10
English
Quarter 1–Module 1
Use information from news reports,
speeches, informative talks, panel
discussions, etc. in everyday conversations
and exchanges
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Use information from news reports, speeches, informative talks,
panel discussions, etc. in everyday conversations and exchanges
First Edition, 2020
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Published by the Department of Education Schools Division Office Quezon City
Quezon City Local Government
Schools Division Superintendent Jenilyn Rose B. Corpuz
Honorable Mayor Josefina Belmonte Alimurong
Development Team of the Module
Writer: VIRGINIA A. GALMAN
Editors: PURIFICACION R. RAZON, JOVITA LEGASPI
Reviewer: MA. NIMFA R. GABERTAN, RYAN RIC E. MARY
Illustrator: PATRICK D. HERNANDEZ JR.
Layout Artist: RYAN RIC E. MARY
Management Team: JENILYN ROSE B. CORPUZ, CESO VI, SDS
FREDIE V. AVENDANO, ASDS
JUAN C. OBIERNA, Chief, CID
MA. NIMFA R. GABERTAN, EPS, English
HEIDEE F. FERRER, EPS, LRMS
Printed in the Philippines by Schools Division Office Quezon City
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E-mail Address: [email protected]
10
English
Quarter 1–Module 1:
Use information from news reports, speeches,
informative talks, panel discussions, etc. in
everyday conversations and exchanges
Introductory Message
For the facilitator:
Welcome to the English Grade10 Alternative Delivery Mode (ADM) Module on
Use information from news reports, speeches, informative talks, panel
discussions, etc. in everyday conversations and exchanges.
This module is constructed to ensure learning continuity under the new
‗normal‘ in education amidst the COVID-19 pandemic. It is designed to foster the five
macro-skills in English—reading, writing, speaking, listening, and viewing through
activities that were carefully developed to ensure that learners are properly assisted
towards achieving the best learning outcomes.
As the learning facilitator, you are requested to orient your students on the
proper use of this module and assist para-teachers – parents, elder siblings, and other
significant adults – to understand their potent role in optimizing this learning material
towards developing mutual responsibility for children‘s success under the distant
learning set up.
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.
Finally, please do not forget to remind the learners to use separate sheets in
answering the pre-test, self-check exercises, and post-test.
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For the Learner:
Welcome to the English Grade10 Alternative Delivery Mode (ADM) Module on
Use information from news reports, speeches, informative talks, panel
discussions, etc. in everyday conversations and exchanges.
This module is designed to help you continue learning English at home.
It provides you with meaningful and engaging learning experiences that will help you
enhance your skills in reading, writing, listening, speaking, and viewing.
The hand is one of the most symbolized parts 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 are
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace. Your academic success lies in your own hands!
The following are the standard symbols (icons) used to represent specific parts
of the module:
This will give you an idea of the skills or
What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity to check what you
What I Know already know about the lesson you are to take.
This is a brief drill or review to help you link the
What’s In current lesson with the previous one.
In this portion, the new lesson will be introduced
What’s New to you in various ways. It could be as a story, a
song, a poem, a problem opener, an activity, or a
situation.
This section provides a brief discussion of the
What is It lesson to help you discover and understand new
concepts and skills.
This comprises activities for independent
What’s More 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.
This part offers a question, or a fill-in-the-blank
sentence/paragraph, to enable you to process
What I Have Learned
what you have learned from the lesson.
This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into
real life situations or concerns.
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This evaluates your level of mastery in achieving
the learning objectives. It also helps validate the
Assessment
concepts and provides more opportunities to
deepen your understanding.
This part provides an activity in any form that
can improve the strength of your responses. It
Additional Activities also encourages repetitions of actions/learning
for mastery.
This contains the answers to all the activities in
the module.
Answer Key
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. Do not 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 when 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. Happy learning!
What I Need to Know
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This module was designed and written with you in mind. It is here to help you
fully understand the use of information from the news reports, speeches, informative
talks, panel discussions, among others in everyday conversations and exchanges. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
The module consists of three lessons, namely:
● Lesson 1 – News Report
● Lesson 2 – Informative Speech/Talk
● Lesson 3 – Panel Discussion
After going through this module, you are expected to:
1. identify the function of each type of exchanges/conversation;
2. explain the different types of exchanges/conversation;
3. note important details; and
4. use the information gathered from the exchanges in everyday life.
What I Know
Directions. The words below are related to the topics discussed in this module.
Identify the words and fill in the boxes with the help of hints on the right.
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Processing Question:
1. How are these words related to your everyday exchanges or conversations?
What’s New
The amount of information you gained over social media, radio or television is
overwhelming. In this module, you will learn other ways of gathering information that
you can use in your everyday conversations and exchanges.
Lesson News Report
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1
News Report Defined
News is an oral or written report of the past, present or future event in local,
national or international environment. It answers the WHs and H questions without
embellishments.
News Reports are found in newspapers and their purpose is to inform readers
of what is happening in the world around them. News reports have a certain structure
that you need to follow. This structure is sometimes called the Inverted Pyramid. This
is what it looks like:
Headline
What Who
When Where
Why
How
1. News Reports begin with a catchy HEADLINE.
2. The LEAD PARAGRAPH informs the reader of the most important aspects of
the story as soon as possible. The LEAD PARAGRAPH is often the only part
of the story that people read.
Use the 5 WHs rule:
● WHO (is involved)
● WHAT (took p (did it take place)
● WHEN (did it take place)
● WHERE (did it take place)
● WHY (did it happen)
● HOW (did it happen) – only include this if there is a space
3. The BODY of the News Report gives more details and provides more
information about the WHY and HOW of the story.
4. The TAIL contains the less important information which is often omitted by
the newspaper editor if there is not enough space let in the newspaper.
Hints:
● Your News Report should be easy to understand; every news story
should be able to be read by a twelve-year-old.
● Try to be fair – include both sides of the story and don‘t let your opinion
get in the way of reporting the ―facts‖.
Source: Wet Tropics Management Authority - Rainforest Explorer
9
Below is an example of a news report. Click the link and watch:
https://news.abs-cbn.com/news/05/05/20/parents-help-needed-vs-cyberbullying-deped
Text:
Parents' help needed vs cyberbullying - DepEd
Jaehwa Bernardo, ABS-CBN News
Posted at May 05 2020 01:04 PM
MANILA - The Department of Education (DepEd) said Tuesday it needs the help of parents
and guardians to protect children who engage in online learning from cyberbullying.
Education Undersecretary Nepomuceno Malaluan said children also need to be discerning with the
content and websites they visit.
"Yong pagpunta sa ibang sites ay kailangan namin ang tulong ng mga magulang at kasama
sa bahay ng mga bata," he said in a virtual press briefing.
"Importante 'yong kaalaman mismo ng mga mag-aaral natin to be very discerning in looking at
digital content and online content," he added.
Malaluan assured the public that the content uploaded on the agency's online learning
platform, the DepEd Commons, has been reviewed by its Bureau of Learning Resources and Bureau
of Curriculum Development.
The DepEd Commons, which has logged over 4 million users during the enhanced
community quarantine period, contains review materials and other resources authored by experts.
Education Secretary Leonor Briones, in the same briefing, said there are civil society organizations
giving training to parents and children to prevent cyberbullying incidents.
Online learning is one of various approaches that the DepEd will implement to deliver
lessons for the next academic year as the coronavirus pandemic continues to disrupt traditional face-
to-face learning.
What is It
1. What is the news all about?
2. Who are involved in the news report?
3. When and where did the news take place?
4. Why is the news important?
5. How do the people involve react to the news?
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What’s More
Activity 1.
Tell whether the statement is a fact or NOT. Put a ( √ ) before each number if the
statement is a fact and ( X ) if otherwise.
_________ 1. DepEd asks the help of parents and guardians to protect children who
engage in online learning from cyberbullying.
_________ 2. Leonor Magtolis Briones gave the official statement.
_________ 3. Education Undersecretary Nepomuceno Malaluan said face-to-face will
not push through on the school opening.
_________ 4. The DepEd Commons was logged over 4 million users during the
enhanced community quarantine period.
_________ 5. Bureau of Learning Resources and Bureau of Curriculum Development
requires the students to buy gadgets to log in to DepEd Commons.
Activity 2.
Share with your family members and friends the details of the news report above.
Lesson
Informative Talk
2
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Informative Talk Defined
An informative speech is one that intends
to educate the audience about a given topic.
The main of an informative talk/speech is
to provide enlightenment regarding a specific topic
the know knows nothing about. It may
demonstrate how to use a new type of software,
explain a new concept in the field of science,
describe an expedition an archeologist took, or
provide details about a person of interest that the
audience wants to learn more about.
The topics covered in an informative speech
should help the audience to understand a subject
better and to remember what they learned later.
The goal of this type of speech is not to
sway the audience to the speaker‘s point of view.
Instead, the details need to be laid before the
audience so that they can make an educated
decision or learn about a subject they are
interested in. Transferring Information. In an
informative speech, how the
Source: https://courses.lumenlearning.com/boundless-
communications/chapter/introduction-to-informative-speaking/
information is presented will determine
how the audience receives it.
Below is an example of a speech or informative talk. Click the link and watch:
https://www.youtube.com/watch?v=MHyskyizyVI
What is It
1. What is the main topic of the speech/informative talk?
2. Who is the speaker?
3. When and where did the speech take place?
4. Why is the topic of the speech/talk important?
5. How do you find the topic of the speech?
What’s More
Activity 1.
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Directions. Identify the key points of the informative talk that you have just watched.
Write these on the dialogue boxes.
Activity 2.
Send these key points to your friends and family members through messenger.
Lesson
Panel Discussion
3
Panel Discussion Defined
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A panel discussion is a specific format used in a meeting, conference or convention. It
is a live or virtual discussion about a specific topic among a selected group of panelists
who share differing perspective in front of a large audience.
● The panel discussion is typically facilitated by a moderator who guides the
panel and the audience through the event.
● The panel, typically 3-4 experts or practitioners in the field, shares facts, offers
opinions and responds to audience questions either through questions curated
the moderator or taken from the audience directly.
● The panel session typically lasts for 60-90 minutes.
A panel is NOT:
● A set of presentations, one after
another. The panel format allows
for a brief introduction and then
discussion among the panelists
and audience. If most of the
panel agenda is centered around
presenting information, then just
give each panelist a speaking slot
with a Q&A after each speaker.
● A one-on-one interview with each
panelist. Many untrained moderators simply ask questions of each panelist, one
after another, rather than build the dialogue into a conversation. Unless there
is interplay among the panelists, have an ―up close and personal‖ interview with
each speaker.
● Just Q&A from the audience. When the focus is completely answering
audience‘s questions, you have a forum or ―town hall‖ meeting.
Source: https://powerfulpanels.com/definition-panel-discussion/
Click the link below to see an example of a panel discussion:
https://www.youtube.com/watch?v=hfVxrtF8C88
What is It
Processing Questions:
1. What is the main topic of the panel discusssion?
2. Who is the moderator?
3. How many panelists are involved?
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4. Why is the topic of the discussion relevant nowadays?
What’s In
How will you react in each of the following situations? Write your answer in the
thought balloon.
1. You read news that the
number of Covid-19 cases in
your city upsurge.
2. You tuned in to the speech of
the president on updates about
the pandemic in the country.
3. You listened to
Francisco Duque
Covid-19 and its
human body.
4. You watched t
conference of the
(IATF) of GCQ gu
What’s More
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Activity 1.
Directions. Identify the answer to the WH questions from the news report below.
Write your answers on the space provided.
MANILA-- Traditional jeepneys may soon be allowed for public transport use,
Malacañang said Thursday as the government works on the gradual relaxation of
transportation restrictions.
Jeepneys that will be deemed as "roadworthy" may soon be allowed to ply roads
subject to health standards, Presidential Spokesman Harry Roque said.
"Pinag-aaralan po pero may possibility po," Roque said in a Palace press
briefing.
"Maaaring payagan ng Land Transportation Franchising and Regulatory Board
(LTFRB) ang traditional jeepneys provided they are roadworthy," he added.
Even with the easing of lockdowns this month, the government has prohibited
the use of jeepneys for public transport due to difficulties in observing minimum
health standards such as physical distancing.
The current general community quarantine and modified GCQ allow limited
train, bus, taxi, and ride-share services.
The Federation of Jeepney Operators and Drivers Association of the Philippines
has appealed to the government to reconsider the ban on jeepneys, saying some 90
percent of drivers are "starving and dying" due to loss of income.
The Department of Transportation earlier this month said routes for the
jeepneys are being studied.
"Papayagan naman. Kaya lang inaayos pa natin ano. For example, 'yung mga
ruta na pwede takbuhan 'tas ilang jeep 'yung tatakbo sa ruta na 'yon," said Alberto
Suansing, DOTR road sector consultant.
https://news.abs-cbn.com/news/06/18/20/jeepneys-may-soon-be-allowed-for-public-transport-palace
1. What:
________________________________________________________________________
2. When:
________________________________________________________________________
3. Where:
________________________________________________________________________
4. Why:
________________________________________________________________________
5. How:
________________________________________________________________________
Activity 2.
Directions: During this time of pandemic, how would you communicate your thoughts
on the following situations?
1.
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____________________________________
____________________________________
Your have been reading a
lot of fake news in social ____________________________________
media.
2.
______________________________
You have been reading a lot
______________________________ of bashing and hate post.
______________________________
3.
____________________________________
You have watched several ____________________________________
news on the continues ____________________________________
increase of positive COVID-
19 cases in the country.
What I Have Learned
Directions. Share what you have learned from the module. Complete the following
open-ended statements.
1. I have learned that _______________________________________________________.
2. I have the potentials to ___________________________________________________.
3. I can be responsible with _________________________________________________.
4. I am confident that ______________________________________________________.
5. If given the opportunity, __________________________________________________.
What I Can Do
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A DAY IN A LIFE.
What would you do to stop or at least minimize the case of cyberbullying if you would
be any of the following for a day?
1. A Neighbor
2. A School Janitor
3. A Teacher
4. A Parent
5. A Newscaster
Learning the Skill: Use gathered information in everyday communication and
exchanges
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Refers to any severe act of humiliating a person in written, verbal or electronic
expression.
A. cyberbullying C. harassing
B. bullying D. shaming
2. An act of harassment of a person using technology or any electronic means.
A. cyberbullying C. harassing
B. bullying D. shaming
3. Refers to a person who commits acts of bullying
A. ally C. enabler
B. influencer D. bully
4. Refers to a person who experiences the acts of bullying or retaliation
A. battered C. pleased
B. bullied D. relieved
5. An oral or written report of a present, past or future event.
A. news report C. weather report
B. class report D. police report
6. A specific format used in a meeting, conference or convention.
A. newscasting C. panel discussion
B. open forum D. google meet
7. Intends to educate the audience about a given topic.
A. public speaking C. informative talk
B. chat D. dialogue
8. A person who takes part in a discussion
A. emcee C. moderator
B. discussant D. speaker
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9. An arbitrator or mediator
A. lawyer C. judge
B. moderator D. reporter
10. Spectators or listeners in a panel discussion or speeches
A. senior citizens C. mob
B. students D. audience
11. A formal presentation of a person, speaker, etc.
A. Excretion C. representation
B. Secretion D. introduction
12. A raised floor or platform
A. rostrum C. escalator
B. stage D. elevator
13. A member of a panel discussion
A. audience C. scorer
B. moderator D. panelist
14. A journalist who reports the news on location
A. news editor C. news presenter
B. news publisher D. news report
15. A journalist who presents the news on a news program
A. anchor C. editor
B. director D. prompter
Additional Activities
Activity 1.
Directions. Listen or read a latest news report, an informative talk, or speech on
COVID-19. Then, identify the important details and share to your family or closest
friends.
Answer Key
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A
C
D
A
D
D
B
B
C X
C √
A √
B X
D √
C vary
B Lesson 1-Ativity 1 Answers may
Assessment What's More What I Know
References
● English 10 Learner‘s Material
● publicdomainvectors.org
● powerpanels.com
● commons.wikimedia.org
● lumenlearning.com
● youtube.com
● Wet Tropics Management Authority
Rainforest Explorer
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For inquiries or feedback, please write or call:
Schools Division Office-Quezon City
Telephone No.8352-6806/6809; Telefax-3456-0343.
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