10

English
Quarter 1 – Module 2:
Determining the Effect of
Textual Aids on the
Understanding of a Text

CO_Q1_English10_ Module 2
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 2: Determining the Effect of Textual Aids on the Understanding of a Text
First Edition, 2020

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 (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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 authors do not represent nor claim
ownership over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Darielle Apilas-Bacayan
Editor:
Reviewer: Patricio T. Dawaton
Illustrator:
Layout Artist:
Management Team: Estela L. Cariño, EdD CESO III
Carmel F. Meris
Rosita C. Agnasi
Patricio Dawaton
Juliet Sannad
Armi Victoria A. Fiangaan

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074)-422-4074
E-mail Address: [email protected]

10
English
Quarter 1 – Module 2:
Determining the Effect of
Textual Aids on the
Understanding of a Text

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to
self-check your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests.
And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

What I Need to Know

This module was designed and written with you in mind. Primarily, its scope
is to teach you how to use textual aids and realize its effect in your understanding
of a certain text.
While going through this module, you are expected to have:
1. use various textual aids in understanding a text; and
2. determine the effect of these textual aids in understanding a text.

What I Know

Activity 1: Multiple Choice: Choose the letter of the best answer. Write the
chosen letter on your answer sheet.
1. What do we call the tools that come in different forms and their main
objective is to help readers have a clearer meaning of the given text? a.
textual aids c. textual explanations b. guide questions d. reader’s
interpretations
2. Which of the following does NOT belong to the tools that can help readers
have a clearer meaning?
a. graphs c. animations
b. diagrams d. illustrations
3. If the sensory images help readers understand literary texts such as poems
and short stories, then which type of texts do textual aids help readers
understand?
i. fictional texts
ii. scientific texts
iii. nonfiction texts
iv. journalistic texts
a. i and ii c. ii, iii and iv
b. iii and iv d. i, ii, iii and iv

1 CO_Q1_English10_ Module 2
4. If the text has the following lines: “From Session Road, head south on Upper
Session Road, slight right onto Kalaw Street…”, what kind of textual aid will
be best fitted to match the text?
a. title c. graph
b. map d. illustration
5. Why do writers include titles, subtitles, graphs, maps, images and tables in
their articles?
a. to serve as a guide for the readers’ eyes in reading the text
b. to help readers better understand the content
c. to provide an interpretation of the text
d. to fill the spaces of the paper
6. What type of textual aid is used when data are presented in rows and
columns of words and numbers?
a. title and illustration c. table
b. subtitle and graph d. map

7. Which is the main use of a table as a textual aid?

a. show trends or patterns
b. show relationships of data
c. for interpreting numerical data
d. for comparison of characteristics

8. What type of textual aid is used if data is presented through dots, lines and
curves?
a. illustration c. table
b. graph d. map
9. What do we want to show when we use graphs?
a. get a better idea on trends and patterns
b. show more detailed information
c. compare and contrast qualities
d. record precise data

10.Which is NOT an example of a graph?

a. pie c. line
 b. bar d. cycle

11.Which textual aid is a visual representation of selected characteristics of a

place, usually drawn on a flat surface?
a. compass c. globe
b. direction d. map
12.What type of map shows water and land formations in a specific
area? a. political map c. geographical map b. physical map d.
demographical map

2 CO_Q1_English10_ Module 2
13.Which type of map shows the cities, towns, provinces and bodies of
water? a. political map c. geographical map b. physical map d.
demographical map
14.Which of the following statements is true about maps as textual
aids? i. Maps show specific directions to a destination.
ii. Maps can show landmarks that may be in a place.
iii. Maps can provide an image of the place being discussed.
iv. Maps can give a clearer picture of where the boundaries of each
town, city, province and country lies.
a. i and ii c. i, ii and iii
b. iii and iv d. i, ii, iii and iv
15.Which of the following is NOT a function of textual aids?
a. They help catch the readers’ attention.
b. They can provide clarity to the textual element.
c. They are also useful tools in summarizing information.
d. They are used to make the paper lighter by breaking the texts.

What’s In

Your previous module taught you to incorporate the information you take
from various sources like the news and informative talks in your everyday
conversation. The information from these sources may be delivered orally or
written.
Both delivery methods leave clues so their audience can fully understand the
message and interpret it correctly. For information delivered orally, non-verbal
clues such as the tone of the voice and the facial expression of the speaker can
help the audience decipher exactly what the message is. For written information
such as news, the clues are called textual aids.
For you to be able to continue holding a meaningful conversation using the
information you see in different sources, this learning material will help you
enhance your information-seeking skills from written sources.

3 CO_Q1_English10_ Module 2

What’s New
Activity 2: A Puzzle is Worth a Word
“A REBUS is a picture representation of a name, work, or phrase”
(National Institute of Environmental Health Sciences, 2017). Each rebus
puzzle below represents a word and your task is to guess what each word is.
Write your answers on your answer sheet.
1. 2. 3. ____________________
____________________
____________________ F F R R I STANDING
GROUND I E MISS E N N D D
NOON LAZY FEET SS
FEET
FEET
FEET
FEET
FEET
4. 5. 6.
____________________ _______________________ ____________________
YOU JUST ME
DEAL XQQQQME

What helped you answer these puzzles? __________________________________

Is it not because of the clues that the words themselves show? These
puzzles intrinsically contain textual aids, which are the focus of this
module.

What is It
Textual aids refer to non-textual elements that help readers understand the
content of the text. They also refer to elements that stand-out from the main text
such as titles and subtitles, bold, italicized and underlined texts. Non-textual
elements include illustrations, maps, tables, graphs and charts.
These aids have two main functions, namely: first, to direct the readers’
attention to important ideas in the text and second, to provide more information as
a supplement to what is already written.

4 CO_Q1_English10_ Module 2
Textual Aid Description Example
1. Titles and > Provide initial idea Article excerpted from:
Subtitles on what the text is all https://www.ecdc.europa.eu/en/2019-ncov
about background-disease
> Activate prior
knowledge on the
topic > “Represent the
key concepts (title)
and supporting ideas
(subtitles) in the
paper” (Elite Editing,
2015) > Layering or
positioning of these
aids convey the
ideas’ level of
importance
2. Illustration > Visual Mechanical weathering physically breaks up
representation of a rock. One example is called frost action or
subject frost shattering. Water gets into cracks and
> Facilitates better joints in bedrock. When the water freezes it
retention of the expands and the cracks are opened a little
information presented wider. Over time pieces of rock can split off a
rock face and big boulders are broken into
smaller rocks and gravel.

5 CO_Q1_English10_ Module 2
Lower photo taken from
https://www.geographyrealm.com/physical
chemical-of-weathering-of-rocks/
3. Tables > Information (facts
and figures) that are
organized and
arranged in columns
and rows
> Used to show
patterns and
relationships that
still appeals to the
readers’ verbal
system, meaning Table and excerpt taken from
tables are supposed https://www.ieltsonlinepractice.com/ielts
to be read like a text academic-writing-task-1-model-answer-table
(Nussbaumer, 2011) chart-percentage-of-mobile-phone-owners/.
> Column headings -
found on top of the
columns; used to
identify the contents
of a specific column
> Row headings -
used to define or
identify the contents
of a specific row
4. Graphs > Used “when a
simple table cannot
adequately
demonstrate
important
relationships” of and
within data (Mind
Tools Content Team,
2020) > 4 types:
A. bar graph - uses
either vertical or
horizontal bars to Bar graph
show the data it https://www.bbc.com/news/entertainment-ar
represents but ts 50642141
SkillsYouNeed.com
(2020) emphasized
that these bars do
not touch each other;
height of the bar
indicates the value it
represents: the longer
the bar, the higher the
value it represents,
the shorter the bar,
the lower the value it
represents
B. line graph – used
to show how
numerical data have
changed over time
and it is best used to
show trends
 6 CO_Q1_English10_ Module 2
C. pie graphs - show Line graph
“how a whole is https://weatherspark.com/y/134588/Avera
divided into different ge
parts” Weather-in-Manila-Philippines-Year-Round
(SkillsYouNeed.com,
2020)
D. pictograph -
“similar to bar chart
but use pictures to
symbolize a
countable unit of
items” (Google Sites,
n.d.).

Pie graph
https://outragemag.com/filipinos-shoppi
ng online-theyre
buying/#:~:text=Filipino%20consumers%20are
%
20seeing%20value,top%20reasons%20for%20o
nli ne%20shopping

Pictograph

7 CO_Q1_English10_ Module 2
 5. Maps > Visual
representations of
selected
characteristics of a
place, usually drawn
on a flat surface
> 2 types
A. physical map -
includes labels for
features such as
mountain ranges and
bodies of water
B. political map -
usually includes
labels for features Physical
such as cities and map
major towns, units https://www.freeworldmaps.net/asia/philippi
such as states or ne s/map.html
provinces, and bodies
of water

Political map
http://www.maps-of-the-world.net/maps-
of asia/maps-of-philippines/

8 CO_Q1_English10_ Module 2

What’s More
Activity 3: Aids for Use
Demonstrate your understanding of the text by answering the questions that
follow. Use the textual aids presented in the article.
 HIDILYN DIAZ: A VICTOR’S CROWN
December 6, 2016 by Department of Education Region IX – Stories
Character indeed is far more important
than reputation. Unwavering commitment and
dedication can move towards the path of
destiny which is success. This is precisely the
story of a true champion whose standard of
excellence is her perseverance and
steadfastness in what she does and whose
choice may not be easy, but despite of all the
stumbling blocks along the way, she made
herself counted and stood out.

Hidilyn Diaz who is fondly called “Heidy”

by family and friends was not born with a silver
spoon in her mouth. She is the fifth child of a
family of six by her parents Eduardo and
Emelita Diaz on February 20, 1991. She was
raised in Mampang, Zamboanga City. And as
a child, just like an ordinary one, used to carry
containers of water from the village to their home. That was when she started her
weightlifting dream when she was yet 11 years old under the tutelage of her cousin
Allen Jayfrus Diaz who taught her the basics of weightlifting.
She somehow managed to pursue a degree in college at Unibersidad de
Zamboanga taking up Computer Science. However, Diaz ultimately decided to stop
attending university but later determined to continue with a degree related to
sports in Manila.
2008 | Summer Olympics
Diaz was selected as a wild card entry to the Summer Olympics by the
Philippine Weightlifting Association in early 2008. She is the first female weightlifter
to compete for the Philippines in the Olympics, and the second weightlifter overall.
She placed second to last in a field of 12 weightlifters, her performance was praised
and considered promising for her age. Philippine Sports Commission Chairman
William Ramirez once commented that she competed there to gain valuable
experience and predicted that she would be a strong contender in future
competitions.

9 CO_Q1_English10_ Module 2
2012
Diaz became the first Filipina weightlifter to compete in consecutive
Olympics, by qualifying in the women’s weightlifting under 58 kg through the
Continental and World Qualifying Tournaments. She was ranked ninth in her event
heading to the Olympics. During the 2012 London Olympics, Diaz was chosen to
be the flag bearer during the Opening Ceremony.
2015
Trying to improve her chances of landing a podium finish at the 2016 Rio
Olympics, Diaz decided to drop weight from under 58 kg to under 53 kg. This
proved to be effective as she recently snatched the Gold Medal in the 1st Southeast
Asian Weightlifting Championship in Bangkok. She managed to lift a 98 kg snatch
and a 115 kg clean and jerk for a 213 kg total. Diaz also earned three bronze
medals for the clean, jerk and snatch events in the 53 kg division of the IWF World
Weightlifting Championship held in Houston, Texas on November 22, 2015 to claim
a spot in the 2016 Rio Olympics.
2016
In the 2016 Summer Olympic Games in Rio de Janeiro, Diaz competed in the
women’s 53kg weightlifting category with the intention of at least winning a bronze
medal. Diaz surpassed her own personal target and won the silver medal at the
event. This was the first medal for the Philippines in the Summer Olympics after 20
years. This was also the first non-boxing medal for the nation since 1936. Aside
from being the first Filipina weightlifter to compete in three consecutive Olympics,
she also became the first Filipino woman and first Mindanaoan to win an Olympic
medal.
On August 8, 2016, she returned to her hometown, Zamboanga City and was
welcomed as a Hero of the City. She also received numerous incentives from
Philippine President Rodrigo Duterte, Philippine Sports Commission and her local
city.
Military career
Diaz was recruited into the Philippine Air Force (PAF) through the military arm’s
Direct Enlistment Program in 2013. She was initially assigned to the Air Force
Special Service Group. She was also given an Air Force Specialty Code skill in
recreation in weightlifting. In 2014, she was given a promotion from the rank of
Airwoman to Airwoman Second Class. Diaz was also a recipient of a Military Merit
Medal for organizing PAF events and a Presidential Citation Unit Badge. When Diaz
was training for her stint at the 2016 Summer Olympics, she was assigned to PAF
Personnel Management Center on a temporary basis. For her achievement at the
Olympics, she was given a promotion by the PAF. The extent of the promotion was
initially not disclosed but it was later reported that Diaz was promoted to the rank
of Airwoman First Class.
These are the glimpses of the journey of our hero and still counting. The best is yet
to come! Mabuhay ka Hidilyn! (Profile Source: Wikipedia, Photo courtesy by:
Philippine Primer)

10 CO_Q1_English10_ Module 2
COMPREHENSION QUESTIONS:
1. In one or two word/s/phrase/s, how will you characterize Hidilyn Diaz?
2. In one or two word/s/phrase/, how will you describe her career? 3. In
one or two sentences, summarize the article about Hidilyn Diaz.

What I Have Learned

Activity #4: In 4, 3, 2, and 1…
Below are examples and or templates of the textual aids previously learned. Above
each sample/template, give words that best summarize/encapsulate that textual
aid. Challenge: the number of words you can write is limited to 4 words, 3
words, 2 words and 1 word. Since there are already four textual aids learned,
you can only choose one textual aid to use the number of words indicated.
For example, you will give four (4) words that summarize the textual aid Titles and
Subtitles, one (1) word for Illustration, three (3) words for Graphs and two (2) words
for Table.
A. ________________________________________________________________________
Sales
Chart Title
6
4
2
0
Category 1 Category 2 Category 3 Category 4
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
Series 1 Series 2 Series 3

B.
________________________________________________________________________ /

Photo taken from https://www.britannica.com/science/coronavirus-virus-group C.

________________________________________________________________________

11 CO_Q1_English10_ Module 2
 Senior High School
Curriculum
Core Curriculum Subjects
Applied Track Subjects
Specialized Subjects
Tracks
Strands
D. ________________________________________________________________________

What I Can Do
Activity #5: Textual Aids and Its Effect on Me
How much do all of these textual aids help you in understanding a text?
Represent your ideas using any of the appropriate visual representations (graph or
table) that you learned from this learning material. Be guided by the rubrics below.
5 4 3 2
(Excellent) (Very (Satisfactory) (Needs
Satisfactory) Improvement)
Table/Graph The The The There was
table/graph table/graph table/graph an attempt
correctly shows the created tried to to
depicts all the figures show an create a
figures correctly accurate data table/graph.
accurately and and done but it may not
done in a neatly. It be done as
creative provides a neatly as
manner. It visual needed to help
provides a very support so readers
informative that readers understand
visual get an idea the message
representation what the of the
of the message message is. material. The
being table/chart
portrayed does little
and makes it help in
easier for the portraying the
reader to message.
understand
the data
presented.
 Labels The table/chart The Labels were There was
is correctly and table/graph written but also an
properly is labeled there are more attempt to
labeled. All but precise terms label the
labels there are one that may be table/graph
accurately or two used to better made but
describe or spelling capture the the terms
capture or errors but essence of the used
summarize the still able to message. missed the
idea of the describe or essential
capture or ideas that
summarize best
the

12 CO_Q1_English10_ Module 2
information idea of the describe the
presented. information message or
presented. send the
message of
the material
across clearly.
Accuracy All figures are The bars are The bars are There was
of correct in size, created created and an attempt
Figures are easy to see neatly and there was an to
and are very there was attempt to make all the
accurate. It is an attempt make all the bars of the
obviously to make all bars accurate graph
done bars but accurate
carefully to accurate missed to do but was
ensure that but so for more not able
data is missed to do than to do it as
interpreted so for one (1) three (3) bars. correctly
correctly and or The bars are and
accurately. two (2) bars. sketched accurately
The figures The bars are rather than as needed
are spaced and drawn. for the
equally spaced colored. graph to
and made support the
creatively. textual data
that will
help
readers
understand
the material.

Rubrics adopted and adapted from

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1500439;
https://www.mesacc.edu/~paoih30491/RubricNameEssay.html

Assessment
Activity 6: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.
1. What do we call the tools that come in different forms and their main
objective is to help readers have a clearer meaning of the text?
a. guide questions c. textual aids
b. reader’s interpretations d. textual explanations
2. Which of the following belongs to the tools that can help readers have a
clearer meaning?
a. animations c. charts
b. boxes d. directions

13 CO_Q1_English10_ Module 2
3. If the sensory images help readers understand literary texts such as poems
and short stories, then which type of texts do textual aids help readers
understand?
i. journalistic texts
ii. nonfiction texts
iii. scientific texts
iv. fictional texts
a. i, ii, iii, iv c. i and ii only
b. i, ii, iii d. iii and iv only
4. If the text has the following lines: “From Session Road, head south on
Upper Session Road, slight right onto Kalaw Street…”, what kind of textual
aid will be best fitted to match the text?
a. graph c. title
b. illustration d. map

5. Which of the following statements is the best reason why writers include
titles, subtitles, graphs, maps, images and tables in their articles? a. to
fill the spaces of the paper
b. to provide an interpretation of the text
c. to help readers better understand the content
d. to serve as a guide for the readers’ eyes in reading the text
6. What type of textual aid is used when data are presented in rows and
columns of words and numbers?
a. table c. illustration and title b. map d. graph and subtitle
7. Which is the main use of a table as a textual aid?
a. for comparison of characteristics
b. for interpreting numerical data
c. show relationships of data
d. show trends or patterns
8. What type of textual aid is used if data is presented through dots, lines and
curves?
a. table c. illustration
b. map d. graph
9. What do we want to show when we use graphs?
a. record precise data
b. compare and contrast qualities
c. show more detailed information
d. get a better idea on trends and patterns
10.Which is not an example of a graph?
a. bar c. line
b. cycle d. pie

14 CO_Q1_English10_ Module 2
11.Which textual aid is a visual representation of selected characteristics of a
place, usually drawn on a flat surface?
a. compass c. map
b. globe d. direction
12.What type of map shows water and land formations in a specific
area? a. demographical map c. political map
b. geographical map d. physical map
13.Which type of map shows the cities, towns, provinces and bodies of
water? a. political map c. geographical map b. physical map d.
demographical map
14.Which is NOT the function of a map as a textual aid?
a. Maps can give a clearer picture of where the boundaries of each
town, city, province and country lies.
b. Maps can provide an image of the place being discussed.
c. Maps can show landmarks that may be in a place.
d. Maps show specific directions to a destination.
15.Which of the following is a function of textual aids?
a. Textual aids provide clarity to the textual element of the material.
b. Writers use them to distract the readers from the textual element.
c. These are tools that activate prior knowledge on the topic of the
article.
d. Textual aids are used to make the paper lighter by breaking the
texts.

Additional Activity
Activity 7: Combo Mods
Your previous module developed your skill in choosing information and
using this information during every day conversation. This module, on the other
hand, helped you in fully understanding the written information. This activity will
culminate what you have learned from both modules.
Demonstrate your understanding of the article below by creating a very short
script of your conversation about the reading material.

15 CO_Q1_English10_ Module 2
The different types of COVID-19 vaccines
12 January 2021 – World Health Organization 2021
As of December 2020, there are over 200 vaccine candidates for COVID-19 being
developed. Of these, at least 52 candidate vaccines are in human trials. There are
several others currently in phase I/II, which will enter phase III in the coming months
(for more information on the clinical trial phases, see part three of our Vaccine
Explained series).
Why are there so many vaccines in development?
Typically, many vaccine candidates will be evaluated before any are found to be
both safe and effective. For example, of all the vaccines that are studied in the lab and
laboratory animals, roughly 7 out of every 100 will be considered good enough to move
into clinical trials in humans. Of the vaccines that do make it to clinical trials, just one
in five is successful. Having lots of different vaccines in development increases the
chances that there will be one or more successful vaccines that will be shown to be safe
and efficacious for the intended prioritized populations.

The different types of vaccines

There are three main approaches to designing a vaccine. Their differences lie in
whether they use a whole virus or bacterium; just the parts of the germ that triggers
the immune system; or just the genetic material that provides the instructions for
making specific proteins and not the whole virus.
The whole-microbe approach
Inactivated vaccine
The first way to make a vaccine is to take the disease-carrying virus or bacterium,
or one very similar to it, and inactivate or kill it using chemicals, heat or radiation. This
approach uses technology that’s been proven to work in people – this is the way the flu
and polio vaccines are made – and vaccines can be manufactured on a reasonable scale.
However, it requires special laboratory facilities to grow the virus or bacterium
safely, can have a relatively long production time, and will likely require two or three
doses to be administered.
16 CO_Q1_English10_ Module 2
Live-attenuated vaccine
A live-attenuated vaccine uses a living but weakened version of the virus or one that’s
very similar. The measles, mumps and rubella (MMR) vaccine and the chickenpox and
shingles vaccine are examples of this type of vaccine. This approach uses similar
technology to the inactivated vaccine and can be manufactured at scale. However,
vaccines like this may not be suitable for people with compromised immune systems.
Viral vector vaccine
This type of vaccine uses a safe virus to deliver specific sub-parts – called proteins
– of the germ of interest so that it can trigger an immune response without causing
disease. To do this, the instructions for making particular parts of the pathogen of
interest are inserted into a safe virus. The safe virus then serves as a platform or vector
to deliver the protein into the body. The protein triggers the immune response. The
Ebola vaccine is a viral vector vaccine and this type can be developed rapidly.
The subunit approach

A subunit vaccine is one that only uses the very specific parts (the subunits) of a
virus or bacterium that the immune system needs to recognize. It doesn't contain the
whole microbe or use a safe virus as a vector. The subunits may be proteins or sugars.
Most of the vaccines on the childhood schedule are subunit vaccines, protecting people
from diseases such as whooping cough, tetanus, diphtheria and meningococcal
meningitis.
 The genetic approach (nucleic acid vaccine)
Unlike vaccine approaches that use either a weakened or dead whole microbe or
parts of one, a nucleic acid vaccine just uses a section of genetic material that provides
the instructions for specific proteins, not the whole microbe. DNA and RNA are the
instructions our cells use to make proteins. In our cells, DNA is first turned into
messenger RNA, which is then used as the blueprint to make specific proteins.

17 CO_Q1_English10_ Module 2

A nucleic acid vaccine delivers a specific set of instructions to our cells, either as
DNA or mRNA, for them to make the specific protein that we want our immune system to
recognize and respond to.
The nucleic acid approach is a new way of developing vaccines. Before the COVID-19
pandemic, none had yet been through the full approvals process for use in humans, though
some DNA vaccines, including for particular cancers, were undergoing human trials.
Because of the pandemic, research in this area has progressed very fast and some mRNA
vaccines for COVID-19 are getting emergency use authorization, which means they can now
be given to people beyond using them only in clinical trials.
 18 CO_Q1_English10_ Module 2
afternoon 1. D 4.
B 3.
What’s New C 2.
C 1.
Assessment
Answer Key
Excuse me 6.
Big deal 5.

A 15.
D 14. D 15.
A 13. D 14.
D 12. A 13.
C 11. B 12.
B 10. D 11.
D 9. D 10.
Just between you and me 4. D 8.
friends A 7. A 9.
Misunderstanding between 3. A 6. B 8.
6 Feet underground 2. Lazy C 5. D 7.
 C 6. C 3.
C 5. C 2. Know
B 4. A 1.
What I

19 CO_Q1_English10_ Module 2
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shopping-online-theyre-

20 CO_Q1_English10_ Module 2
buying/#:~:text=Filipino%20consumers%20are%20seeing%20value,top%20
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21 CO_Q1_English10_ Module 2
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