let someone read the two Arab poems below and listen to it attentively.

The Song of Maisuna On Fatalism

by: Maisuna By: Imam Shafay Mohammed bin Idris

THE russet suit of camel's hair, Not always wealth, nor always force,
With spirits light and eye serene, A splendid destiny commands;
Is dearer to my bosom far The lordly vulture gnaws the corpse
Than all the trappings of a queen. That rots upon the barren sands.

The humble tent and murmuring breeze

That whistles thro' its fluttering walls,
My unaspiring fancy please
Nor does want or weakness always conspire
Better than towers and splendid halls.
To bind us to a sordid state;
The fly, that with a touch expires,
Th' attendant colts that bounding fly
Sips honey from the royal plate.
And frolic by the litter's side,
Are dearer in MAISUNA'S eye
Than gorgeous mules in all their pride.
http://markandrewholmes.com/onfatalism.html

The watch dog's voice that bays whene'er

A stranger seeks his master's cot,
Sounds sweeter in MAISUNA'S ear
Than yonder trumpet's long-drawn note.

The rustic youth unspoil'd by art,

Son of my kindred, poor but free,
Will ever to MAISUNA'S heart
Be dearer, pamper'd fool, than thee.

http://www.poetry-archive.com/m/the_song_of_maisuna.html

What Is It

Let’s Dig Deeper: Poem Analysis

Poetry analysis is examining the independent elements of a poem to understand the

literary work in its entirety. Analyzing poems line by line allows you to break poems down in
order to study their structure, form, language, metrical pattern, and theme. The purpose of
literary analysis is to interpret the meaning of a poem and appreciate it on a deeper level.

The first poem was written by Maisuna herself. Maisuna was a daughter of the tribe of
Calab; a tribe, according to Abulfeda, remarkable both for the purity of dialect spoken in it, and

34
 for the number of poets it had produced. She was married, whilst very young, to the
Khaliph Mowiah. But this exalted situation by no means suited the disposition of Maisuna, and
amidst all the pomp and splendor of Damascus, she languished for the simple pleasures of her
native desert.

These feelings gave birth to the previous simple stanzas, which she took the greatest
delight in singing, whenever she could find an opportunity to indulge her melancholy in private.
She was unfortunately overheard one day by Mowiah, who was of course not a little offended
with such a discovery of his wife's sentiments; and as a punishment for her fault, he ordered her
to retire from court. Maisuna immediately obeyed, and taking her infant son Yezid with her,
returned to Yeman: nor did she revisit Damascus till after the death of Mowiah, when Yezid
ascended the throne.

The Song of Maisuna was all about a queen who wanted to live simply. The queen said
that it is better to sit on a camel than on the throne of a king. She would prefer a tent to a
prestigious palace. She’d rather a colt than a mighty steed. It is even more comforting to hear a
dog’s bark than the pompous trumpets from a castle. Wealth cannot buy us happiness, similar to
Maisuna, who, despite receiving the luxuries of life, still craved the tranquility of an orthodox
living. She favored the sheer beauty of the world rather than the shimmering gold. Unlike others,
she didn’t like being looked up to and praised by the masses.

The second poem entitled, ‘On Fatalism’ written by Imam Shafay Mohammed bin Idris.
The poem shows morality and being conscious of how we should spend our lives. No matter how
high we come, what zeniths we may reach, we will all go down someday. Whether you become
the most opulent emperor or a destitute beggar, death will still knock on your door. When the
time comes, there is no stopping it. Be you a monarch applauded by all, or an averted
mendicant, some things are unalterable. Having the knowledge that we are all going to die, what
we do, or how we live does not matter anymore. Even though you spend it with luxury or
contented with what you have now, we cannot escape the coming of death. A man’s passing
may be compared to an earthquake. You’ll never know when it’s going to happen. A man’s
passing may be compared to an earthquake. You’ll never know when it’s going to happen. No
deterrent will apprise us when we are about to expire. As they say, “Only God knows when and
how we reach our quotas.”

We don’t even know the aftermath of our death. Unlike games, there is no extension and
no pause menu before our final boss battle. Death is inevitable. Numerous people have tackled
the concept of death, steps to prevent it or to have peace with it but we can’t fight against the
current for as God says, it is.

Both texts revealed some traits of the Arab people. They are contented of what they have
in their lives. They want a simple life like Maisuna. However, there are Arabs who want a wealthy
life. Arabians also believed that everything will come to its end. Death does not recognize any
high position or richness of any kind, each of us will die eventually.

Overall, the two selections taught us the difference between a wealthy and simple life and
how our choices affect the kind of life we want to have. Some people seek a wealthy life because
they want to make their life easier and better. Sometimes, because of their desire for money,
they never notice that it is leading them to do things that can harm or affect other lives. On the
other hand, people who desire simple and peaceful lives and who are contented on what God
gave them will be away from the consequences of life. God will take our lives even if we are poor
or rich. Money cannot benefit your life for a lifetime. This is the connection between the two
poems.

35
 What’s More
Activity 2: Comprehension Response

Directions: Answer the following questions based on the texts listened to previously.

1. Describe the harmonies of sound and turns of phrasing.

_____________________________________________________________________________
_____________________________________________________________________________

2. What have you observed with the length of each poem?

_____________________________________________________________________________
_____________________________________________________________________________

3. Do the poems express deep philosophical beliefs or thoughts (social, moral, and economic)?
If yes, what are these? If no, what then does each poem express?
_____________________________________________________________________________
_____________________________________________________________________________

4. What sentiments do the two poets have in common?

_____________________________________________________________________________
_____________________________________________________________________________

5. Through a glimpse of Arabic poetry, what characteristics of Saudi people are revealed?
_____________________________________________________________________________
_____________________________________________________________________________

Activity 3: Compare and Contrast

Directions: Compare and contrast the poems “The Song of Maisuna” and “On Fatalism”
by identifying the theme, mood, and imagery. Fill in the Venn Diagram below.

The Song of Maisuna On Fatalism

36
 What Is It

The adventure of reading a poem comes in exploring and testing out the word-based
experience that the poet has created. Do not begin by seeking out what the poem means.
Instead, begin by asking questions about how the poem is put together. Simply notice things and
then ask yourself, “Why would the poet do that?” Instead of trying to understand the whole poem,
just try to answer these smaller questions. Doing so will eventually lead you to a truer
understanding of “what the poem means.”

Reading poetry is a rewarding experience in and of itself. But to really see how all of
the elements of a poem work together, you’ll want to study the qualities and characteristics of
each. Follow this step-by-step guide to analyze a poem.

1. Read the poem. 6. Determine the form of the poem

2. Read the poem again, this time aloud. 7. Study the language in the poem
3. Map out the rhyme scheme. 8. Study the content of the poem.
4. Scan the poem. 9. Determine who the narrator is.
5. Break down the structure. 10. Paraphrase the poem line by line.

The mood of a poem is synonymous with its atmosphere. This atmosphere evokes a
particular kind of feeling or emotion in the reader or audience when the poem is performed or
read out loud. The theme is the overall meaning of the poem. Since the theme is a contributing
factor to the mood and mood is a contributing factor to the theme, the elements reinforce each
other.

The theme is the meaning or the central idea of the poem. It is rarely explicitly relayed in
the poem, but it is something that can be inferred. In particular, it comes from interpreting a
variety of elements that make up the poem such as setting, characterization, diction, voice, meter
and rhyme. The theme of the poem tells the reader what the poem is really about. As a result,
identifying the mood can be an important factor in identifying the poem’s theme.

A poem has the ability to evoke emotions and these emotions create a certain mood. The
mood comes from the combination of different elements such as setting, tone, voice and theme.
The setting situates the poem in a particular time and place. Tone conveys the writer’s attitude
toward the subject of the poem. This attitude may come from the writer or the narrator, in which
case it is also the voice of the poem. Finally, theme is the overall meaning of the poem.

The theme encapsulates the central idea or the main focus of the poem. In other words,
everything in the poem somehow relates to the theme. In this case, the mood is just another
element of the poem that relates or reinforces the central idea or the theme of the poem. For
example, many of Edgar Allan Poems have dark, depressed, dramatic, and occasionally, horrific
moods that evoke feelings of fear and isolation in the reader. If the theme of the poem is the idea
of an almost hopeless love that results in madness, then the mood or the atmosphere of dark
solitude and depression help reinforce the theme.

37
 To identify the mood and theme of a poem, the reader must first interpret the poem. The
mood comes from the combination of setting, voice, tone, and theme while the theme may come
from the combination of voice, characterization, diction, meter, setting, and rhyme. None of these
elements are set in in stone, and their importance varies with each poem. Furthermore, these
elements are also affected by various other aspects of the poem such as its use of metaphor and
similes, its structure, diction, length, and even punctuation.

What I have learned

Activity 4: Generalization
1. What valuable lessons you have learned in the two poems apply to your life?

What I Can Do

Activity 5: I Can Write!

Directions: Write down 5 characteristics of Arab people based on the two poems
presented in this lesson.

1. ________________ 3. _________________ 5. _________________

2. ________________ 4. _________________

38
Summary
Listening is a vital aspect of all language abilities. Whatever you do-read, speak, write,
and so on is related to listening. If you neglect or refuse to listen with all its sense, you will end
up nowhere because you won’t comprehend what are perceived by your ears. Furthermore, you
cannot understand nor react and respond. You cannot also do what is necessary and essential.
Thus, the process of communication is not complete. Therefore, the significant role that you
could have done in the community, country, or the world could be left unfulfilled.
In this module, you are taught the value of listening to comprehend. You have maximized
your potential to appreciate listening as a skill to determine the target audience of a listening text
and objectives of the speaker. You are also harnessed to judge the relevance and worth of ideas
presented in the text listened to. You learned then how to determine the stand of the speaker on
a given issue presented in the text listened to. Here, you enhanced yourselves how to distinguish
facts from opinion. Lastly, you determine the various social, moral, and economic issues
discussed in the text listened to from which you exhaust your best to widen your perspective and
live in a reality where the values of love, compassion, unity, and peace make the world go round.

Assessment: (Post-Test)

Test I. Encircle the letter of your answer.

1. Which of the following is NOT necessary in active listening?

a. Concentration
b. Remembering
c. Talking
d. Understanding

2. Which of the following is NOT a reason why speaker speak?

a. To boast
b. To Inform
c. To persuade
d. To be understood

3. Which of the following is the best definition of “hearing”? Hearing is _____________.

a. an active process
b. effortful process
c. accidental and automatic brain response
d. understanding rather than merely hearing
4. What sort of information is referred to when something is stated clearly and in detailed?
a. Explicit
b. Implicit
c. Passive
d. None of the above

5. What sort of information is referred to when something is not clearly stated?

a. Implicit
b. Explicit
c. Passive
d. None of the above

39
Test II. Let someone read the essay below and listen to it attentively.

All normal children learn to speak spontaneously. All that seems to be required is that
people speak to them. It is a rare child who learns to read without instruction. Associating the
visual symbols of the written alphabet with the sounds and meaning of a spoken language is a
complex task.
At the very beginning of the process of learning how to read, children learn to read aloud
because they must match the printed symbols to the speech sounds they are already familiar
with. Essentially, they go through three steps. First, they identify the letter of the alphabet by the
way it looks. Is it open or closed (a or c)? Does it have a straight line in it (d or g)? Second, once
they can recognize the letters, they pronounce or produce them as speech sounds. They learn
that there are letters that match two or more sounds- for example c in English may have the
sound of /k/ in cat or /s/ in city. Also, they learn that one sound can be written as two or more
letters--/f/ can be written as f in face, ff in cliff, ph in phrase, gh in rough. Finally, because
many combinations of letters are pronounced differently from the letters by themselves—oo in
English is different from o—they must begin to learn the pronunciation of common groupings of
letters. After gaining this skill, they process sounds, words, and meanings simultaneously.

Adapted from Human Development by

Kurt W. Fishcher, NY: W.H.
1984, pp. 465-466

How well did you listen? Choose the word or phrase that best completes the sentences.
Write the letter that corresponds to your choice.

6. The essay is mainly about how children first learn ____________.

a. how to read c. the alphabet
b. how to speak d. about their language

7. Basically, the process of reading involves the matching of the letters or printed symbols
and the ____________.
a. alphabet c. pronunciation
b. meanings d. speech sounds

8. To match the letters with the sounds they already know, children first learn to read ______.
a. aloud c. in groups
b. silently d. with their teacher

9. The essay tells us that all normal children learn to speak a language by ___________.
a. going to school c. having people talk to them
b. staying at home d. letting their parents explain the words

10. The essay also says that unlike speaking a language reading is ____________.
a. give c. required
b. planned d. taught

from Ventures in Communication,

A Teacher’s Manual in English for First Year High School, Flores,
Magelende, et.al. copyright 2007, REX Books Store Inc., pages 31-33

40
Test III.

Directions: Match each statement (fact) in Column A with the opinion in Column B. Write
the letter of your answer on the space before each number.
COLUMN A COLUMN B

___1. Boy didn’t do his assignment. A. He is shameful.

___2. Ana’s uncle has never been late to office B. He is responsible.

___3. Shiela left at home the keys to the school comfort room. C. He is a leader.

___4. Rodrigo lost the bag containing important documents. D. He is hardworking.

___5. Joshua left before the program ended. E. She is forgetful

___6. Edward sells pan desal every morning before he F. He is careless.

goes to school. G. He is lazy

___7. Greg has never gone out on a date. H. She is trustworthy

___8. Eddie has been elected president of the class for I. She is bright.

four consecutive years. J. He was bored.

___9. Rhea is always in charge of household money and

the allowances for the children.

___10. Janna got a grade of 90 percent in all of her subjects

this school year.

41
 42
Key to Answers:
Pre-Test:
1. A 6. A
2. C 7. B
3. A 8. A
4. C 9. B
5. D 10. B
Lesson 1
Activity 2: Vocabulary Exercise
1. C
2. F
3. B
4. G
5. J
6. A
7. H
8. D
9. I
10. E
Post Test:
Test I. Test II:
1. C 6. A
2. A 7. D
3. A 8. A
4. A 9. C
5. A 10. C
Test III
1. G 6. D
2. B 7. A
3. E. 8. C
4. F. 9. H
5. J 10. I.
References:

Adapted from Human Development by Kurt W. Fishcher, NY: W.H.1984, pp. 465-466

Jones, Matthew. “10 Ways to Immediately Improve Your Listening (and Networking) Skills.”
Inc.com. Inc., January 10, 2018. https://www.inc.com/matthew-jones/10-simple-steps-to-highly-
effective-listening.html.

Faramos. “Vision by Feraya.” faramos, January 1, 1970.

https://sirfaramos.blogspot.com/2014/01/vision-by-feraya.html.

rubric for poem writing - Google Search. Accessed July 1, 2020. https://tinyurl.com/yaantk22.

rojan88. “10 Most Significant Quotes from Ninoy Aquino.” Nite Writer, August 21, 2015.
https://rojan88.wordpress.com/2015/08/21/10-most-significant-quotes-from-ninoy-aquino/.

Pletcher, Kenneth. “Aung San Suu Kyi.” Encyclopædia Britannica. Encyclopædia Britannica, inc.,
June 15, 2020. https://www.britannica.com/biography/Aung-San-Suu-Kyi.

woman, folukeifejolahttp://folukeafrica.comAfrican, Folukeifejola, African woman, Karen, Lola,

Somak Biswas, and Bolanle. “Africa My Africa by David Diop.” Foluke's African Skies, May
13, 2020. https://folukeafrica.com/africa-my-africa-by-david-diop/.

Barnard, Dom. “Active Listening Skills, Examples and Exercises.” VirtualSpeech. VirtualSpeech,
September 20, 2017. https://virtualspeech.com/blog/active-listening-skills-examples-and-
exercises.

http://aeo.sllf.qmul.ac.uk/Files/CriticalThinking/fact%20or%20opinion.pdf

https://www.journalism.org/2018/06/18/distinguishing-between-factual-and-opinion-statements-
in-the-news/

https://www.journalism.org/2018/06/18/distinguishing-between-factual-and-opinion-statements-
in-the-news/

http://apoemreview.blogspot.com/2017/02/as-we-finished-reading-poems-on.html

http://ofattom.blogspot.com/2017/02/review-on-arabic-poems-song-of-maisuna.html

http://group481.blogspot.com/2017/02/on-fatalism-by-holy-iman-shabay-and.html

43
MANAGEMENT TEAM

Chairperson: Dr. Arturo B. Bayocot, CESO III

Regional Director

Co-Chairperson:
Dr. Victor G. De Garcia Jr., CESO V
Asst. Regional Director

Mala Epra B. Magnaong

CES, CLMD

Members:
Dr. Bienvenido U. Tagolimot Jr.
EPS – ADM

Himaya B. Sinatao,
EPS - LRMDS