Unesco Als Ls1 English m05 SG (v1.2.2.1)
Unesco Als Ls1 English m05 SG (v1.2.2.1)
JHS
LEARNING STRAND 1
COMMUNICATION SKILLS IN ENGLISH
SESSION GUIDES FOR MODULE 5:
WHAT IS THE MEANING OF THIS? (DRAWING GENERALIZATIONS)
ALS Accreditation and Equivalency Program: Junior High School
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LEARNING STRAND 1
SESSION GUIDES
Alternative Learning System - Accreditation and Equivalency (ALS-A&E)
Published in 2020 by the United Nations Educational, Scientific and Cultural Organization
UNESCO Office, Jakarta
Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia
and
Department of Education
DepEd Complex, Meralco Avenue, Pasig City, Philippines
This publication is available in Open Access under the Attribution-Share Alike 3.0 IGO (CC-BY-SA) 3.0 IGO)
license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the
users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.
org/open-access/terms-use-ccbysa-en).
The designations employed and the presentation of material throughout this publication do not imply the
expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country,
territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.
The selection and presentation of the material contained in this publication, as well as the opinions expressed
herein are the sole responsibility of the authors and not necessarily those of UNESCO, nor do they commit
the organization in any way.
This educational resource material was developed and printed through the project “Better Life for Out-of-
School Girls to Fight Against Poverty and Injustice in the Philippines” with financial support from Korea
International Cooperation Agency (KOICA).
ISBN 888-888-8888-88-8
DEVELOPMENT TEAM
Welcome to the session guides of this module entitled What is the Meaning of This? (Drawing Generalizations)
under Learning Strand 1 Communication Skills in English of the ALS K to 12 Basic Education Curriculum
(BEC).
The module and the session guides were collaboratively designed, developed, and reviewed by select DepEd
field officials and teachers from formal school and ALS, and private institutions to assist in helping the ALS
learners meet the standards set by the ALS K to 12 Basic Education Curriculum (BEC) while overcoming their
personal, social, and economic constraints in attending ALS learning interventions.
This learning resource hopes to engage the learners in 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.
As an ALS Teacher/Instructional Manager/Learning 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 learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included
in the module.
session guide 1
IV. Resources
· Communication Skills in English Module 5
· Bond paper, ballpen, and pencil
V. Procedures
1. Activity
Assess learners familiarity with the topic by going over the activity
in Lesson 1 – Trying This Out with them on page 4.
Let the learners read the text Where are the Main Ideas Found? on
page 5.
Instruct the learners to read the news report on “Downpour topples
2 electric posts, cuts power in Sta. Rosa City” found on page 7. If
they have access to internet ask them to view the news using the link:
https://newsinfo.inquirer.net/1172630/heavy-downpour-topples-2-
electric-posts-cuts-power-in-sta-rosa-city#ixzz61Be6rRIc.
Use the hints found on page 7 to determine the main idea of the
paragraph.
Drawing Generalizations 1
session guide 1
Ask this question: What is the point that the author is trying to make
in this passage?
Then, use the hints found on page 8 to determine the main idea of
the paragraph.
What. Does the passage talk about a particular event?
Who. Does this passage refer to a person or group of people?
When. Does the information contain a reference to time or
situation?
Where. Does the text name a specific place?
Why. Why did the power supply cut off?
How. Does this passage state a fact or an opinion?
Read examples on Activity found on page 8.
Answer items 3, 4, 5, and 6.
2. Analysis
Discuss how to get main ideas. Use the discussion on page 9 of the
module. Let the learners answer Let’s Practice on page 10. Continue
the discussion on Making Inferences on pages 11–12. Then, ask the
learners to answer the following questions:
4. Application
Present the Sharpening Your Skills and Treading the Road to Mastery
assessments on pages 13–15. Sharpening Your Skills Activity 1
focuses on getting the main idea while Activity 2 is for making
inferences. Proceed to page 15 and answer the Treading the Road
to Mastery. Tell the learners to follow the instructions.
After answering the activities, direct the learners to see the Answer
Key on pages 43–44 for the assessment of learning.
Drawing Generalizations 3
session guide 2
I THEREFORE CONCLUDE
Session Guide No. 2
IV. Resources
· Communication Skills in English Module 5
· Bond paper, ballpen, and pencil
V. Procedures
1. Activity
Assess learners familiarity with the topic by going over the activity
in Lesson 2 – Trying This Out on page 17.
Present the discussions on the following topics under Understanding
What You Did:
2. Analysis
After the activity, ask the learners to answer the following
questions:
Drawing Generalizations 5
session guide 2
· If you want to give your opinion and you want to be heard, you
must follow some principles. Use polite expressions when you
voice your opinion.
Let the learners read the key concepts on Understanding What
You Did on page 25.
4. Application
Present the Sharpening Your Skills and Treading the Road to Mastery
assessments on pages 26 and 27. Require the learners to follow the
instructions of the learning tasks.
After answering the learning tasks direct the learners to see the
Answer Key on page 45 for the assessment of their learning.
I AM THE CAUSE
Session Guide No. 3
IV. Resources
· Communication Skills in English Module 5
· Bond paper, ballpen, and pencil
V. Procedures
1. Activity
Assess learners familiarity with the topic by going over the activity
in Lesson 3 – Trying This Out on page 29.
Present the discussions on the following topics under Understanding
What You Did:
· Organizing Information
· Sequential Order found on page 31
Ask the learners to enumerate the steps on how to cook hot cakes.
Emphasize the importance of following the steps.
Drawing Generalizations 7
session guide 3
Direct the learners to answer Let’s Practice on page 32. Follow the
instructions on Activity 1: Inside the box are the steps in washing
the dishes. Arrange the steps by writing the numbers from 1 to 5 on
the space before each step.
Answer Activity 2: A scientific research method has eight steps.
Arrange the steps in logical order by writing the steps in the box.
Use a separate sheet of paper for their answers.
Present the discussion on noting details found on page 33. Then let
the learners answer Activity 1 on page 34. Follow the instructions:
Note details on this selection by matching Column A with Column
B. Write the letters of the corrects answer on separate answer sheet.
Discuss Cause and Effect: Events Sequencing on page 35. After the
discussion, task the learners to identify which among the statements
is a cause and which one is an effect on the same page.
2. Analysis
After the series of learning activities, ask the learners to answer the
following questions:
4. Application
Present the Sharpening Your Skills on page 38 and Treading the
Road to Mastery assessments on page 39. Require the learners to
follow the instructions of the learning tasks.
Perform the task on Explore More on page 41: Inference from
songs. Look into the lyrics of your favorite song. Infer meaning
based on what you know about the songwriter, the text, and your
personal connection to the text. Please be guided by the rubric
on page 41 .
Write a short autobiography. Follow the turn of events in
chronological order. Start to where and when you were born,
where you spent your elementary years up to the present. Please
be guided by the rubric on page 42 .
Drawing Generalizations 9
answer key
Drawing Generalizations 11
answer key
taste the actual event. But from what you know, it makes sense
to think that it has happened.
4. The meaning of a word may be implied by the general sense
of its context. Writers often tell you more than they say
directly. They give you hints or clues that help you “read between
the lines.” Using these clues to give you a deeper understanding
of your reading is called inferring.
LET'S PRACTICE II
1. Observation 5. Testing the hypothesis
2. Asking a question 6. Making conclusions
3. Gathering information 7. Reporting and evaluating
4. Forming a hypothesis
Drawing Generalizations 13
answer key
ACTIVITY I PAGE 34
1. E 4. C
2. A 5. B
3. D
ACTIVITY II PAGE 35
1. Pick any object within the classroom. Describe it in terms of
size, shape, color, etc.
2. Describe the person seated next to you. If you know the
person well enough to describe the personality and attitudes,
even better.
3. Describe a place with an emotional meaning to you.
ACTIVITY IV PAGE 37
Suggested answers
1. Since I didn’t take breakfast this morning…
I couldn’t concentrate in class because I was very hungry.
2. I didn’t go home last night,
that’s why I was not able to have a change of fresh clothes.
3. I overslept last time, thus…
I was late for class again.
4. As a result of my working too hard…
I suffered a nervous breakdown.
5. Because of my love for my family…
I worked very hard to be successful and make them proud of me.
ACTIVITY II
1. Describe yourself. Include your physical characteristics, your
personality, and attitudes.
2. Describe your best friend. Include the physical characteristics,
personality, and attitudes.
3. What do you think are the effects of too much social media
usage?
4. What do you think are the effects of finishing ALS?
Drawing Generalizations 15
The development and printing of this teaching resource was made possible
with the cooperation of Asia Pacific College. This is a component of the project
“Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the
Philippines” implemented by UNESCO Office, Jakarta in partnership with the
Department of Education. This initiative received a generous financial support
from Korea International Cooperation Agency (KOICA).