10

English
Quarter 1 – Module 1:
Using Information from Various
Listening Materials
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Using Information from Various Listening Materials
First Edition, 2020

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over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Dayanara Q. Singca

Editor: Marlene G. Lulu
Reviewer: Marlene G. Lulu
Illustrator: Dayanara Q. Singca
Layout Artist: Raymond O. Caling
Cover Design: Emmanuel S. Gimena Jr.

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
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Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, English : Ilynne SJ. Samonte
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Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: [email protected]
 10

English
Quarter 1 – Module 1:
Using Information from Various
Listening Materials
Introductory Message
For the facilitator:

Welcome to the English – Grade 10 Alternative Delivery Mode (ADM) Module

on Using Information from Various Listening Materials!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the English – Grade 10 Alternative Delivery Mode (ADM) Module

on Using Information from Various Listening Materials!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written to help you develop your discriminating
and critical thinking skills because of the explosion of knowledge and information
brought about by modern technology. You should learn to distinguish whether or
not the information at hand suits your purpose.

After going through this module, you are expected to:

1. distinguish the different listening materials where you can get

information;
2. explain the relevance of the information taken from the listening material;
3. quote inspirational lines from previous material listened to; and
4. use information from listening materials in everyday conversations and
exchanges.

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 What I Know

Direction: Read each item carefully and follow directions.

I. Match each term in Column B with the most appropriate description in Column A.
Write only the letter of your answer.
A B
_____1. speeches a. it is a specific format used in a meeting,
conference, or convention

_____2. informative talks b. a research-based reporting that deals

with a specific topic and format

_____3. panel discussion c. these aim to educate the audience on a

particular topic

_____4. news reports d. it is a short clip from a film

_____5. documentaries e. these are formal addresses, delivered to

an audience, for different purposes

f. a packaged information about stories or

events currently happening in the country
or somewhere else

II. Read the text below, and answer what is asked. Write only the letter of your
answer

An excerpt from: World Health Organization Director-General’s Opening

Remarks at the Media Briefing on COVID-19 – 20 March 2020
by Dr. Tedros Adhanom Ghebreyesus

Good morning, good afternoon and good evening, wherever you are.

Every day, COVID-19 seems to reach a new and tragic milestone.

More than 210,000 cases have now been reported to WHO, and more than 9,000
people have lost their lives.

Every loss of life is a tragedy. It’s also motivation to double down and do everything
we can to stop transmission and save lives.

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We also need to celebrate our successes. Yesterday, Wuhan reported no new cases
for the first time since the outbreak started.

Wuhan provides hope for the rest of the world, that even the most severe situation
can be turned around.

Of course, we must exercise caution – the situation can reverse. But the
experience of cities and countries that have pushed back this virus give hope and
courage to the rest of the world.

Every day, we are learning more about this virus and the disease it causes.

One of the things we are learning is that although older people are the hardest hit,
younger people are not spared.

Data from many countries clearly show that people under 50 make up a significant
proportion of patients requiring hospitalization.

Today, I have a message for young people: you are not invincible. This virus could
put you in hospital for weeks, or even kill you.

Even if you don’t get sick, the choices you make about where you go could be the
difference between life and death for someone else.

I’m grateful that so many young people are spreading the word and not the virus.

As I keep saying, solidarity is the key to defeating COVID-19 - solidarity between

countries, but also between age groups.

Thank you for heeding our call for solidarity, solidarity, solidarity.

Source:https://www.who.int/dg/speeches/detail/who-director-general-s-opening-
remarks-at-the-media-briefing-on-covid-19---20-march-2020

6. What type of material is the text above?

a. news report b. panel discussion c. informative talk d. interview

7. In the text, the word “solidarity” means _____.

a. disturbance b. unity c. friendliness d. hostility

8. Generally, the speaker’s message is addressed to the __________.

a. elders b. youth c. marginalized d. whole nation

9. The current case of Wuhan, where the outbreak started, offers the listeners a sense
of __________.
a. indifference b. contentment c. detachment d. optimism

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10. The data of COVID-19 cases presented in the text reveals that __________.

a. COVID-19 is ubiquitous and must be taken seriously with enough precaution

for it is lethal.
b. There is a sudden drop with the number of cases.
c. Elders are the ones hit by the virus, so the young people may go back to their
normal life.
d. COVID-19 will vanish soon and normalcy will be restored.

III. Read the statements carefully. Identify whether each item is TRUE or FALSE.

_____11. A speaker can show empathy by tailoring his speech to the audience’s
interests and needs.

_____12. Information is not limited to books and articles; it may include several
nonprint sources.

_____13. A news report is said to possess timeliness if it stresses events that occurred
within the last six hours.

_____14. A speech about racism in the United States would be classified by content
as a speech about a concept.

_____15. Informative talks and speeches try to sway the audience’s opinions.

4
 Lesson
Using Information from
1 Various Listening Materials
Malcom Forbes once said, "The art of conversation lies in listening."

Listening is one of the most important skills not only in school but also in life. We
listen not only to learn but also to obtain information and to understand.

Different listening materials can help us get more engaged in everyday conversations
and exchanges.

As you go through this lesson, you will understand that to be able to use information
from a material listened to, one must not merely hear what is being said but to
completely comprehend the words and the message being delivered.

What’s In

It is very significant for you to distinguish first relevant from irrelevant ideas before
you use information from news reports, speeches, informative talks, panel
discussions in your everyday conversation and exchanges.

In your previous years, you learned that a relevant idea is something that belongs or
is a part of the whole. It may be a detail or a sentence that supports the main idea
to form a unified and coherent composition. On the other hand, irrelevant idea is
something that does not belong to the group. It is “odd man out” and destroys the
coherence and unity of a composition.

Take a look at the paragraph below. Identify the main idea and pick out the sentence
that destroys the unity of the paragraph or the irrelevant idea.

a.) Today, astrology is a billion-dollar business as well as a popular pastime. b.)

Astrology goes back many thousands of years. c.) Computers cough up printouts
showing what the planets and stars mean in your life. d.) Designers, hairdressers
and jewelers offer styles suited to your sign. e.) And if you want to let the rest of
the world know what sign you were born under, you can buy stationery, key
chains, T-shirts, handkerchiefs and ball point pens that tell the world you’re a Leo,
an Aries, a Scorpio, or a Capricorn.

5
Main Idea:
__________________________________________________________________________________
__________________________________________________________________________________
Irrelevant Idea:
__________________________________________________________________________________
__________________________________________________________________________________

Notes to the Teacher

This module will prepare the students to get information from
various listening materials and use them in everyday conversation
and exchanges.

6
 What’s New

Below is a chart of materials which you can listen firsthand, from your television, or
through the internet. Examine these sources of information and put a check mark if
you are familiar or have already listened to any of these or not. Provide concrete
examples for each material you are acquainted with.

Materials YES NO Examples

1. News Reports

2. Panel Discussions

3. Informative Talks

4. Speeches

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 What is It

What do you think is the relevance of the aforementioned materials? Are they helpful
to you as students?

Books are one of the vast sources of knowledge, but it is not the only one. Different
listening materials such as news reports, panel discussions, informative talks and
speeches could also be of great help to gain information which are useful in your
daily life.

This is Good to Know!

• News Reports - are packaged information about current events and

may move through many different media.

• Panel Discussion - is a specific format used in a

meeting, conference or convention. It is a live or virtual discussion
about a specific topic amongst a selected group of panelists who
share differing perspectives in front of a large audience.

• Informative Talks – convey knowledge and aim to educate the

audience about a particular topic.

• Speech – is a formal address or discourse delivered to an

audience and may take many forms

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 What’s More

What was your vacation plan the days before the rapid spread of coronavirus all
over the world, including the Philippines? How do you usually spend quality time
with your family, friends, and classmates before the pandemic?

What is your knowledge about COVID-19? Did it change your plan and how you
interact with people around you? What are these changes?

Watch the news report on YouTube or Facebook about COVID-19 and the
enhanced community quarantine guidelines. You may also listen to other COVID-
19 news updates on your radio or television if you do not have access to these sites.

https://www.youtube.com/watch?v=PGbd8_B4ICI&list=PLogMBc7vOosFfpoWiuxZK
W4G8VvmBIAOz&index=3

https://www.facebook.com/watch/?ref=search&v=239365347451866&external_log
_id=2cb57b74520ff1acd3d9af666485e5be&q=Summary+of+enhanced+community+q
uarantine+guidelines+out

What is COVID-19?

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What is the news report about?

Based on news report you watched, complete the graph below by citing how COVID-
19 changed your life specifically your plans and how you interact with people around
you.

Before the Community During the Community

Quarantine Quarantine

COVID-19

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 What I Have Learned

Information that are beneficial in our lives are not only delimited to printed books or
materials and the four corners of the classroom.

There are also other sources of information such as:

▪ news reports
▪ panel discussion
▪ informative talks
▪ speeches

Furthermore, gaining knowledge through listening from these materials is not

enough. How we use this information in actual situations is a proof that there is
profound comprehension.

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 What I Can Do

Now, listen to a material about “Why COVID-19 is Hitting Us Now -- and How to
Prepare for the Next Outbreak” by Alanna Shaikh from TED Talks channel.

https://www.youtube.com/watch?v=JGTtGCq9grE

After listening, organized a report considering the following data:

• What kind of material have you just listened to?

• What is it all about?
• What information did you get from the material?
• Are the information factual and reliable? How?
• What is the relevance of these information to your daily life?

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 Assessment

Read the transcript of Prince Harry’s speech about mental health at the Leeds
Community Foundation and answer the activity that follows.

Good morning!

I am delighted to be here in Leeds today to join you for this discussion on the
importance of mental health amongst young people.

We all have mental health – just as we all have physical health. It is so important
that we look after our mental wellbeing in the same way that we look after our
physical health, but too often people choose to ignore it. On average, it takes
someone who is struggling with their mental health about ten years to admit they
have a problem.

What this means is that, something which may start as a minor issue will spiral
downwards over time to become a serious and persistent problem, perhaps even
requiring professional help.

William, Catherine and I started the Heads Together campaign because we saw
through our work that the stigma around mental health – was preventing people
from seeking help.

Those who had been working in this space for many years told us we could really
help by shining a light on the power of conversations and thus help break down
the stigma.

This year there has been a lot spoken about mental health, not just by the Heads
Together campaign but by many other organizations and initiatives focused on
mental health. The many voices that we've heard from across the country have
helped to normalize the discussion about mental health, taking it away from a
presumption of mental illness to a broad ranging and, most significantly, positive
conversation.

Since the London Marathon two months ago, I have spoken to many people who
now feel able to reach out to family, friends and colleagues and discuss what they
have been feeling. But what has struck me most is the number of people I've met,
who have direct experience of mental health challenges, either themselves or those
close to them. So many of these stories could have been very different if awareness
was better and help had been sought sooner.

13
I cannot tell you how pleased William, Catherine and I am that the dial seems to
have shifted and that there is now greater understanding, compassion and
kindness for anyone who opens up about their struggles.

But let's not kid ourselves that the job is done - there is much more that we can do
at every level to make conversations about mental health as common place as those
about physical health. For example, we need to better equip our young people with
the tools they need to cope with this increasingly complex and fast-moving world
we live in.

I read recently that young people check their phones at least 150 times per day –
I'm sure we could all be more effective and efficient if we took a moment to process
our thoughts rather than rushing from one thing to the next. I won't dwell on this
point as I'm sure the panel will have more to say around our mental fitness.

I have been so impressed by the commitment of this City and the Leeds Community
Foundation in focusing on mental health. You have been leading the way in
bringing funding and expertise together in support of local community solutions.

I have just met some of the organizations you have supported; they are working
across such a broad range of groups from young people coping with the stresses of
life and school, women facing domestic abuse, the LGBT community and those
caring for loved ones; each group requiring a unique kind of support.

It is this kind of dedicated support which not only helps people to tackle their
personal challenges but enables them to go on and flourish. If we invest in
supporting our young people now, they will be better placed to succeed in all areas
of their lives from work to family and in their communities.

I want to congratulate you all on what you have achieved so far and encourage you
to redouble your efforts – in the years to come it will be well worth the investment.

Thank you.

Source:https://www.royal.uk/prince-harry-gives-speech-mental-health-leeds-
community-foundation

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Quote an inspirational line from the speech of Prince Harry. Cite ways on how it can
help you as well as the people around you especially during these trying times where
not only our physical health is being tested but also our mental healt

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________

Additional Activities

Listen to a news story on your television, radio, or the internet. Then, fill in the table
with the important and useful information you got from the material. Provide answer
only to the questions that were supported by your chosen news story.

Title of the News:

WHAT is the news all

about?

WHO is/are involved?

WHERE did it happen?

WHEN did it happen?

WHY did it happen?

HOW did it happen?

15
 16
Assessment: What I Can Do:
(Answers may 1. informative talk
vary.)
2. It is about COVID-19 and how to better
prepare ourselves for the next wave or
outbreak.
Additional
Activities: 3. – Coronavirus are specific subsets of
viruses.
(Answers may
- They use RNA instead of DNA.
vary depending on
the chosen news - Coronavirus is just new to us that is
story of the why it is novel.
students.)
- Coronavirus is zoonotic.
- There’s going to be more outbreaks.
- The real way for the long haul to make
outbreak less serious is to build the global
health system.
4. Yes, because the speaker mentioned
about her credentials and her specialty in
health systems before she started the
talk. She also reiterated that people
should not believe opinions about COVID-
19 and should only stick with facts.
5. Answers may vary.
What’s More: What’s New: What’s In: What I Know:
- COVID-19 is novel (Answers may Main Idea: Astrology 1. e
coronavirus which vary.) is a billion-dollar 2. c
is a communicable business as well as a 3. a
and deadly disease. popular past time. 4. f
5. b
- The news report Irrelevant Idea: 6. c
gives information Astrology goes back 7. b
about the different many thousands of 8. b
guidelines to follow years. 9. d
for those people are 10. a
11. TRUE
affected by the
12. TRUE
enhanced
13. FALSE
community 14. TRUE
quarantine. 15. FALSE
(Answers may vary.)
Answer Key
References
David, H. (2017). Speech about mental health at the Leeds Community Foundation.
Retrieved from https://www.royal.uk/prince-harry-gives-speech-mental-
health-leeds-community-foundation on 23 June 2020.

DepEd (2015). Celebrating Diversity through World Literature 10 – Learner’s

Material. First Edition.

Ghebreyesus, T. (2020). WHO Director-General’s Opening Remarks at the Media

Briefing on COVID-19. Retrieved from
https://www.who.int/dg/speeches/detail/who-director-general-s-opening-
remarks-at-the-media-briefing-on-covid-19---20-march-2020

Panel Discussion. https://powerfulpanels.com/definition-panel-discussion/PTV

News Report.
https://www.facebook.com/watch/?ref+search&v=239365347451866&exter
nal_log_id=2cb57b74520ff1acd3d9af666485e5be&q=Summary+of+enhanced
+community+quarantine+guideline+out

Shaikh, A. (2020). Why COVID-19 is Hitting Us Now -- and How to Prepare for the
Next Outbreak. Retrieved from
https://www.youtube.com/watch?v=JGTtGCq9grE

Speeches. https://www.lexico.com/grammar/writing-help/writing-speeches

17
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]