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LEARNING MATERIAL FOR

REMEDIAL LISTENING
GRADE 11

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Introductory Message

This Remedial Listening Module is prepared to help Grade 11 learners

strengthen their listening skills through focused and structured activities. It is
intended for use in teacher-facilitated remedial classes, where learners may need
additional support in understanding spoken English and developing effective
listening strategies.

The module contains a variety of exercises, guided tasks, and short

assessments aimed at addressing common listening difficulties. Instructions,
questions, and discussions are clearly presented to ensure that learners can follow
along with guidance from the teacher.

A pre-test is included at the beginning of the module to help assess learners’

current listening abilities and identify areas that require improvement. At the end of
the module, an assessment is provided to help measure progress and reinforce
learning outcomes.

Learners are reminded to use this module with care. Please do not write on
the pages. Use a separate sheet of paper for answering exercises and tests. Read all
instructions carefully before starting each activity.

If you encounter difficulty while using this module, do not hesitate to seek
help from your teacher during class.

We hope this material helps you improve your listening skills and gain more
confidence in understanding spoken English.

Thank you.

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 TABLE OF CONTENTS

UNIT 1: Enhancing Immediate Recall of Auditory Information​ ​ ​

​ Lesson 1: Determining the Worth of Ideas/
Determining Importance
Lesson 2: Analytical Listening
Lesson 3: Listen to Get Information
Lesson 4: Important and Less Important Details
Lesson 5: Summarizing Important Points
UNIT 2: Enhancing Listening and Discourse Recognition
​ Lesson 6: Determining the Roles of Discourse Markers
​ Lesson 7: Implicit and Explicit Signals
​ Lesson 8: Shift from One Listening Strategy to Another
Lesson 9: Distinguish Between General and Specific Statements
UNIT 3: Fighting Distraction with Focused Listening
​ Lesson 10: Understanding What You Hear
​ Lesson 11: Recognizing Fallacies and Giving Constructive Feedback to a
Context Listened To
​ Lesson 12: Listening Strategies that Support Understanding
​ Lesson 13: Extracting Information from Spoken Texts
​ Lesson 14: Noting Specific Details Amidst Distraction
​ Lesson 15: Strategic Listening to Minimize Mental Noise
Unit 4: Making Meaning from What You Hear
​ Lesson 16: Note Down Relevant Information from Text Heard
​ Lesson 17: Summarize the Information from a Text Heard
Unit 5: Understanding Fast and Varied Speech
Lesson 18: Listening Strategies for Understanding Unfamiliar Accents
Lesson 19: Listen Smart: Strategies for Understanding Speech at Any Speed

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 What’s Inside?​

What I know

In this section, you will be given a pre-work activity that will enable
you to assess what you already know about the topic.

What’s New

This provides you with a brief overview of the lesson.

What is it

This section outlines the concepts, explanations, illustrative examples,

and enhancements aimed at deepening your learning experience.

What’s More

Exercises that will help you deepen your understanding of the lesson.

What I Can Do

Activities are designed to help you actively apply and demonstrate

your new understanding of the lesson.

Let’s Assess

Activities are designed to assess how much you have learned from the
lesson.

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UNIT 1: Enhancing Immediate Recall of
Auditory Information

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 This unit is designed to help learners develop the discriminating listening and
thinking skills needed to identify which ideas are most important, relevant, and
credible. By learning how to distinguish central ideas from supporting details or
distractions, students will become more efficient and purposeful listeners and
thinkers.

At the end of the lesson, the students will be able to:

a.​ Identify essential details from the spoken text listened to

b.​ Express interpretations to a spoken text through a guided reflection
questions
c.​ Demonstrate active and purposeful listening by completing a
comprehension checklist that identifies key details

What I Know

Directions. Write TRUE, if the statement is correct; otherwise, write FALSE. Write
your answers on a separate sheet of paper.

________ 1. Determining the worth of ideas means focusing on significant

information you have listened to.
________ 2. It is necessary to look for more interesting information than important
because you need to captivate audiences’ attention.
________ 3. Important information refers to little detail or additional detail, which
could be a cool fact or trivia.
________ 4. Determining importance helps you to filter information and to organize
your thinking around big ideas.
________ 5. Knowing how to determine importance is essential because it helps you
move through a text logically or in order that will help you make sense of what you
are listening to.

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________ 6. Identifying text’s importance supports you in finding the least
important ideas.
_________ 7. Determining what is most important is critical in building life-long
success.
_________ 8. To determine the worth of ideas, you need to consider various genres
of the texts.
_________ 9. Listening well is necessary in order for you to determine the worth of
ideas presented in the text.
_________ 10. One of the things that you should do while listening is to focus on
meaning.

What’s New!

DETERMINING THE WORTH OF IDEAS/ DETERMINING IMPORTANCE

Knowing how to determine the importance of ideas that you have listened to
is necessary because it would not only assist you in understanding the text better,
but it would also help you master concepts and skills. Such skill is essential to make
sense of the information that you are acquiring.

What is It

●​ It simply means focusing on what is significant on the information you have

listened to. You decide, from among everything that you are listening to, what
is most important to attend to and remember.
●​ It is one of the comprehension strategies that you could use to differentiate
between what information you are listening to is most important versus what
information is interesting but not necessary for understanding.

Important information refers to main ideas or key topics that you need to
better understand the concept you are listening to while interesting information is
little detail or additional detail, which could be a cool fact, distractor, or less
important concept, that is present in the article (Allen & Reason, 2015). This means
that it helps you filter information and organize your thinking around big ideas.
Filtering means selecting only the information necessary to better understand the
selection that you are listening to (“Introduction,” 2020).

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 This means that it helps you filter information and organize your thinking
around big ideas. Filtering means selecting only the information necessary to better
understand the selection that you are listening to (“Introduction,” 2020)
See the illustration below to better understand the above definitions.

Why is it important?
✓ It lets you move through a text logically or in an order that will help you make
sense of what you are listening to.
✓ It enables you to distinguish between the most and least important information
presented in the selection to better comprehend it.
✓ It is essential in easily understanding complicated concepts (Allen & Reason,
2015).
✓ Most significantly, determining what is most important is critical in building
life-long success. Think of buying a house or car, choosing a career, investing in
stocks, making financial decisions, etc. All these tasks require separating important
from unimportant information. So, learning this strategy is directly linked to success
(Haag, 2017).

How to determine the worth of ideas?

In order to determine the worth of ideas, you need to make decisions as to
what parts of a text deserve the most attention. Not everything presented by an
author is of equal importance (Draper, 2011).

Determining worth of ideas includes:

✓ Identifying your purpose for listening
✓ Distinguishing between important and unimportant information to identify key
ideas or themes
✓ Determining topic and main idea Identifying author’s message Using knowledge
of narrative or expository text features/structures
✓ Recognizing relevance
Now, analyze in this part what you will do to know the worth of ideas presented.

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 According to Stephanie Harvey and Anne Goudvis (2000) (as cited by Draper,
2011) determining the worth of ideas mentioned in the text listened to varies by
genre:
NARRATIVE GENRES/FICTION GENRES
-​ these intend to tell a story, to provide entertainment, or to make an
audience think about an issue, teach the reader a lesson or excite their
emotions Examples: novels, short stories, diaries, biographies, some songs,
dramatic monologues, plays, narrative films, poems, myth, legends, fairy
tales, etc. (“Genre: Narrative”)
●​ In narrative genres, determining importance asks the reader to identify main
ideas and infer themes of the story. It’s mostly about recognizing the
elements of a story to better grasp its summary. Since narrative texts tend to
subscribe to a plot, it is very helpful to identify the different parts of the plot
in spotting the main parts of the story. Also, there are elements you can
watch for.
Example:
You are listening to a certain story. Your goal is to summarize the narrative.
In order to summarize it, you need to identify the important information first before
making a summary. These are the elements of a short story—character, setting, plot,
conflict, and theme. Thus, you need to know that not everything you hear is
essential.

NONFICTION GENRES
-​ These are broad genres of writing that encompass all books that aren’t
rooted in a fictional narrative. It can be based in history and biography; it
can be instructional, it can offer commentary and humor, and it can ponder
philosophical questions Examples: history, biographies, autobiographies,
and memoirs, travel guides and travelogues, academic texts, philosophy
and insight, journalism, guides and how to manuals, etc. (Gladwell, 2021).
●​ In nonfiction, determining importance is more on retaining important
information and learning from the text. Listeners must be able to shift
through information and decide what is most important. To determine
importance in nonfiction, readers must understand many features and
structures specific to the genre. These text features and structures for
organization help readers identify not only main ideas, but also what is worth
remembering. For instance, understanding that bold print is used to draw
attention to important vocabularies and concepts signals the reader to slow
down and make sure these words or concepts are understood (Draper, 2011).
Example:
Your teacher asked you to listen to a news report about a UK variant of
coronavirus. But he/she only wanted you to note down the ways on how to prevent
its spread. The reporter says a lot about it—including its origin, the places where the
virus is spread. etc. But your goal is to only know how to avoid its spread, then, you

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must focus only on it. That is the important information that you needed in the news.
Thus, you need to be clear on your purpose in listening to a certain idea.

ROLE OF LISTENING IN DETERMINING THE WORTH OF IDEAS

How can listening help you determine the worth of ideas?

●​ Listening enables you to process the information, evaluate it, make sense of
it, and respond to it whether it would be helpful for you or not—essential or
not. For instance, while you are attending a group meeting, you need to know
what important details the group needs to decide on a matter. While all
members can share what they think and feel, you only have to gather what
matters in making a decision.
●​ It would help you make sound conclusions and/or generalizations based on
given data.

Keep in Mind!
When listening to the text presented, you need to do the following:
1.​ Concentrate and Pay Attention. Develop the ability to concentrate and ignore
distractions. You need to be interested in the article presented.
2.​ Listen for meaning. Focus on the central idea being communicated. Then pay
close attention to anecdotes, explanations, and other details meant to clarify
meaning.
3.​ Link Past and Current Learning. As you’re listening to new material, situate
what you’re learning in the context of what you’ve previously learned
(Loveless, 2021).

What’s More
Now Let’s Exercise!
Activity 1: Listen Carefully!

Directions. Listen to the story entitled “The Star Child” by Oscar Wilde. Ask your
parent/guardian/sibling to read to you the story or you may download the listening
text from

YouTube. Link: Learn English through story The Star Child short story

After listening to it, answer the following questions. Place your answer in the
appropriate column.
Questions Responses

1.​ What does the story mean to you?

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 2.​ Why is it important to establish a
good relationship between child and
mother?

3.​ How would you relate your personal

experience to the story?

Rubric for Scoring

What I Can Do

Activity 2: I can do it!

Directions. Listen to the provided short news report below. Then, fill in the table
listing down the important details.

News 1: https://youtu.be/6vuzBYaWpjc?si=c5fXoRRv-7068dK5
News 2: https://youtu.be/IQ-D6UaII-Q?si=-jq5MRi5PlQONOX9
News 3: https://youtu.be/EaDiIGI3klE?si=ur3dIzRCqzwUWKEF

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 News Headlines Main Idea Supporting Details Purpose of the
News (to inform,
to Entertain, to
Persuade)

RUBRIC FOR SCORING

Criteria EXCELLENT (4) VERY GOOD (3) AVERAGE (2) NEEDS
IMPROVEMENT (1)

Content & - The content is Content is accurate - Content is not - The content is
Development comprehensive, and with minor errors on comprehensive and incomplete where
accurate. comprehensivity. there are few errors major points are not
- The major points - Major points are in accuracy. properly stated.
are stated clearly stated. - Major points are
and are well - The supporting addressed, but not
supported. details are well supported.
- The answers are adequate and - The supporting
excellent and address topics. details are
address topics. inadequate or do
not address the
topic.

Organization There is a logical There is a logical Organization is No discernable

progression of ideas progression of ideas clear. organization.
with a clear with minor errors on
structure that structure.
explains well the
ideas presented.

Mechanics Punctuation, Punctuation, Few errors in Distracting errors in

spelling, and spelling, and punctuation, punctuation,
capitalization are capitalization are spelling, and spelling, and
correct. No errors. generally correct, capitalization. (3-4) capitalization.
with few errors.
(1-2)

Let’s Assess!

Activity 3: TELL ME THE STORY

Directions: Fill in the “performance checklist for listening comprehension” while

listening to a short passage (BIG SISTER) by Consorcio Borjeto to be read thrice for
you. Copy and answer the chart in a separate paper.

Youtube Link: https://youtu.be/YBF8zRageVw?si=7eDoCMaYCHaJWFCD

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 Checklist for Listening Comprehension
Questions After 1st listening Before 2nd listening After 2nd
(Guess? Reason?) (Other possibilities) listening (Did I
miss anything?)

Where

When

Who

How

What

Why

SUMMARY
BIG SISTER by Consorcio Borjeto

The eighteen-year-old big sister, Inciang, helps the twelve-year-old brother prepare his
stuff for the trip to Vigan. In the process, Inciang recalls her hardship in tending to the
needs of her only brother. Their mother has passed away giving birth to the brother of
Inciang so she acts as the mother to Itong. The father never married again and spends his
time tilling their land and helping in the everyday sustenance of the family. Itong needs to
go to school and being a valedictorian graduate in the barrio elementary school, there is a
need for him to pursue not only his dream but more so of the dreams of the family
members for him to become a doctor or a lawyer. Inciang feels in pain soon being apart
from her brother for the first time. The rest of the family and more of Inciang display
support, love, concern, and care for Itong. He left the first time and the rest of the
neighbourhood went up to the bus station. Inciang is in so much emotional pain seeing his
brother leave for Vigan but she displays a firm attitude as everyone bids the boy goodbye.
A year has passed and Itong returns to the barrio. He displays eagerness to see his old
friends and Inciang notices everything. Few more years and Itong has grown taller and
bigger, simultaneously he has changed in a way that he is no longer very tactile to his
sister. Inciang is affected and she observes more yet accepting that change is indeed
inevitable. The family needs to live a life despite the changes and Nena comes to the
scene, someone whom she feels could be her sister.

https://www.answers.com/Q/Summary_of_big_sister_by_consorcio_ borje

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 Building on the skill of evaluating which ideas matter most, this module
extends into analytical listening, a more advanced process that requires critical
engagement with what is heard. Analytical listening involves more advanced
processes such as questioning, interpreting, comparing, and drawing conclusions. It
helps learners move from passive to active listening, enabling them to not only
understand a message but also assess its logic, evidence, tone, and intent.
To support this development, learners will explore different types of
listening—such as informational, evaluative, and appreciative listening—and
understand when and how to apply each one.

At the end of the lesson, the students will be able to:

a.​ Differentiate the four different types of listening through their focus and
purpose
b.​ Identify the main ideas and core message from the material listened to
c.​ Demonstrate understanding of the material listened to through interpreting
its underlying message and values.

What’s New!

Have you ever tried saying something, yet no one responded to you
because they are busy surfing their phones or busy playing computer games?
Everybody seems so busy that when they respond to you, they will let you repeat
what you said or worse, no response at all.
Research shows that an average of 45% is spent listening compared to 30%
speaking, 16% reading and 9% writing. (Adler, Elmhorst & Lucas, 2012). The
remaining 30% is for non-communication.
Let us recall the different types of listening. The four types of listening are
appreciative, empathic, comprehensive, and critical/analytical.

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 What is It

When you listen for appreciation you are listening for enjoyment so this is
appreciative listening. Example, when you listen to your favorite music and you
enjoy singing along with it, it is an appreciative listen.
When you listen empathically you are doing so to show mutual concern.
During this listening process you are focused on the speaker and you try to show
him that you are in his situation. Example, when your friend shares to you her
problem about doing household chores at home, you listen emphatically by being
present at the moment or by being mindful about what he shares.
If you are watching the news, listening to a lecture, or getting directions from
someone, you are listening to understand or listening to comprehend the
message that is being sent. This is comprehensive listening wherein you do active
listening. In class for example, while your teacher lectures on a certain lesson, you
are also in the process of taking down notes at the same time participating in the
discussion.
The last type of listening is analytical/critical listening. Analytical listening
is listening to evaluate the content of the message. As a critical listener you are
listening to all parts of the message, analyzing it, and evaluating what you heard.
For example, the current situation we are in—the COVID-19 Pandemic. Many people
have their own claims about their plight. Others will win approval of Barangay
officials just to be recipients of the Social Amelioration Program (SAP) of the
government. Assuming that you are a barangay official assigned to validate the
truthfulness of information given to you, how will you apply analytical listening? To
be an analytical listener, first, listen attentively to the speaker. As you listen, be
attentive to his gestures- his facial expression and hand gestures. Consider also his
tone. Is he simply trying to win for approval or is the intention sincere? Second, ask
questions to determine to what extent is the truthfulness of the information shared
by the speaker, like how many members in the family are working? How much is the
monthly income? Are they renting or do they own the house? Third, look for
evidence. Ask for a barangay certification that the family belongs to an indigent
family. Ask for employment /student identification to determine the work of the
head or member of the family; and to determine how many siblings are attending
school. Finally, validate the claim based on proofs and honesty of answers given. If
you have done this, you are a good analytical listener.

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 What’s More

Now Let’s Exercise!

Activity 1: Comprehension Check

View the movie entitled “Through Night and Day”. In the movie you can learn many
life learning experiences that you need to understand and reflect.
Link: https://youtu.be/vtSlgr3WZR4?si=xxXjp3Lhx3jvYg5m

Answer the following questions:

1.​ Who among the characters from the movie that you like best? Why?
2.​ Give a part of the movie which teaches us that listening is caring? Determine
the cue words to prove your claim.

What I Can Do

Activity 2. FILL IN THE CHART

From the movie, identify the different plot of the movie and write it on the chart. You
can use another sheet of paper for your answer.

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 Title

Exposition

Rising Action

Climax

Falling Action

Resolution

Activity 3. Share It!

Choose one activity from the list as your performance task. Do this in a bond paper.
1.​ Draw an object/s that symbolize the insights that you learn from the movie
which you want to apply in your life. Write a 5-sentence essay to share your
insights.
2.​ Give instances where NOT LISTENING leads to misunderstanding. Cite
examples from the movie you viewed.
3.​ Cite lines in the movie you think were NOT HEARD. If they were to redo the
movie to correct the circumstances, which part will they change?
4.​ Justify the importance of non-verbal cues in listening.
5.​ Reflect on how listening can be manifested in an online environment.
Especially with constant bashing happening online, how can listening be
done?

Let’s Assess!

Activity 4A: Realizing a General Idea

You are about to listen to a speech of Martin Luther King Jr. “I Have a Dream” had
envisioned for the freedom of the black Americans during his speech delivered on 28
August 1963, at the Lincoln Memorial, Washington DC.

Video Link: https://www.youtube.com/watch?v=vP4iY1TtS3s

Comprehension Check
1.​ What is the speech all about?
2.​ What were his dreams?
3.​ What sort of discrimination did he fight against?

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 4.​ How did you feel while listening to the speech?
5.​ What ideas of freedom are given in the speech? Can we still exercise
these ideas during the pandemic? Explain your answer.
6.​ If you were to give a speech just like what Martin Luther King, Jr. did,
what would be the message of your speech? Why?

Activity 4B. What Influences a Text?

The speech which you had just listened to focused on the vision of freedom and
brotherhood of the black Americans. Explain how this speech may affect the
disposition, aspiration, state policies and lives of the citizen in general. Write your
ideas in the organizer below. Write the word freedom as your main topic.

Activity 4C: Extracting Information

In listening to the speech of Martin Luther King Jr, try to express your
thoughts of understanding by answering the following questions:

1.​ What is the implication of the phrase “Let Freedom ring”?

2.​ What are the key values that Martin Luther King Jr. is trying to express in his
speech?
3.​ Do you think those values are relevant in your life? How?
4.​ With the values you had gathered from the speech, how would you apply the
same values in your community?
5.​ How would you promote camaraderie in your own simple way?

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 This module was designed and written with you in mind. It is specially made
to support learners who find it difficult to remember information right after hearing
it. This learning resource will help you build your listening skills by using techniques
that make it easier to remember important details. You will learn in ways that match
your learning style and thinking pace.

At the end of the lesson, the students will be able to:

a.​ Listen to simplify, reorganize, synthesize, and evaluate information to

expand, review, or update knowledge (EN10LC-IIIa-16);
b.​ Distinguish important points from less important ones in a text listened to
(en10LC-IIIb-16.1); and
c.​ Summarize important points discussed in the text listened to
(EN10LC-IIIc-3.14).

What I Know

Activity 1

Directions: Read each item and answer the questions on a separate sheet of paper.

For nos. 1-2.

In the past, only the upper class could afford a comfortable life. Now artisans and
tradesmen can afford beautiful and comfortable things, and soon the working class
will be able to as well. Steam powered machines already produce high quality goods
at prices that everyone can afford. In addition, steamboats and trains now
transport people over long distances luxuriously and quickly.

1.​ The text presents ______.

A. too many details
B. all the main points
C. the changed in transportation

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 D. the wish of the author for the future

2.​ Which of the following is the main idea of the text?

A. The future of the industry
B. How fabrics are produced and moved to the market
C. How everyone can afford to travel long distances
D. Practical items and luxuries are becoming more affordable

For numbers 3-7.

When things go wrong as they sometimes will, when the road you are trudging
seems all uphill; when funds are low, and debts are high, when problems are pressing
you down a bit; rest if you must but not quit. Success is failure turned inside out.
There are the silver tints of the clouds of doubt. However, you can never tell how
close you are because success could be very near when it seems too far. So stick to
the fight when you are hardest hit. It is when things go wrong when you must not
quit.

3.​ What is the paragraph mainly about?

A. success seems too far
B. success could be very near
C. problems pressing you down
D. not to quit when things go wrong

4.​ The writer most probably feels ______ about the problems in life.
A. careful
B. hopeful
C. joyous
D. strong-willed

5.​ In what sentence is the main idea in the paragraph stated?

A. 1 ​ B. 2 ​ C. 4 ​ D. 5

6.​ Which of the following is the solution offered by the writer to solve the
problem?
A. To fight and to quit.
B. To quit and not to fight.
C. To rest and not quit.
D. To let things go wrong and not to fight.

7. The paragraph is developed through________.

A. cause-effect relationship
B. comparison and abstraction
C. reason-result relationship
D. problem-solution relationship

For numbers 8-9.

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Soon the lives of the poor will be as luxurious as those of high ranks in the society
due to the inventions that have been made. Steam power is now making a
difference.

8.​ The short text tells about which of the following?

A. The changes of transportation. ​
B. The improvement of the lives of the poor.
C. Discussion of the steam powered machines.
D. The lives of the rich and high ranks in society.

9.​ The text presents ______.

A. too many details
B. all the main points
C. the changed in transportation
D. the wish of the author for the future

For numbers 10-12.

It was three o’clock on a warm Monday afternoon in April. Mark raised his hand to
stifle a yawn. His eyes roved repeatedly over the printed words, but they meant
nothing to him. He could not understand what he was reading. His mind was blank.
He tried to keep his eyes open. Suddenly his head jerked forward, and he quickly
caught himself up with a start.

10.​The text above reflects what time of the year?

A. harvest time ​ B. summer time ​ C. rainy season ​ D. Christmas
time

11.​ What was the reason why Mark yawned?

A. He felt warm.
B. He was sleepy​
C. He felt cold and chilly.
D. He was bored and hungry.

12.​Mark could no longer understand what he was reading because_______.

A. He was very sleepy. ​
B. He didn’t know how to read.
C. The text was in other language. ​
D. He was thinking of other things.

13.​ How do you synthesize the information?

A. Combine ideas into a whole. ​
B. Notice the ideas presented.
C. Get all of the ideas in the text. ​
D. Identify the main point of the text

14.​Which of the following statements is true in listening?

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 A. You listen to get important details.
B. You listen to combine ideas and insights into a whole.
C. You evaluate information by determining the importance of the details.
D. All of the above.

15.​To reorganize ideas from the text listened to, you need to _____.
A. Reflect on the text.
B. Rearrange the points logically
C. Skip details that are not important.
D. Get too much information from the text.

What’s New

This lesson focuses on helping you listen to simplify, reorganize, synthesize,

and evaluate information to expand, review, or update knowledge. To support your
listening and memory skills, the activities in this module are designed to help you
focus on key ideas, organize what you hear, and make sense of the information step
by step.

After completing this lesson, you are expected to:

a. listen and identify the main ideas to simplify a spoken text;

b. listen actively to reorganize and combine important details; and
c. evaluate the information you hear to decide what is important,
accurate, or useful.

What is it

Every writer wishes to make their points as clear as possible to the audience.
In listening to a text, your focus will be on the details and how it is done.

Below are the considerations that will help you gain better understanding
when you listen to a text.

1.​ Listen to simplify details. Get the most important details from the text
listened to. Too much information will not help in the retention of the key
points in mind.
2.​ Listen to reorganize ideas. Notice the ideas presented. Rearrange it logically
to come up into a more comprehensive thought.

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 3.​ Synthesize information. Combine ideas and insights into a whole by
reflecting on the text.
4.​ Evaluate information. Once you have the details you need, weigh the
information if it is important, biased, or valid.

Following the steps while listening to a text will help you understand and respond
better to the text listened to.

What’s More

Activity 2

Directions: Allow someone to read the passages, questions and choices aloud to you.
Listen carefully. Then, write the letter of the correct answer on a separate sheet of
paper.

This will help you check what you already know before starting the lesson. Don’t
worry if you’re unsure of some answers — you’ll learn more as you go through the
activities.

Notes to the Teacher and Parents: Please read aloud the selections and questions
and let your learner answer.

It was three o’clock on a warm Monday afternoon in April. Mark raised his hand to
stifle a yawn. His eye roved repeatedly over the printed words, but they meant
nothing to him. He could not understand what he was reading. His mind was blank.
He tried to keep his eyes open. Suddenly his head jerked forward, and he quickly
caught himself up with a start.

1.​ The text reflects what time of the year?

A. harvest time ​
B. summer time ​
C. rainy season ​
D. Christmas time

2.​ What was the reason why Mark yawned?

A. He felt warm. ​
B. He felt cold and chilly.
C. He was sleepy. ​ ​
D. He was bored and hungry.

3.​ Mark could no longer understand what he was reading because_______.

A. He was very sleepy.

24
 B. He didn’t know how to read.
C. The text was in other language.
D. He was thinking of other things.

4.​ Which of the following expresses the main idea?

A. a sleepy boy
B. a difficult story
C. in a reading class
D. a warm afternoon in April

5.​ What awakened Mark?

A. the heat​ B. his teacher​​ C. his will power ​ D. the difficult selection

A strong storm arose and drove our car in the river we did not know. Our lives were
in peril for the current of the water dashed over the car and threatened us for a
death. There was nothing we could do. We only committed ourselves to God’s mercy.

6.​ In the text, what was the kind of weather described?

A. fair ​ B. stormy ​ C. sunny ​ D. windy
7.​ Where was the car driven by the storm?
A. to the river ​
B. to the sea ​
C. to a deserted beach ​
D. to an unknown land

8.​ In sentence 2, why was their life in great danger?

A. The car was stuck.
B. They fell into the river.
C. They couldn’t run anymore.
D. The water dashed over the car.

9.​ What probably happened in the text?

A. The car was wrecked. ​
B. The strong storm carried the car to the river.
C. The car was parked in the riverbank.
D. The car went-of course because of the strong storm.

10.​The speaker has shown what character trait in the story?

A. courage ​ B. determination ​ C. fear ​ ​ D. resignation

It was noon after the rain. Some soldiers on patrol spotted a body sprawled on a
distant rice paddy. They approached it cautiously and one soldier turned the body
over. To his surprise, it was a teenager with eyes mutely pleading not to be hurt.
“What are you doing this far, son? Go home.” “I have no home. The rebels killed my
family.” “How did you escape?” “I was in school. When I arrived home I found my
parents and sisters dead and our house burned. A neighbor took me in and allowed

25
me to sleep in his barn for nights. Later, he advised me to leave our village and go
where nobody knew me. He cautioned me never to tell anybody that Father was a
police informer. That was three years ago. Today, I work and stay in the fields during
the day and listen to birds’ songs and insects beneath the stars all night.

11.​ Where do you think the scene took place?

A. in a city ​
B. in the forest ​
C. in a small town ​
D. in a remote barrio

12.​What was the feeling of the boy as he laid on the rice paddy?
A. hungry ​ B. scared ​ C. sick ​ D. tired

13.​ How do you synthesize the information?

A. Combine ideas into a whole.
B. Get all of the ideas in the text.
C. Notice the ideas presented.
D. Identify the main point of the text

14.​Which of the following statements is true in listening?

A. You listen to get important details.
B. You listen to combine ideas and insights into a whole.
C. You evaluate information by determining the importance of the details.
D. All of the above.

15.​To reorganize ideas from the text listened to, you need to _____.
A. Reflect on the text.
B. Rearrange the points logically
C. Skip details that are not important.
D. Get too much information from the text.

What I Can Do

Activity 3: Paying Attention to Details

Direction: Listen carefully to the song “Sierra Madre” by Coritha. Pay close attention
to the message and important details in the lyrics. You may take notes while
listening to help you remember key points. After listening, answer the questions that
follow. Write your answers on a separate sheet of paper.

1.​ What is the message of the song?

26
 2.​ Does the song tell something about the environment? What is it?
3.​ Is the writer recounting past events or events in the present?

B. Choose only one from the following. On the space before the statement, mark X
for your choice.

1.​ Is the song easy to understand? What makes the message easier to
understand?
________ the words are clearly pronounced
________ the beat of the music is inviting
________ familiar words or Filipino words are used
2.​ Is the song difficult to understand? What makes the message difficult to
understand?
________ the words are clearly pronounced
________ the beat of the music is inviting
________ familiar words or Filipino words are used
3.​ Are there lines of the song that speak of Universal truth? Explain.
4.​ What information or insights did you get from the song that you can use
in your everyday life? How did the song writer emphasize the information
or insight?
5.​ Have you enjoyed the song? Why?

Let’s Assess

Activity 3: Check Your Understanding

Directions: Read each item carefully and answer the questions on a separate sheet
of paper.

Notes to the Teacher and Parents: Please read aloud the selections and questions
and let your learner answer.

1.​ Which of the following statement is true about listening?

A. You listen to get important details.
B. You listen to combine ideas and insights into a whole.
C. You evaluate information by determining the importance of the details.
D. All of the above.

2.​ How do you synthesize the information?

A. Combine ideas into a whole. ​
C. Notice the ideas presented.
B. Get all of the ideas in the text. ​
D. Identify the main point of the text.

27
 3.​ To reorganize ideas from the text listened to, you need to _____.
A. Reflect on the text.
B. Rearrange the points logically
C. Skip details that are not important.
D. Get too much information from the text.

4.​ Which of the following describes listening?

A. We listen to enjoy.
B. We listen to learn.
C. We listen to get information.
D. All of the above.

5.​ What is meant by the title of the song “Sierra Madre”?

A. The beauty of nature.
B. Writer’s love to her place.
C. How the writer longs to go back home.
D. The historical mountain ranges in the country.

6.​ Who wrote the song “Sierra Madre”?

A. Jason Marz
B. John Lennon
C. The Smokey Mountain
D. Maria de Perpetua Socorro Arenas

For nos. 7-10, Play the song “Heal the World” by Michael Jackson. You could also find
a copy of the song to listen to.

7.​ Below are the implied messages of the song except ______.
A. Learn to love each other.
B. Take care of mother earth.
C. It speaks of unity, peace, and equality.
D. It presents the idea of helping each other.

8.​ Is the song easy to understand? What makes it easy to understand?

A. It speaks of universal truth.
B. Everyone knows and sings it.
C. The beat of the song is pleasing to the ears.
D. The singer is known to everyone.

9.​ Do you think these events have been recurring in the present?
A. No, it only happened in the past.
B. Yes, but only for the poor people.
C. No, it is only an imagination of the singer.
D. Yes, people still practice discrimination and racism.

28
10.​From the song listened to, which of the following is not true.
A. Love is not strong. It doesn’t care about a joyful living.
B. If you care enough for the living, make a little space.
C. Love is enough for us to grow, so make a better world.
D. If you care enough for the living, make a better place for you and for me.

For nos. 11-15, allow someone to read the text below. Listen carefully to
answer the questions.

It was noon after the rain. Some soldiers on patrol spotted a body sprawled
on a distant rice paddy. They approached it cautiously and one soldier turned
the body over. To his surprise, it was a teenager with eyes mutely pleading
not to be hurt. “What are you doing this far, son? Go home.” “I have no home.
The rebels killed my family.” “How did you escape?” “I was in school. When I
arrived home I found my parents and sisters dead and our house burned. A
neighbor took me in and allowed me to sleep in his barn for nights. Later, he
advised me to leave our village and go where nobody knew me. He cautioned
me never to tell anybody that Father was a police informer. That was three
years ago. Today, I work and stay in the fields during the day and listen to
birds’ songs and insects beneath the stars all night.

11.​ Where did the scene take place?

A. in a city ​
B. in the forest ​
C. in a small town ​
D. in a remote barrio

12.​What was the feeling of the boy as he laid on the rice paddy?
A. hungry ​
B. scared ​
C. sick ​
D. tired

13.​ The text above is all about_______.

A. a kind soldier
B. a family of police informer
C. a teenage boy victim of a war
D. soldiers who enforced their duty

14.​Why did the boy sprawl himself on the ground?

A. He tripped and fell.
B. He fainted from hunger.
C. He wanted to seek attention
D. He wanted to ask for help.

15.​What does turned over mean in sentence 3?

29
A. ran over
B. beaten by the soldier
C. reversed the position
D. surrendered to the enemies

30
=

After completing the activities in this lesson, you are expected to clearly
identify the important points and separate them from less important details in a
text you listen to (EN10LC-IIIb-16.1).

At the end of the lesson, the students will be able to:

a.​ listen carefully to a spoken text;

b.​ tell the difference between main ideas and supporting or minor details; and
c.​ explain why certain details are more important than others in
understanding the message.

What’s New

In listening, important details are the core ideas, main points, and supporting
evidence that shape the overall message. Less important details are minor points,
examples, or background information that may be interesting but are not crucial to
understanding the main message. Effective listeners prioritize the important details
to grasp the essence of the communication, while acknowledging the role of less
important details in providing context and clarity.

Understanding what you listen to—whether it’s a podcast, a speech, a

conversation, or a recorded lesson—means more than just hearing words. To fully
understand spoken information, you need to identify the topic, the main idea, and
the supporting details. These listening skills are especially important in school and in
real-life situations.

What is it

31
 The topic is the general subject being talked about. It gives you a broad idea
of what the speaker is focusing on.

The main idea is the most important point the speaker wants to make about
that topic.

Supporting details help explain or expand the main idea. They answer
questions like how, what, when, where, why, how much, or how many to give you a
clearer understanding.

When you practice listening for the topic, main idea, and key details—and
understand how they are connected—you improve your ability to remember and
explain what you’ve heard. This makes listening more meaningful and helps you
become a better learner and communicator.

How to distinguish important points from less important?

●​ Identify the difference between important details and less important

points.
●​ Understand the structure of the text. It helps you to pay attention to the
most important things.
●​ Determine the main idea and supporting details of a text.
●​ Make a note of all main points, together with any supporting details
provided.
●​ Recognize and use clues from text.
●​ Distinguish between what might be interesting and what the writer
considered most important.
●​ Provide reasons why the chosen detail is important or less important in
the text.

What’s More

Activity 1

Directions: You may ask someone to read the texts and questions aloud for you.
Listen carefully and take your time. After listening or reading, choose the correct
answer. Write the letter of your answer on a separate sheet of paper.

For numbers 1-2:

Sumo wrestling is a sport originated in Japan. It is played inside the ring. Two
players try to score points by holding each other down or pushing each other out the
ring. Nowadays, robots are being used in sumo wrestling contests. Robot sumo uses

32
robots instead of humans. The robot that scores the most points wins. ​

1.​ Which of the following is the main idea of the paragraph?

A. Sumo wrestling takes place in a ring.
B. The robot that scores the most points wins.
C. Sumo is a sport that started in Japan.
D. Robots are being used in sumo wrestling contests.

2.​ What is the supporting detail of the paragraph?

A. Watching robot sumo is boring.
B. Robot sumo uses robots instead of humans.
C. Robots are being used in sumo wrestling contests.
D. Robot sumo contests are better than human sumo contests.

For numbers 3-4

Students compete in robot sumo contests. They learn how to build their own robots.
They compete against their classmates and students from other schools. To win,
students must be creative. They must have a good plan for defeating other robots.

3.​ What is the main idea of the paragraph?

A. Students must be creative to win?
B. Students compete in robot sumo contests.
C. Students need a good plan for defeating other robots.
D. Students compete against their classmates and students from other ​
schools.

4.​ Which of the following is a supporting detail of this paragraph?

A. Students like building sumo robots.
B. Students compete in robot sumo contests.
C. They use excellent strategies to defeat other robots.
D. They must have a good plan for defeating other robots.

For numbers 5-9

When things go wrong as they sometimes will, when the road you are
trudging seems all uphill; when finds are low, and debts are high, when problems are
pressing you down a bit; rest if you must but not quit. Success is failure turned inside
out. There are silver tints of the clouds of doubt. However, you can never tell how
close you are because success could be very near when it seems too far. So stick to
the fight when you are hardest hit. It is when things go wrong when you must not
quit.

5.​ What is the paragraph mainly about?

A. success seems too far
B. success could be very near
C. problems pressing you down

33
 D. not to quit when things go wrong

6.​ The writer most probably feels ______ about the problems in life.
A. careful ​ B. hopeful ​ C. joyous ​ D. strong-willed
7.​ In what sentence does the main idea in the paragraph stated?
A. 1​ B. 2 ​ C. 4 ​ D. 5

8.​ Which of the following is the solution offered by the writer to solve the
problem?
A. To fight and to quit.
B. To quit and not to fight.
C. To rest and not to quit.
D. To let things go wrong and not to fight.

9.​ The paragraph is developed through________?

A. cause-effect relationship
B. comparison and abstraction
C. reason-result relationship
D. problem-solution relationship

For numbers 10-13, listen to the song Paraiso and answer the following questions.

Paraiso

Return to a land called paraiso…..A place where a dying river ends No birds there fly
over paraiso…. No space allows them to endure The smoke that screens the air…. The
grass that's never there And if I could see a single bird, what a joy

I try to write some words and create…..A simple song to be heard By the rest of the
world

I live in this land called paraiso…..In a house made of cardboard floors and walls I
learned to be free in paraiso

Free to claim anything I see…..Matching rags for my clothes Plastic bags for the
cold…..And if empty cans were all I have, what a joy I never fight to take
someone…..Else's coins and live with fear Like the rest of the boys

Paraiso, help me make a stand…..Paraiso, take me by the hand Paraiso, make the
world understand

That if I could see a single bird, what a joy….This tired and hungry land could expect
Some truth and hope and respect…..From the rest of the world

And if empty cans were all I have, what a joy….. I never fight to take someone Else's
coins and live with fear…..Like the rest of the boys

34
Paraiso, help me make a stand…..Paraiso, take me by the hand Paraiso, make the
world understand

That if I could see a single bird, what a joy….This tired and hungry land could expect
Some truth and hope and respect…..From the rest of the world

10.​What is the song all about?

A. Suggesting restoration of the land
B. Describing how a ‘Paraiso’ looks like
C. Depicting the dire situation of the people
D. Environmental concerns and societal issues

11.​ What is the stand of the speaker in the song?

A. To give inspiration and hope.
B. To challenge everyone to help.
C. He wishes for some birds to appear.
D. Seeking some help to be understood and make a move to restore the land.

12.​The line “And if I could see a single bird, what a joy” signifies?
A. purity ​
B. abundance ​
C. hope and life ​
D. death and extinction

13.​ In the lines “Return to a land called Paraiso. A place where the dying river
ends.” the author suggests_______.
A. pessimistic idea about nature
B. purity and serenity of the land
C. challenges and trials in the land
D. the irony of what Paraiso really means

14.​In what line/s does the author call for everyone to listen to the plea of the
land?
A. No birds there fly over paraiso. No space allows them to endure.
B. I try to write some words and create a simple song to be heard by the rest
of the world. C. This tired and hungry land could expect some truth and hope
and respect from the rest of the world.
D. I live in this land called paraiso. In a house made of cardboard floors and
walls. I learned to be free in paraiso.

15.​Which of the following do you need to consider in distinguishing the most

important details in the text?
A. Understand the structure of the text.
B. Determine the main idea and supporting details of a text.
C. Identify the difference between important details and less important
points.

35
 D. All of the above..

What I Can Do

Activity 2: Which is which

Direction: Listen to a short documentary entitled “Save Our Planet.” While listening,
take notes to help you remember key points. Focus on identifying which details are
important (main ideas or key messages) and which are less important (extra facts or
examples).Write your answers on a separate sheet of paper.

Save Our Planet & Life

Thinking of planting trees means you can protect the future of human beings.
New plant in your garden is like your new born baby. Protecting it as a child will give
you fresh breath and more things for you. Almost everyone knows that trees and
other living plants are valuable. They beautify our surroundings, purify our air, act
as sound barriers, manufacture precious oxygen, and help us save energy through
their cooling shade in summer and their wind reduction in winter.
Trees contribute to their environment by providing oxygen, improving air
quality, climate amelioration, conserving water, preserving soil, and supporting
wildlife. During the process of photosynthesis, the trees take carbon dioxide and
produce the oxygen we breathe. Trees trap CO2 from the atmosphere and make
carbohydrates that are used for plant growth. They give us oxygen in return.
Many people decide to enrich their gardens by planting trees. Most of them
do it for the beauty or to provide extra shade in summer months. However, there are
more benefits from trees than you might think. Except for relaxing, connecting us
with nature and their calming effect, trees do a lot when it comes to the
environment.
Trees are the lifeblood of the world, and without them, the globe would
ultimately succumb to climate change. They keep humans and animals alive, and
they add charm with their varied sizes, shapes and colors. There are many benefits
of planting trees near your home. Trees fight erosion which can damage a house by
holding dirt in place and blocking wind. Trees provide shade from sun, which can
decrease summer energy bills and increase paint longevity. There are lots of
benefits that trees provide from social, communal, environmental, and economic
perspectives.
Most trees and shrubs in cities or communities are planted to provide beauty
or shade. While these are excellent benefits, woody plants serve many other
purposes. The benefits of the trees can be grouped into social, communal,
environmental, and economic categories.
Life could not exist on Earth without trees because they produce most of the oxygen
that humans and wildlife breathe. Trees provide shade and shelter, timber for

36
construction, fuel for cooking and heating, and fruit for food as well as having many
other uses. In parts of the world, forests are shrinking as trees are cleared to
increase the amount of land available for agriculture. Without trees, humans would
not be able to survive because the air would be unsuitable for breathing. If
anything, people would have to develop gas masks that filter the little oxygen that
would be left in the air.
Trees help clean the air we breathe, filter the water we drink, and provide
habitat to over 80% of the world’s terrestrial biodiversity. Forests provide jobs to
over 1.6 billion people, absorb harmful carbon from the atmosphere, and are key
ingredients in 25% of all medicines. Ever taken an Aspirin? It comes from the bark of
a tree.
Trees are one of the best partners when it comes to agriculture. They act
positively in several ways: they reduce soil erosion, increase fertility and help soil
retain moisture. Fallen tree leaves lower or reduce soil temperature and prevent soil
from losing too much moisture. Decaying leaves that fall onto the ground turn into
nutrients for tree growth and promote microorganism development. Trees also
contribute to boosting biodiversity as they become a food source and natural
habitat for wildlife. One apple produces about 20 fruit bushels per year which can
nourish many birds, insects, and wildlife. It can be planted on a very small surface
but has a fantastic environmental effect. Trees that are most planted as homes for
birds, squirrels, and bees are oak and sycamore.
Forestry provides renewable and energy-efficient building products. Foresters
manage some forests for timber and produce a renewable source because trees can
be replanted. Other building materials, such as steel, iron, and copper, can be reused
and recycled but not replaced.
Except for cooling, trees also help save water. Because of the shade they provide,
water will evaporate slowly from low vegetation. Trees need about 15 water gallons
a week to survive, and they release 200-450 gallons of water per day.
There are many environmental benefits of planting a tree. Strategically,
planting trees around your home can have tremendous benefits on the environment.

Notes to the Teacher and Parents:

Listen to Save Our Planet & Life/ Breath of Nature/ on this link:
HYPERLINK "https://youtu.be/h5pxEaK-kic" https://youtu.be/h5pxEaK-kic
(However, if there is no access, parents are encouraged to assist as they will read
the text transcribed below to the learners and let them listen carefully.)

Important Reason/s Less Important Reason/s

37
Activity 2B. Three, Two, One

Directions: From the documentary you just listened to, list three main points, two
debatable ideas, and one question you have about the documentary.

Three main points Two less important points One question related to the
key concept

Let’s Assess

Activity 3: Check Your Understanding

Direction: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

Notes to the Teacher and Parents: Please read aloud the selections and questions
and let your learner answer.

For nos. 1-5

When things go wrong as they sometimes will, when the road you're trudging seems
all uphill; when finds are low, and debts are high, when problems are pressing you
down a bit; rest if you must but not quit. Success is failure turned inside out. There
are the silver tints of the clouds of doubt. However, you can never tell how close you
are because success could be very near when it seems too far. So stick to the fight
when you are hardest hit. It is when things go wrong when you must not quit.

1.​ In what sentence can you find the main idea of the paragraph?
A. 1 ​ B. 2 ​ C. 4 ​ D. 5

2.​ The paragraph could be mainly about______.

A. success seems too far
B. success could be very near
C. problems pressing you down
D. not to quit when things go wrong

38
 3.​ What is the writer’s feeling about the problems of life?
A. careful ​ B. hopeful ​ C. joyous ​ . strong-willed

4.​ What solution is offered by the writer to solve the problem?

A. To fight and to quit.
B. To quit and not to fight.
C. To rest and not to quit.
D. To let things go wrong and not to fight.

5.​ The paragraph is developed through________?

A. cause-effect relationship
B. comparison and abstraction
C. reason-result relationship
D. problem-solution relationship

For nos. 6-8, refer to the song ‘Paraiso’.

6.​ In what line/s does the author call for everyone to listen to the plea of the
land?
A. No birds there fly over paraiso. No space allows them to endure
B. I try to write some words and create a simple song to be heard by the rest
​
of the world.
C. This tired and hungry land could expect some truth and hope and respect
​
from the rest of the world.
D. I live in this land called paraiso. In a house made of cardboard floors and
​
walls. I learned to be free in paraiso.

7.​ The line “And if I could see a single bird, what a joy” signifies?
A. purity ​ B. abundancy ​ ​ C. hope and life ​ D. death and
extinction

8.​ In the lines “Return to a land called Paraiso. A place where dying river
ends.” the ​
author suggests_______.
A. pessimistic idea about nature
B. purity and serenity of the land
C. challenges and trials in the land
D. the irony of what Paraiso really means

For numbers 9-11.

Ola and I lie on our backs in the kitchen, scarves and hats everywhere. I look over at
the night-light by the table. It’s the only light in the room now. Ola’s eyes are closed,

39
but I don’t think she’s asleep. ​
I have always loved my grandmother, but I know she is a strange woman. I know
that not too many of my friends would spend an evening trying on hats with their
grandmothers. A few years ago they would have. Now most of them don’t even
admit that they like their grandparents, though they do. ​
I’m clueless about how to be cool. I’ve always told my friends that I like my
grandmother. Since most of them only get a glimpse of who she is by the books and
strange things she sends through the mail, I secretly think they think she’s cool. That
makes up for me being clueless, I guess. ​

9.​ Which of the following suggests that the text is in the first-person-point of
view?
A. A few years ago they would have
B. Ola and I lie on our backs in the kitchen, scarves and hats everywhere.
C. Now most of them don’t even admit that they like their grandparents, ​
though they do.
D. Since most of them only get a glimpse of who she is by the books and ​
strange things she sends through the mail.

10.​Which part of the text described the grandmother of the narrator?

A. first paragraph ​
B. second paragraph​
C. third paragraph ​
D. last sentence

11.​ Which detail helps you understand the main idea of the text?
A. first paragraph B. second paragraph ​C. third paragraph ​ D. last sentence

For numbers 12-14

“Come on, man, let me use it,” Alfonso pleaded. “Please, Ernie, I’ll do anything.”
Although Ernie could see Alfonso’s desperation, he had plans with his friend
Raymundo. They were going to catch frogs at the Mayfair canal. He felt sorry for his
brother, and gave him a stick of gum to make him feel better, but there was nothing
he could do. The canal was three miles away, and the frogs were waiting. Alfonso
took the stick of gum, placed it on his shirt pocket, and felt the bedroom with his
head down… At four he decided to get it over with and started walking to Sandra’s
house, trudging slowly, as if he were waist-deep in water. Shame colored his face.
How could he disappoint his first date? She would probably laugh.

12.What part from the text details how Ernie understands Alfonso’s
predicament and feels sympathetic?

A. Ernie had plans with his friend Raymundo.

B. They went to Sandra’s house for a first date.

40
C. They went to Mayfair canal to catch frogs and have fun.

D. Ernie gave his brother a stick of gum to make him feel better.

13.​ Alfonso himself feels disappointed, apprehensive, and embarrassed.

Which of the following do not give a supporting detail?
A. “took a stick of gum”
B. “trudging slowly”
C. “shame colored face”
D. “left the bedroom with his head down”

14.​What is the point-of –view of the text?

A. first-person point of view
B. second-person point of view
C. third-person point of view
D. omniscient

15.​Which of the following gives you more details of the main topic in the
text?
A. clauses ​ B. phrases ​ C. main topic ​ D. supporting details

41
 This lesson focuses on helping you summarize the important points from a
text you have listened to (EN10LC-IIIc-3.2). Through guided listening activities, you
will practice how to pick out key ideas and express them clearly in your own words.
This will help you better understand and remember what you hear.

At the end of the lesson, the students will be able to:

a.​ listen carefully to a spoken text; and

b.​ identify and summarize its most important points.

What’s New

What is summarizing?

Summarizing is finding the main ideas and supporting details to get the gist
of a text. When you summarize, you take larger selections of a text and reduce them
to their bare essentials.

Why is summarizing important?​

Summarizing helps you understand and determine important information by

getting the key ideas. It allows you to see how ideas fit together to form a coherent
whole.

How to summarize a text listened to?

1. Listen to the text carefully. Gather information needed to focus and set goals​

2. Identify the main idea. The main idea is the most important information or
concept in a text.

3. Identify supporting details. These details clarify, prove or explain the key ideas
in a text.

42
4. Disregard unimportant information. Not all information is essential. Some of it is
less important than the other details.

5. Simplify and categorize the gathered information. Make sure you include in
the key points. The details should be in order.

6. Rewrite the details in complete sentences. Construct sentences that clearly

communicate what the entire text is trying to achieve. Remember to use your own
words in summarizing,

In summarizing, do not forget that it should represent the text’s ideas and
key points. Having a good summary demonstrates a clear understanding of a text.

What’s More

Directions: Read each item carefully. Your teacher will read the passage aloud for
you. Listen attentively, then answer the questions that follow. Write your answers on
a separate sheet of paper.

The Invaders by Jackie Ride

None of them left the ship on the first day of its arrival, but I knew that they
would be watching carefully for signs of human life.

The skies were dark with scudding clouds, and the cold wind moved high in
the trees. Thin snow drifted slowly to the ground.

From the cover of the forest, I now watched as a small, heavily armed group
of them left the large craft. When they reached the edge of the woods, they
hesitated for a few moments and then moved cautiously forward.

I had seen them before and I knew that in appearance, at least, they were
not monsters. ​

They looked very much like us. There were some differences, of course, but all
in all, we were really quite similar to them.

I met them first when I was almost a boy and I had been without caution. I
approached them and they seemed friendly, but then they seized me and carried
me off in their strange ship.

It was a long journey to their land and when our ship made a landing I was
shown about and exhibited as though I were some kind of animal.

43
 I saw their cities, and I was shown plants and animals that were completely
strange to me. I learned to wear their clothing and even eat their food.

They taught me to communicate in their strange language.

I had almost given up hope of ever seeing my home again, but they one day
put me back on one of their ships and told me that they were returning me because
they wished to establish friendly relations with my people. But by now, I knew
enough of them to know that this was not true. However, I nodded and smiled and
watched for my opportunity to escape.

When the ship landed, I went out with the first search party. It was never
evening and as the darkness gathered, I edged away from them and finally I fled
into the blackness and safety of the forest.

They came after me, of course, but I was hidden deep in the woods where
they could not find me.

Finally they gave up and I watched their ship become smaller and finally
disappear, and I hoped fervently that they would never return.

But now they are back again.

I felt a coldness inside of me as I watched them moving slowly through the

trees. They seemed somehow different from the others who had been here before. It
was not so much in their appearance as in the air about them.

Slowly and instinctively, I realized that this time they were not here on just
another raid for a captive or two.

This time they had come to stay;

What could we do now? Could we lure them deeper into the forest and kill
them? Could we take their weapons and learn how to use them?​

No, I thought despairingly. There were so many more of the invaders in the
ship. They would come out and hunt us down like animals and kill us.

I sighed. We must find out what it was and they wanted this time and
whatever it might be, we must learn to adjust and hope for the best.

But I still retreated silently before them, afraid to approach. I watched them
search the ground ahead of them and knew they were looking for footprints, for
some signs of life. But there was not yet enough snow on the ground to track us
down.

Their strangely colored eyes glanced about warily. They were cautious, yes.

They could be a cruel race I know, I knew. I had seen with my own eyes how
they treated their animals and even their own kind.​

I sighed again. Yes, we could be cruel, too. In this respect we could not claim.
to be superior to the invaders. ​

44
 They paused now in a clearing, their eyes gleaming beneath their helmets.
​

It was time for me to approach them. I took a deep breath and stepped into
the open. ​

Their weapons quickly pointed at me. “Welcome, “I said.

They stared at me, and then one of them turned to their bearded leader. “It
appears that this savage can speak some English, Captain Standish.”

“Welcome,” I said again. But I wondered what they would do to my land and
my people. ​

1.​ What event happened first in the story?

A. The invaders look at the ground for footprints.
B. The narrator thinks about attacking the invaders.
C. The invaders leave the ship and enter the woods.
D. The narrator steps into view and greets the invaders.

2.​ At the end of the story, you learned that _________.

A. The narrator speaks English. ​
B. Captain Standish is a leader.
C. The invaders are cruel people. ​
D. The weather is cold and snowy.

3.​ In the first paragraph, the author develops suspense by using the phrase
_____.
A. signs of human life
B. first day of its arrival
C. none of them left the ship
D. I knew what they would be watching

4.​ Which of the following is the conflict the narrator struggles with?
A. Sharing food with the invaders of hiding it for them?
B. Choosing whether to return with invaders in the country.
C. Betraying his people by helping the invaders find what they want.
D. Deciding which response to the invaders will be best for his people.

5.​ Which of the following is not resolved at the end of the story?
A. If the narrator will choose to stay hidden form the invaders.
B. How the narrator will decode to communicate with the invaders.
C. What will happen between the invaders and the narrator’s people?
D. Whether the invaders can make their way off the ship and into the forest.

6.​ In paragraph 18, the narrator is losing hope because_________.

A. His footprints might lead the invaders to his people.

45
B. His hiding places in the snowy forests are too visible.
C. He fears his people are outnumbered and will be killed.
D. He thinks that the invaders are looking for another captive.

7.​ The rising action begins when the narrator says ______.
A. Yes, could we be cruel too?
B. But now they are back again.
C. They looked very much like us.
D. I learned to wear their clothing and even eat their food.

8.​ The flashback in the story begins when the narrator says _______.
A. There were so many more of the invaders on the ship.
B. But I still retreated silently before them, afraid to approach them.
C. But by now, I knew enough of them to know that this was not true.
D. I met them first when I was almost a bot and I had been without caution.

9.​ The flashback reveals that the narrator ______.

A. Had many habits in common with the invaders.
B. Grew to believe that invaders had friendly intentions.
C. Carefully watched the invaders when they left the ship.
D. Was captured as a child by invaders and taken to their land.

10.​The climax of the story occurs when the narrator_______.

A. hears the invaders talk to their leader
B. hides from the invaders in the woods
C. steps out and speaks to the invaders
D. returns home after being held captive

11.​ Why did the narrator hide from the new invaders?
A. A search party is looking for him.
B. Other people are coming to help him.
C. He distrusts the invaders and is trying to decide what to do.
D. He wants to surprise the invaders from a well-protected location.

12.​Which of the phrases from the story helps you figure out when an event
occurs?
A. I could at times…
B. They paused now…
C. It was a long journey…
D. There were some differences…
13.​ The narrator rejects the idea of attacking the invaders because______.
A. The narrator can speak the strangers’ language.
B. The strangers are peaceful and hope to do good idea.
C. Neither the strangers nor the local people want to have a fight.
D. The strangers have enough people and weapons to harm the local people.

46
 14.​At the end of the story, you discover that the invaders ________.
A. Arrive on a large ship.
B. Have strangely colored eyes.
C. Are led by an English captain.
D. Mistreat their animals and each other.

15.​The Latin word fevere means “to boil”. In the sentence, “I hoped fervently
that they would never return.” What does the word fervently mean?
A. to end quickly ​ B. for a long time ​ C. while cooking ​ D. with great
emotion

What I Can Do

Directions: Listen to the text transcribed below and answer the questions on a
separate sheet of paper.

Social networking websites have benefits and dangers as well. In certain

ways, social networking affects real-life interactions with peers.

They are shy, introverted, or socially awkward youth who sometimes find
social networking sites as good ways of connecting or forming new relationships.

Although there is an increase in cases of cyberbullying, people find

opportunities in building a large network of friends and support in social networking
sites like Facebook.

It is often advised to monitor teens and young adults not to post photo
photographs or information which could damage their future because of the
possible dangers of people who may have ill motives in networking sites.

The internet must be used correctly and the youth must be taught how to use
it properly.

47
A. Look at the diagram below. Review the details of the text you listened to and
complete it by writing your answers.

Let’s Assess
Direction: Read each item carefully and write your answers on a separate sheet of
paper.

Notes to the Teacher and Parents: Please read aloud the selections and questions
and let your learner answer.

For nos. 1-6, allow your teacher or your parents to read you to the story “After
Twenty Years”.

1.​ Where did the story happen?

A. at a pharmacy in the town
B. Big Joe’s Brad Restaurant
C. New York
D. West

2.​ How many years did the two friends wait for the appointment they made?
A. ten years ​
B. twelve years ​
C. seventeen years ​
D. twenty years

3.​ Was Bob able to meet his friend? A. No, they didn’t meet.
B. Yes, they met but at different times.
C. No, Jimmy forgot their appointment.
D. Yes, but he didn’t recognize Jimmy.

4.​ In the story, aside from being a good friend of Bob, who was Jimmy
Wells?
A. He was a man from the West.
B. He tried to escape the crime he committed.
C. He was the patrolman who first recognized Bob.

48
 D. Jimmy Wells was at the same time the plainclothesman.

5.​ What do you think is the reason why Jimmy didn’t show face-to-face to
his friend?
A. He has another appointment to attend to.
B. He can’t bring himself to confront his friend.
C. He didn’t want to see Bob because of the crime he committed
D. Jimmy forgot the appointment since it happened 20 years ago.

6.​ The statements below are the reason why Jimmy only handed a letter to
Bob, except?
A. To arrest Bob for a crime.
B. To reconcile Jimmy’s friendship with his duty to enforce the law.
C. To let Bob know that in twenty years, every bit was important as it was to
him.
D. The way to cherish the friendship they have despite the unfortunate
circumstances.

For nos. 7-8.

In the past, only the upper class could afford a comfortable life. Now artisans and
tradesmen can afford beautiful and comfortable things, and soon the working class
will be able to as well. Steam powered machines already produce high quality goods
at prices that everyone can afford. In addition, steamboats and trains now
transport people over long distances luxuriously and quickly.

7.​ Which of the following is the main idea of the text?

A. The future of the industry
B. How fabrics are produced and moved to market
C. How everyone can afford to travel long distances
D. Practical items and luxuries are becoming more affordable

8.​ The text presents ______.

A. too many details
B. all the main points
C. the changed in transportation
D. the wish of the author for the future

For nos. 9-10.

Soon the lives of the poor will be as luxurious as those of high ranks in the society
due to the inventions that have been made. Steam power is now making a
difference.

9.​ The short text tells about which of the following?

A. The change of transportation.
B. How the lives of the poor will be uplifted.

49
C. Discussion of the steam powered machines.
D. The lives of the rich and high ranks in society.

10.​The text presents ______.

A. too many details
B. all the main points
C. the change in transportation
D. the wish of the author for the future

11.​ What is the message of the singer in the song “Freedom”?

A. feel good in life
B. sing when you’re happy
C. right to choose freedom
D. freedom of the right to choose
12.​To find the main idea and get the gist of the test, you need to?
A. listen ​
B. reorganize ​
C. summarize ​
D. synthesize

13.​ The following are the considerations in summarizing except for______.

A. Copying the text.
B. Identifying the main idea.
C. Disregarding important information
D. Categorizing important points.

14.​Which of the following is not considered in summarizing a text?

A. Gather important details.
B. Clarify and prove main ideas.
C. Construct sentences that clearly communicate the main idea.
D. None of the above.

15.​A summary is described as _______.

A. an understanding of a text
B. inclusion of all the details
C. record of information needed
D. an account which gives key idea

50
UNIT 2: Enhancing Listening and Discourse
Marker Recognition

51
 In this module, students will explore different types of discourse markers,
including conjunctions, adverbs, and conversation gambits. They will learn how
these markers function to connect ideas and improve the clarity and flow of both
written and spoken communication.

At the end of the lesson, the students will be able to:

a.​ Define what discourse markers are.

b.​ Point out the use and functions of a conjunction;
c.​ Determine how adverbs function in a discourse;
d.​ Identify conversation gambits in statements and sentences.

Let’s Begin!

What I Know

Have you ever listened to someone speak and found it hard to follow because
their ideas didn’t seem connected? This lesson is here to help you with that. As we go
through the activities, you’ll learn how to recognize and understand how ideas are
linked in spoken language. Get ready to listen closely and try the following activities
made just for you!

Listen carefully to a short audio. Then, answer the following questions based on
what you heard. Each question is worth 5 points.

Audio Dialogue: https://www.youtube.com/shorts/3s3Pprmh1Lc

1.​ What discourse markers did you hear in the speaker’s statements?
2.​ How did the speaker use different words or phrases to connect their ideas?
3.​ In what ways did the speaker make their points flow smoothly from one idea
to the next?

52
 What’s New!

What do you think Discourse Markers are?

Discourse markers are (words like 'however', 'although' and 'nevertheless')

more commonly referred to as 'linking words' and 'linking phrases', or 'sentence
connectors'. They may be described as the 'glue' that binds together a piece of
writing, make the different parts of the text 'stick together'. They are used less
frequently in speech, unless the speech is very formal.

Without sufficient discourse markers in a piece of writing, a text would not

seem logically constructed and the connections between the different sentences and
paragraphs would not be obvious.

What is It

Let’s discuss!

What are the different discourse markers that can be used?

There are many discourse markers that express different relationships

between ideas. The most common types of relationship between ideas, and the
sentence connectors that are most often used to express these relationships, are
given in the table below. The discourse markers in the table are generally used at the
start of a phrase or clause. (a clause is a minimal grammatical structure that has
meaning in its own right, and consists of a subject and verb, and often an object
too). Sentence connectors do not always begin a completely new sentence; they may
be separated from the previous idea with a semicolon.

Note that there are two particular features of the sentence connectors
indicated below:
Sentence connectors can be used to begin a new sentence or a new clause
that follows a semicolon;

Some sentence connectors can be placed in different positions within the

sentence: initial position (e.g. Because he is ill, he needs to rest.) and 'mid-way
position' at the start of another clause (e.g. He must rest, because he is ill).

Type of relationship in using Discourse Markers

53
1.​ Adding something
Examples are:
Moreover, In addition; Additionally; Further, Further to this; Also; Besides;
What is more.

2.​ Making a contrast between two separate things, people, ideas, etc.
Examples are:
However, On the other hand; In contrast, Yet.

3.​ Making an unexpected contrast (concession)

Examples are:
Although; Even though; Despite the fact that, In spite of the fact that,
Regardless of the fact that.

4.​ Saying why something is the case

Examples are:
Because: Since; As; Insofar as.

5.​ Saying what the result of something is

Examples are:
Therefore, consequently; In consequence; As a result; Accordingly, Hence,
Thus, For this reason; Because of this.

6.​ Expressing a condition

Examples are:
If; In the event of; As long as...; So long as... Provided that...; Assuming that....;
Given that....

7.​ Making what you say stronger

Examples:
On the contrary; As a matter of fact, In fact, Indeed.

Types of Discourse Markers

1.​ CONJUNCTIONS

What are conjunctions?

Conjunctions are the words that join other words within sentences.

A conjunction is a word used to connect other words or groups of

words.There are three main kinds of conjunctions: coordinating,
correlative, and subordinating.

a.​ Coordinating conjunctions

54
​ ​ Examples:

​ ​ WITH NOUNS AND PRONOUNS

Inge and I attended the lecture.

WITH VERB
Our dog whined and scratched at the door.

WITH ADJECTIVES
The streak was tender, large, yet tasteless.

WITH ADVERB
The man responded quickly but incorrectly.

WITH PREPOSITIONAL PHRASES

I will go to Greece or to Spain.

WITH SUBORDINATE IDEAS

The agency said that jobs were available but that qualified
personnel to fill them were not.

WITH COMPLETE IDEAS

He seemed distressed, so we discussed his problem.

b.​ Correlative conjunctions

Working in pairs, the five correlative conjunctions join elements
of equal grammatical weight in sentences in much the same manner
as coordinating conjunctions do.

both . . . . and either . . . or neither . . .

nor not only . . . but also whether . . or

​ ​ Examples:

WITH NOUNS
Both employers and the employees agree.

WITH NOUNS AND PRONOUNS

Call either Ed or me if you need help.

WITH ADJECTIVE
The rain was not only heavy but also cold.

55
 WITH PREPOSITIONAL PHRASES
Put the check either in the drawer or beside the telephone.

WITH COMPLETE IDEAS

Neither did the swelling go down nor did the pain subside.

c.​ Subordinating conjunctions

after because lest till

although before now that unless
as even if provided until
as if even though since when
as long as how so that if
whenever as much than that
Where as soon as in as much while

Examples:
1.​ The referees watched carefully lest they miss a key play.
Main Idea Subordinating Idea
2.​ Although the fumigator sprayed, the termites remained
Subordinating Idea Main Idea

2.​ ADVERBS

Adverbs, like adjectives, describe other words or make other words

more specific.

An adverb is a word that modifies a verb, an adjective, or another

adverb.

When an adverb modifies a verb, it will answer any of the following

questions: Where? When? In what manner? or to what extent? An
adverb answers only one question, however when modifying an adjective
or another verb: To what extent? Because it specifies the degree or
intensity of the modified adjective or adverb, such an adverb is often called
intensifier.

As the following charts show, the position of an adverb in relation to

the word it modifies can vary in the sentence. If the adverb modifies a
verb, it may precede or follow it or even interrupt a verb phase. Normally,
adverbs modifying adjectives and adverbs will immediately precede the word
they modify.

Types of adverbs

a.​ Adverbs modifying verbs

​ Where: Inflation zoomed upward.

56
 The jurors remained there.
​ ​ ​ When: She never cleaned the room.
​ ​ ​ ​ Later, we toured the museum.
​ ​ ​ In what manner? He officially announced it.
​ ​ ​ ​ ​ She was graciously helping.
​ ​ ​ To what extent? His temper was still boiling.
​ ​ ​ ​ ​ He always did it right.

b.​ Adverbs modifying adjectives

​ To what extent? The solution was quite logical.
​ ​ ​ It was an extremely sour lemon.

c.​ Adverbs modifying adverbs

​ To what extent? He worked very competently.
​ ​ ​ I am not completely finished.

3.​ CONVERSATION GAMBITS

Conversation gambits can also be used in various business settings

such as in meetings, negotiations, or presentations. For example when
opening a meeting, when starting a presentation, when changing topics,
when keeping people on topic, when pushing for a mutual agreement, when
closing a meeting or conversation and/or inviting questions, GAMBITS are
very useful.

For example, you could walk into a store and ask, “How much is this?”
Yet, it is more natural and polite in some settings to ask “Excuse me, could
you tell me how much this is please?” You most likely will make a better
service and maybe a better deal.

When acting as a chairperson in a meeting, and when trying to control

a heated discussion which may be off topic, you could say, “Everyone, can we
stick to the agenda please?” or “Can we stay on topic?” or “Let’s get back on
track.” Or “Could we please focus on the objective at hand?”

When travelling overseas and conducting business in a global setting,

you will meet a variety of people from many different backgrounds and
cultures. Some will be native speakers of English and others may not.
Through the study and learning of communication gambits, you are
essentially expanding your own knowledge base and comprehension levels
of language and business related phrases and skills.

Here are some of the many examples of Conversation Gambits:

1.​ Asking for Information

a.​ I’d like to know…
b.​ I’m interested in…
c.​ Could you tell me…

57
 d.​ Do you know....
2.​ Breaking in
a.​ Excuse me…
b.​ Sorry
c.​ Excuse me for interrupting
3.​ Getting Information on the phone
a.​ I’m calling to find out…
b.​ I’d like to ask…
c.​ Could you tell me..
d.​ I’m calling about…
4.​ Actions in order
a.​ First of all
b.​ Then
c.​ Next
d.​ Finally
5.​ Expressing an opinion
a.​ In my opinion…
b.​ I personally believe
c.​ I personally feel…
d.​ In my perception…
6.​ Communication Problems
a.​ Sorry, what did you say?
b.​ Would you mind saying that again
c.​ Could you spell it please?

What’s More

Now Let’s Exercise!

Activity 1. Identifying Discourse Markers

Direction: Underline the discourse markers in the sentences below.

1.​ You know, I think carrots grow on trees.

2.​ Well, I’ve decided to quit my job immediately.
3.​ I mean, we are just about to start the program.
4.​ Frankly, I don’t agree with your idea.
5.​ I am ready for the test, in fact, I memorized the entire book.
6.​ In the event of power interruption, please stop working on your assignments.
7.​ On the other hand, I would like to suggest a new option for the group.

58
 8.​ In general, there are two types of people –dog lovers and cat lovers.
9.​ I am not happy about his decision however, if he insists in doing so then I will
have no other option but to fire him this instant!
10.​ He was really in a bad shape nevertheless he would take his daily meds.

What I Can Do

Activity 2. Listening to Discourse Markers

Direction: Listen carefully to an audio clip and identify the discourse markers used
between the interlocutors. Determine what type of discourse marker it is and explain
its relationship in using discourse markers.

Audio Clip: https://www.youtube.com/shorts/3s3Pprmh1Lc

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________

Let’s Assess!

Let’s Check What You Have Learned

Directions: Without looking back in the previous pages, please answer the questions
that follow. Encircle the letter of your choice.

1.​ What is referred to as words commonly known as linking words and phrases
or sentence connectors?
A.​ Cohesive Device
B.​ Discourse Markers
C.​ Literary Devices
D.​ Rhetoric
2.​ The answer in no. one (1) are used frequently in speech, unless the speech is
very _________.

59
 A.​ Casual
B.​ Decent
C.​ Formal
D.​ Informal
3.​ Using too many discourse markers should be avoided because it...
A.​ can make a piece of writing sound too heavy and 'artificial'
B.​ can make the sentence sound fancy
C.​ can create confusion in connecting one idea to another
D.​ can create verbose sentences
4.​ What is referred to as words that join other words within sentences?
A.​ Adjectives
B.​ Adverbs
C.​ Conjunctions
D.​ Noun
5.​ What about conjunctions joining elements of equal grammatical weight
in sentences in much the same manner as coordinating conjunctions do?
A.​ Coordinating
B.​ Correlative
C.​ Subordinating
D.​ Conjunctive
6.​ What conjunctions are used to connect similar parts of speech or
ground of words of equal grammatical weight?
A.​ Conjunctive
B.​ Coordinating
C.​ Correlative
D.​ Subordinating
7.​ What conjunctions join two complete ideas by making one of the ideas
subordinate to or depend upon the other?
A.​ Conjunctive
B.​ Coordinating
C.​ Correlative
D.​ Subordinating
8.​ What are words that modify a verb, an adjective, or another adverb?
A.​ Adjectives
B.​ Adverbs
C.​ Nouns
D.​ Verbs
9.​ An adverb modifies a verb, and must answer the following questions EXCEPT:
A.​ Where?
B.​ Why
C.​ When?
D.​ In what manner
10.​What are conversations used to make convention sound natural and fluent?
A.​ Discourse Markers
B.​ Conversation Gambits

60
C.​ Adverbs
D.​ Maxims

61
 In this module, students will explore implicit and explicit signals in spoken
texts and explore how people communicate using both verbal and non-verbal cues.
They will learn how these cues help convey meaning, intention, and emotion,
improving their ability to understand and respond to spoken communication.

At the end of the lesson, the students will be able to:

a.​ Define implicit (nonverbal) and explicit (verbal) communication;

b.​ Identify the different forms of nonverbal communication; and
c.​ Determine the implicit and explicit signals as well as verbal and nonverbal
cues used by the speaker to highlight points.

Let’s Begin!

What I Know

​ Just like the previous module, you will begin with a test that is meant to
assess your prior knowledge.

Directions: Read carefully each item and choose the letter of your answer. Write your
answer in your activity notebook.

1.​ Examples of correctly using speech and volume skills include…

A.​ Keep eye contact speaking loudly and using the right language
B.​ Speak softly use long pauses and positive facial expressions
C.​ Hold your head high, yell all your words and keep your eyes closed
D.​ Give the right info, speaking at the right volume and articulating your
words.
2.​ Facial expressions, posture and eye contact are all skills in…?
A.​ Verbal communication
B.​ Anti-verbal communication
C.​ Nonverbal communication
D.​ Post-verbal communication
3.​ Facial expressions, posture and eye contact are all skills in…?

62
 A.​ Continuous
B.​ Linguistic in nature
C.​ Single channeled
D.​ Less ambiguous than verbal communication
4.​ In which of the following ways do nonverbal and verbal communications
interconnect?
A.​ nonverbal cues can repeat verbal messages
B.​ nonverbal cues can contradict verbal messages
C.​ nonverbal cues can substitute for verbal messages
D.​ all of the above
5.​ Another way of thinking about implicit information is to compare it to
A.​ Drawing conclusions
B.​ Inferencing
C.​ Guessing
D.​ Predicting
6.​ Tyler overslept and missed his bus. He looked at his alarm clock and it read
8:45 A.M. He was more than 30 minutes late for school. He casually walked to
the kitchen and poured himself some cereal. What can be inferred about
Tyler?
A.​ He is hungry.
B.​ He is nervous about being tardy.
C.​ He could care less that he's late.
D.​ He is in a huge rush to make it to school.
7.​ Amanda needed to finish her science project by the 5th of March. She had
everything she needed except her typed report. She knew that her typed
report was worth 50% of her grade. She was going to fail. What explicit
information can you pull from this story?
A.​ Amanda is lazy.
B.​ Amanda ran out of time.
C.​ Amanda didn't do the typed report.
D.​ Amanda already has a high enough grade in science.
8.​ When something is implicit then the reader can go back and find the
information directly in the story.
A.​ True
B.​ Maybe
C.​ False
D.​ Undecided
9.​ Why would an author put implicit information into one of their stories?
A.​ To upset the reader with a lack of information.
B.​ To make the reader think deeper about the story.
C.​ To show their writing superiority over the rest of us.
D.​ Because the author couldn't squeeze it into the story properly.
10.​ A writer must not convey information with
A.​ clarity
B.​ precision

63
 C.​ randomness
D.​ truth

What’s New!

Communication is what we do to give and get understanding; it is the process

of sending and receiving messages. Successful communication occurs when there is
understanding. Every day you communicate with your family, friends, colleagues
and even strangers. You have a wide range of linguistic choices to communicate
your thoughts, ranging from the explicit to the implicit. Communication can be
verbal, using oral language to convey a message, or nonverbal, including facial
expressions, and body language. Sometimes a message's original meaning gets lost
in the translation between thought and the act of communicating it. Learning how to
communicate effectively helps you maintain healthy relationships, resolve conflicts
peacefully, excel in school, and eventually get and keep jobs.

What is It

Explicit communication or verbal communication refers to specific

information conveyed in written or spoken words. The things we say or write are
shared by means of words. Since it is explicit, the words are clearly and directly
stated.

On the other hand, Implicit communication or non-verbal communication

is a communication without words, only visual cues. You "give off" messages
through gestures, body language, facial expressions, tone and vocal qualities, and
eye contact. Thus the message is not directly stated but it is implied or hinted.

The way you deliver your message is just as vital as the words you speak or
write. There are many different types of implicit or non-verbal communication.
a. Facial expressions - The principal source of feedback. Facial expressions
are universal such as expressions for happiness, sadness, anger, and fear are
the same across cultures.

b. Eye contact - The most expressive element in face-to-face

communication. The way you look at someone can communicate many
things including interest, affection, hostility or attraction.

c. Body movements & posture - The way you stand, your posture and
the bearing also sends messages.

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 d. Gestures - The movement that you make with a part of your body,
especially your hands such as waving or pointing and etc.

e. Haptics also known as "touching" - Examples such as handshake,

tap on a shoulder, a hug, pat on the head or grip on your arm convey
different messages.

f. Proxemics - refers to the amount of space that individuals naturally

maintain between each other which communicates meanings.

g. Voice - The way in which a message is spoken is as important as

what is said. The timing and pace, how loud you speak, tone and
inflection can indicate anger, sarcasm, affection or confidence.

In public speaking, a speaker must be able to effectively use both verbal and
nonverbal cues in delivering the speech in order to engage the interest and sustain
the attention of the audience.

Verbal cues refer to the spoken text itself and to the spoken words, including
the use of powerful or leading statements, questions, interjections, repetition,
contrast, narration, anecdote, examples, humor, idioms, quotations, or figurative
language.

Nonverbal signals include eye contact, facial expressions, hand gestures,

posture, movement, and other forms of body language.

Moreover, explicit is clear and direct. Basically anything someone tells you in
clear language is explicit.

Implicit is implied, rather than directly stated. A facial expression can be an

implicit signal. But, any hint you give indirectly is an implicit signal.

Example:
Let's say you have two sauces on a table, a green one and a red one, and I'm trying
to tell you that the red one is spicy.

"Do not eat the red sauce! It's way too spicy." - Very explicit
"I think the green sauce is better, I don't like spicy things that much" - Implicit.

I'm saying I don't like the red that much, and I don't like spicy things. Since the two
pieces of information are given at the same time, you can probably guess the red
one is spicy.

What’s More

65
Now Let’s Exercise!

Activity 1. Look for Cues

​ Listen to the speech of Brutus. Observe and list down the verbal cues and
non-verbal signals used by the speaker.

Access it through this link: https://youtu.be/Gq0PBt1J6Pg?si=BxSaVBvXsl2eCX2g

Verbal Cues Non-verbal Cues

What I Can Do

Activity 2. Listen, Learn and Let It Out!

Listen to the song entitled "Let it Go" from the movie Frozen and answer the
questions that follow. Take note of the implicit and explicit signals used by the
singer to highlight significant points. Determine the message the singer wants the
listener to learn out from the song listened to. Write your answer in your activity
notebook.

Access it through this link: https://www.youtube.com/watch?v=L0MK7qz13bU

1.​ What is the song all about?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________

2.​ What explicit and implicit signals were used by the singer to highlight
significant points?

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 3.​ How do these signals add value to the lyrics and overall meaning of the song?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________

Let’s Assess!

Let’s Check What You Have Learned

Directions: Read each question carefully and choose the letter of the correct answer.
Write your answer in your activity notebook.

1.​ This type of communication is wordless.

A.​ nonverbal
B.​ oral
C.​ verbal
D.​ written
2.​ This type of communication can be oral or written.
A.​ nonverbal
B.​ oral
C.​ verbal
D.​ written
3.​ "I want you to go wash the car" is an example of which of the following?
A.​ Explicit communication
B.​ Either explicit or implicit
C.​ Implicit communication
D.​ Phonetic Prompt
4.​ Verbal cues are those that are conveyed through which of the following?
A.​ Inflection
B.​ Tone of Voice
C.​ Written Words
D.​ Spoken Language

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 5.​ Mother told her children to wash their hands before eating. This is an example
of
A.​ Explicit communication
B.​ Implicit communication
C.​ Either explicit or implicit
D.​ Phonetic Prompt

Items 5-10. Identify the type of nonverbal communication being described in each
of the following sentences: Choose your answer from the pool of words.

A. Facial expressions B. Eye contact C. Body movements & posture

D. Gestures E. Haptics F. Proxemics G. Voice

6.​ The way in which a message is spoken is as important as what is said.

7.​ This refers to the amount of space that individuals naturally maintain
between each other which communicates meanings.
8.​ The way you move and carry yourself.
9.​ The movement that you make with a part of your body, especially your
hands.
10.​This includes a weak handshake, a timid tap on the shoulder or a warm bear
hug.

68
 In this module, students will learn to shift one listening strategy to another
based on topic, purpose, and level of difficulty of the argumentative or persuasive
text. Further on, they will also study different listening strategies for them to
understand all the information the text provides.

At the end of the lesson, the students will be able to:

a.​ Identify the different types of listening, its purposes and strategies.
b.​ Use different listening strategies; and
c.​ Value the importance of the different listening strategies.

Let’s Begin!

What I Know

Directions: Match the meanings in Column A with their corresponding

terms/phrases in Column B. Write the letter of the correct answer in Your Answer
column.

Your Answer Column A Column B

1. A purpose in listening in which a. Creative Listening

the listener wants to understand
all the information the text
provides.

2. A purpose in listening in which b. Listening

the listener wants to understand
the main idea of the text.

3. A purpose in listening in which c. Hearing

the listener wants to find out
specific details, for example
keywords

4. Is one of the communication d. Listening for

69
 skills like reading, speaking and detailed
writing. understanding

5. Are techniques or activities that e. Listening Skill

contribute directly to the
comprehension and recall of
listening input.

6. Is active listening for total f. Listening for

meaning. information

7. Is a physical, natural and passive g. Listening for gist

process.

8. Is a physical and mental process; h. Listening

active and learned process. Strategies

What’s New!

As a student, you are exposed to many kinds of messages. You receive

messages conveying academic information, school policies, instructions, and
warnings; you also receive messages through news, advertisements, gossip, jokes,
song lyrics, text messages, invitations, web links, and all other contexts or manners
of communication. You know it's not all the same you get the total meaning of the
message. If you have poor listening habits, there would be no understanding at all.
When a student develops and uses different listening strategies, they allow the
student to achieve more productive and more permanent learning.

What is It

How do you listen, especially during lectures? Do you use techniques or

strategies when you listen? What are those strategies for example?

What is listening?

​ Listening is a skill. It is one of the communication skills like reading, speaking

and writing. Listening is a sound vibration, as perceived by the sense of hearing. In
other words, it's an act of hearing attentively. Sixty percent of our working day is
spent in listening but one third to one fourth percent of what we hear is forgotten
after eight hours, a fact which indicates that learning how to listen well is very
important.

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​ What is the difference between hearing and listening?

​ Listening is not the same as hearing. People usually hear the entire message,
but too often its meaning is lost or distorted. Hearing is a physical, natural and
passive process whereas listening is a physical & mental process; active and
learned process. Listening is hard because the listener must grasp the speaker's
message and point of view. This requires creative listening (active listening for total
meaning).

​ Before you listen to a text, you will have to decide what your purpose is.
Becoming aware of this fact will help you to both focus on the important points and
reach your goal.

What’s More

Now Let’s Exercise!

Activity 1. Delve That Song

Directions: Read or listen to the song entitled "Superman" by Five For Fighting. Then,
answer the processed questions that follow and write them in your notebook.

Access it through this link: https://youtu.be/GRz4FY0ZcwI?si=wByxxF6HimZ_9W8D

Processed Questions:
1.​ What is the song all about?
2.​ How does this song make you feel?
3.​ What idea is the writer concerned about?
4.​ Does the song make you aware of something you did not know before? What
is it?
5.​ Do you consider yourself a hero? Why?
6.​ How do you feel this song connects with your generation?

What I Can Do

Activity 2. Listening on News Report

Directions: In this final task, you are going to watch or listen to the latest news
report, may it be local or foreign on radio or television. Choose only one category or
single news that you are interested in, such as weather forecast, sports,

71
entertainment, science and health, world or breaking news. Then, complete your
task by using this worksheet with the required information.

Name: _______________________ Grade/Section: _____________ Date:_______

A. About the News

1. Date and Time:

2. News Category
3. Subject/Topic
4. Speaker/Reporter
5. News Channel/Radio Station
6. Length

B. Listening for Specific Information

7. Complete the following details from the news report you have listened to. If one
of the question is not answered on the news report, write N/A (Not Available)

Where?

When?

Who?

What?

Why?

Let’s Assess!

Let’s Check What You Have Learned

Directions: Carefully read each statement below. Write the word TRUE in the blank
before each item if the statement is stating a fact and FALSE if not.

___________ 1. Speakers gesture and facial expressions do help you achieve

meaningful listening.
___________ 2. Note-taking during listening is not important.
___________ 3. If there are points to be clarified during listening, you should
ask questions.
___________ 4. When listening to a text, focus on keywords and facts
___________ 5. You should pay attention while listening.
___________ 6. Hearing is the same as listening.

72
___________ 7. Before listening to a text, think about the topic you are going
to listen to.
___________ 8. After listening, you should review and rewrite your notes.
___________ 9. Speaker’s gestures and facial expressions don't help you
achieve meaningful listening.
___________ 10. Any problem you encounter during listening must be
ignored.

73
 In this module, students will learn how to distinguish between general and
specific statements in spoken discourse. They will explore how general statements
express broad ideas or categories, while specific statements provide precise details
or examples. This distinction will help students better comprehend main ideas and
supporting information, improving their critical listening skills.

At the end of the lesson, the students will be able to:

a.​ Define and differentiate general and specific statements;

b.​ Identify general statements and their corresponding specific details by
watching interview; and
c.​ Apply the skill of distinguishing general from specific information in various
communication contexts.

Let’s Begin!

What I Know

Read the following sentences below. Distinguish the GENERAL and SPECIFIC
statements between each given pair of sentences. Write the answers on your answer
sheet.

___________1. Our body needs enough water.

___________2. We need to drink 8 glasses of water daily to keep our body hydrated.
___________3. There are simple chores that we can do like washing the dishes,
setting the table, and sweeping the floor.
___________4. Helping with the household chores can make our parents happy.
___________5. We have to buy groceries at the supermarket. ___________6.
Mother made a grocery list which includes sugar, milk, bread, eggs, cleaning
materials, and toiletries.
___________7. We can use the Table of Contents, Index or Appendix to find the page
number of the information we need.

74
___________8. Books have parts that help us easily locate the information we are
looking for.
___________9. Trees were uprooted; houses were ruined; roads and bridges were
wrecked.
__________10. The typhoon caused a lot of damage.

What’s New!

What do you think General and Specific statements are?

General Statements express a broad idea or concept that applies to a wide

range of situations, people, or things. It often serves as a topic sentence or an
opening idea that introduces the subject. It does not contain detailed evidence or
examples but gives the reader or listener a main point to think about.

Specific statement provides precise, detailed, and concrete information that

supports or explains a general idea. It narrows the focus of the general statement
by giving examples, data, names, dates, places, or descriptions. Specific statements
make the message clearer and more understandable.

​ Let us listen to an interview of Anne Hathaway and determine the general

statement and specific statement the interview has.

Interview:
https://www.youtube.com/watch?v=ocGJWc2F1Yk&pp=ygUPY2VsZWIgaW50ZXJ2a
WV3

Comprehension Check-up:

1.​ What was the interview about?

2.​ How did Anne Hathaway prove that she loves broadway?
3.​ List examples given in the interview to prove that she loves broadway.

What is It

Let’s discuss!

Let us go back with your answers for Questions 1 and 3. Listen and analyze
the two groups of statements.

75
 Column A Column B

Anne Hathaway is very fond of The Cats the Musical is one of Anne
broadway. Hathaway’s most favorite Broadway
musicals, as it captures her attention
and emotion.
Now, answer these.

1. In which column do you find the main or big idea?

2. In which column are the details, explanations, illustrations, and examples found?

If you answered that:

Column A is where you found the main or big idea while Column B is where the
explanation, illustration, and examples are found, then you are RIGHT! Hooray!
Meaningful sentences or statements can be grouped into two.

Anne Hathaway is very fond of broadway.

This statement expresses a big idea which presents a topic that still needs
additional or supporting information. It covers a broad aspect or characteristic of
the Filipinos that has to be explained more with details so that the reader can fully
understand it. This is an example of a GENERAL STATEMENT.

The Cats the Musical is one of Anne Hathaway’s most favorite Broadway musicals,
as it captures her attention and emotion.

These statements contain special features and characteristics as well as

supporting details to the general statement given above. They provide
explanations, illustrations, descriptions and evidences by citing examples which
prove that Filipino people love or enjoy festivals. These are called SPECIFIC
STATEMENTS.

Being able to distinguish the general statement helps you understand what the
writer wants you to know. It also enables you to tell the topic or the big idea
presented in the text. The specific statements are supporting sentences that give
details, explanations and evidences for the idea expressed in the topic sentence or
main idea. The specific statements help you clarify the meaning of the given main or
general statement.

76
 What’s More

Now Let’s Exercise!

Instruction: Distinguish the specific statement in Column B that supports or gives

evidence to the general statement in Column A. Write the letter of the correct
answer on your answer sheet.

General Statements Specific Statements

1. There are lots of books which can help us a. Rubber shoes which are designed to
gather new information and learn more. reduce the chance of slipping are the best
option for hiking and running activities.

2. Computers can provide the information b. School backpacks can carry almost
you need in just a few clicks. anything, from books to lunch boxes.

3. Wearing footwear allows us to walk on c. Leche Flan or Crème Caramel is

rough surfaces without getting hurt best-loved because of its rich, milky texture.

4. Bags are used to carry things in a neat d. Visiting websites such as Time for Kids,
and orderly way. National Geographic, The Kidz Page, and
more make learning fun and exciting.

5. Desserts or something sweet must always e. Encyclopedia, dictionary, thesaurus,

be on the table for special occasions in the atlas, and almanac are resource materials
Philippines. that we can use in our studies.

What I Can Do

Activity 2. Identifying through Listening

Direction: Listen carefully to an interview and identify the GENERAL statements and
SPECIFIC statements in the interview.

Audio Clip: https://www.youtube.com/watch?v=ocGJWc2F1Yk

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

77
 __________________________________________________________________

Let’s Assess!

Let’s Check What You Have Learned

Read the following sentences below. Distinguish General and Specific statements
between each given pair of sentences. Write the answers on your answer sheet.

1. Dogs can be very playful sometimes.

2. Once, I found out that my dog created a big hole in one of my socks.
3. They have chubby cheeks, tiny chins, and they smile a lot too.
4. Babies are the cutest things ever.
5. We learn a lot in school.
6. Our knowledge and skills in the different subjects are developed in the school; it is
also there that our values are formed and enhanced.
7. Gardening can be a fun activity for all members of the family.
8. The children can learn about how plants grow and how to take care of them.
9. Floods, earthquakes, and typhoons can destroy even the biggest buildings. 10.
Natural disasters cause harm to properties and even to humans.

78
UNIT 3: Fighting Distraction with Focused
Listening

79
 In this module, students will develop their ability to understand and interpret
spoken persuasive or argumentative texts. They will learn to identify key ideas,
explain the speaker’s message and intent, and practice focused listening by staying
attentive throughout listening tasks. These skills will help improve their overall
comprehension and critical engagement with what they hear.

At the end of the lesson, the students will be able to:

a.​ Pick out the important ideas from a persuasive or argumentative text they
hear.
b.​ Explain what the speaker means, including the message and purpose
behind the words.
c.​ Show focused listening by staying attentive and avoiding distractions
during listening tasks.

Let’s Begin!

What I Know

"True or False?"

Write T if the statement is true, and F if the statement is false.

_______1. Argumentative texts only present one side of an issue.

_______2. Persuasive texts try to convince the reader to agree with the writer’s
opinion.

_______3. Facts and evidence are not important in argumentative texts.

_______4. Emotional appeals are common in persuasive writing.

_______5. Extracting key information means looking for the writer’s main points and
reasons.

80
 What’s New!

When we read argumentative or persuasive texts, our goal is not just to

understand the topic but to figure out what the writer is really trying to say and
how they support their ideas. Writers use different techniques to convince
us—some rely on facts and logic, while others appeal to our emotions. To get the
most out of these texts, we need to be able to pick out the key information—the
main claim or thesis, the supporting reasons, and the evidence.

What is an Argumentative Text?

An argumentative text presents a clear claim supported by facts, logical

reasoning, and evidence such as statistics, expert opinions, and research findings.
It often considers both sides of an issue and includes counterarguments to
strengthen its position. The tone is usually formal and objective, focusing on logic
rather than emotion.

Example:

Should Homework Be Banned in Schools?

Many educators and parents believe that homework should no longer be

assigned to students. Homework should be banned because it adds unnecessary
stress, reduces time for rest and family, and doesn't always improve learning
outcomes. First, students already spend 6 to 8 hours in school. Giving them more
work to do at home can cause burnout and anxiety. Second, homework takes
away time students could use for hobbies, rest, or bonding with family, which are
also important for their well-being. Finally, studies have shown that in many cases,
especially in elementary school, homework does not significantly boost academic
performance. Instead of giving homework, schools should focus on making
classroom time more effective.

Key Information:

●​ Claim:​
Homework should be banned in schools.

●​ Supporting Evidence:

1.​ It causes stress and burnout among students.

2.​ It takes away valuable time for rest, hobbies, and family.

3.​ It often does not significantly improve academic performance.

81
What is a Persuasive Text?

A persuasive text aims to convince the reader to agree with the author’s emotional
appeal, personal opinions, and examples. It usually presents only one side of the
issue and aims to stir the reader's feelings to agree with the writer’s point of view.
The tone is more passionate and subjective.

Example:

Why Students Should Be Allowed to Use Mobile Phones in School

Students should be allowed to use mobile phones in school because they can be
powerful learning tools. Phones give students quick access to information,
educational apps, and online dictionaries that support their learning. They can also
be used to take notes, record lectures, or use the calculator during math lessons.

Moreover, mobile phones improve communication between students and parents,

especially in emergencies. If a student needs to inform their parents about a
schedule change, a quick text message can be very helpful.

Finally, allowing phones teaches students responsibility. Instead of banning them,

schools can set clear rules to guide proper phone use during class.

Key Information:

●​ Claim:​
Students should be allowed to use mobile phones in school.

●​ Supporting Reasons:

1.​ Phones are useful learning tools that provide quick access to
information and educational apps.

2.​ They help students communicate with parents, especially in

emergencies.

3.​ Allowing phones teaches students how to use technology responsibly

under clear rules.

What’s More

Directions: Listen to your teacher carefully as she reads an excerpt and lists key
information. Then, fill in the table below by identifying the type of text used
(argumentative or persuasive) and write down the claim along with its supporting
evidence.

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Excerpt to be read by the teacher:

Why Schools Should Have No-Homework Days

Schools should implement no-homework days at least once a week to give students
a healthy balance between school and personal life. Students often feel
overwhelmed with assignments, leading to stress and burnout.

No-homework days allow students to rest, pursue hobbies, and spend quality time
with family—things that are just as important for their well-being as academics.

These breaks can also help students return to school feeling refreshed and more
motivated to learn.

Type of text Claim Supporting Evidence

1.​
2.​
3.​

What I Can Do

Listen carefully to the following audio recording of an argumentative statement.

While listening, jot down the speaker's main argument and at least two supporting
details.

In your own words, write a short paragraph (3-5 sentences) that summarizes the
speaker's main argument and supporting evidence. Ensure you maintain the original
meaning but use your own sentence structure and vocabulary.

Audio Link:

Argument Topic: Is Social Media Good or Bad for Humanity?

Your Paraphrase:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________

Your answer will be graded based on the following rubric:

83
 Needs
Excellent (4
Criteria Good (3 pts) Fair (2 pts) Improvement (1
pts)
pt)

Clearly and Identifies the Partially

Identificatio Does not identify
accurately main argument identifies the
n of Main the main
identifies the with minor main argument
Argument argument.
main argument. inaccuracies. but lacks clarity.

Includes some
Includes all key Includes most Does not include
Inclusion of supporting
supporting supporting supporting details
Supporting details but
details details, with or they are
Details misses
accurately. minor omissions. incorrect.
important ones.

Effectively uses Limited use of Mostly copies text

Mostly uses own
Use of Own original words own words; word-for-word
words with few
Words and sentence many phrases with little
phrases copied.
structures. copied directly. rephrasing.

Meaning is
Maintains the Mostly maintains
somewhat
Preservation original meaning with Meaning is
unclear or
of Meaning meaning clearly minor errors or distorted or lost.
partially
and accurately. omissions.
changed.

No
Some errors that
grammatical, Few minor errors Frequent errors
occasionally
Mechanics spelling, or that do not affect that hinder
interfere with
punctuation understanding. comprehension.
meaning.
errors.

Let’s Assess!

​ ​

Instructions:

1.​ Listen carefully to an audio clip or video of your choice about a short speech,
debate, or persuasive talk (about 2–3 minutes) that presents an argument or
tries to convince the audience. (You can provide the clip or recommend a
source.)

2.​ While listening, take notes on the speaker’s main argument and at least two
supporting points.

84
3.​ After listening, write a short paragraph (4-6 sentences) paraphrasing the
speaker’s main argument and supporting details in your own words.

4.​ Submit your notes along with your written paragraph.

85
 In this module, students will learn how to recognize fallacies or faulty
reasoning in spoken texts. They will explore how to listen critically by asking
questions, identifying weak arguments, and distinguishing sound reasoning from
misleading statements. This will help them give thoughtful and constructive
feedback based on what they hear, strengthening their critical listening and
communication skills.

At the end of the lesson, the students will be able to:

a.​ Identify wrong or tricky reasoning in what they hear.

b.​ Give constructive feedback based on what was said in a given situation.
c.​ Listen with a critical mind by asking questions and thinking about what
makes an argument strong or weak.

Let’s Begin!

What I Know

"WHAT AM I?"

You will be divided into three groups. The teacher will read 4 statements aloud.
Each group must determine if each statement is based on:

●​ Popularity (appealing to what many people believe),

●​ Unsupported Facts (claims without evidence),

●​ Facts (statements supported by evidence), or

●​ Emotions (appealing to feelings).

STATEMENTS (to be read by teacher):

1.​ “Everyone is switching to this brand, so it must be the best.”

2.​ “Using this cream will make your skin glow because it contains vitamin E.”

86
 3.​ “If you really care about your family, you will support this cause.”
4.​ “Studies show that exercise improves mental health.”

After discussing with your group, write your answers on a sheet of paper and submit
them to the teacher. The teacher will randomly select one group, and their
representative will answer the question: How can you tell if an argument is based on
facts, emotions, popularity, or unsupported claims? You can choose 1 to explain.

What’s New!

In everyday conversations, speeches, and media, we often encounter

arguments meant to persuade us. However, not all arguments are based on sound
reasoning. Some contain fallacies—errors in logic or misleading appeals—that can
confuse or manipulate listeners.

This lesson will help you develop the important skill of recognizing fallacies
when you listen to different contexts, such as debates, advertisements, or speeches.
By learning to identify faulty logic, unsupported facts, and emotional appeals, you
will become a more critical listener.

Moreover, you will practice giving appropriate and constructive feedback

based on what you have heard. This means not only spotting weaknesses in
arguments but also responding thoughtfully and respectfully to improve
understanding.

What is It

A fallacy is a mistake or flaw in reasoning that makes an argument invalid or

weak, even if it sounds convincing.

Common fallacies include:

●​ Faulty logic occurs when an argument is based on incorrect or invalid

reasoning. It means the conclusion does not logically follow from the
premises, or the connection between ideas is weak or misleading. Arguments
with faulty logic might sound convincing but fail when examined closely
because they rely on assumptions, false cause-and-effect relationships, or
irrelevant information.

Examples of faulty logic include:

87
 ●​ False Cause: Assuming one event caused another just because it
happened first.​
Example: “I wore my lucky shirt, so we won the game.”
●​ Hasty Generalization: Drawing a broad conclusion from too little
evidence.​
Example: “My friend failed the test; all students must be bad at it.”
●​ Circular Reasoning: Using the conclusion as part of the proof.​
Example: “You should trust me because I’m trustworthy.”

●​ Emotional appeal is a persuasive technique that tries to influence people’s

feelings rather than using facts or logical reasoning. Instead of providing
solid evidence, the speaker or writer aims to evoke emotions like fear, pity,
happiness, or anger to convince the audience to agree or act.
While emotions can make an argument more relatable, relying solely on
emotional appeal can be misleading if it distracts from the truth or avoids
real proof.

Examples of emotional appeal include:

●​ Using fear: “If we don’t act now, terrible things will happen.”
●​ Playing on pity: “You should donate because these children are
suffering.”
●​ Appealing to pride or loyalty: “Real patriots support this cause.”

●​ Unsupported Facts are claims or statements presented as true but without

any evidence, proof, or reliable sources to back them up. These statements
may sound believable, but they lack the necessary information that would
make them trustworthy.
When facts are unsupported, the argument becomes weak because listeners
or readers have no reason to believe the claim is accurate or truthful.

Examples of unsupported facts include:

●​ “This product is the best on the market,” without any data or reviews
to prove it.
●​ “Many experts agree this method works,” without naming the experts
or providing references.
●​ “Our school has the highest test scores,” without showing any statistics
or reports.

Recognizing these fallacies is important because it helps you think critically

about the arguments you hear. This critical thinking skill allows you to provide
meaningful and constructive feedback – a piece of helpful and specific advice
given to someone to improve their work, behavior, or ideas. It focuses on strengths
and areas for improvement positively and respectfully, aiming to support learning
and growth rather than just pointing out mistakes.

In giving constructive feedback, you must:

88
 1.​ Be Specific​
Focus on particular points or examples instead of general comments.​
Example: “Your explanation of the main idea was clear, but you could add
more evidence to support your claim.”
2.​ Be Respectful and Positive​
Use polite language and balance criticism with praise to encourage the
person.​
Example: “I liked how you expressed your opinion. To make it stronger,
consider adding facts.”
3.​ Focus on the Issue, Not the Person​
Address the argument or work, not the individual.​
Example: “The argument needs clearer evidence” instead of “You didn’t do
well.”
4.​ Offer Suggestions for Improvement​
Give practical ideas on how to make the argument better.​
Example: “Try to include statistics or expert opinions to support your point.”
5.​ Be Clear and Concise​
Make your feedback easy to understand and straight to the point.

These skills help you become a more careful listener and a better
communicator, able to evaluate the strength of spoken arguments and respond
appropriately.

What’s More

Instructions: Your teacher will read aloud 3 short argumentative statements (each
containing one of the fallacies: faulty logic, emotional appeal, unsupported facts).
Listen carefully and write down each statement.

Statements (to be read by the teacher):

1.​ “If we don’t ban video games, all kids will fail in school.”
2.​ “You should donate to the charity because so many people are suffering.”
3.​ “This shampoo is the best because many experts recommend it.”

●​ Identify the type of fallacy heard and a brief explanation of why it is a fallacy
●​ Write one constructive feedback statement for each argument. Therefore,
you have to write three (3) constructive feedback.
●​ Follow this template:

Constructive
Statement Heard Fallacy Type Explanation
Feedback

1. (Write the statement (e.g., Faulty (Why is it faulty (Write feedback

here) Logic) logic?) here)

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 Constructive
Statement Heard Fallacy Type Explanation
Feedback

2.

3.

What I Can Do

Now it’s your turn to put everything you’ve learned into action! In this
activity, you and your classmates will participate in a mini-debate to practice
spotting fallacies and giving constructive feedback. Don’t worry—it’s not about
winning or losing, but about thinking critically, listening carefully, and expressing
your ideas clearly.

You’ll be divided into two groups, and each group will be given a debate
topic: “Mobile phones should be banned in school.” Your group will take a stand
(either agree or disagree) and prepare at least two strong arguments to support
your point of view. Make sure to back up your ideas with logic, facts, or real-life
examples—but be careful! Try not to rely on emotional appeals, unsupported facts,
or faulty reasoning. Those are the fallacies we’ve been talking about, and part of
your task is to avoid them (or spot them in others’ arguments).

When it’s time to present, 3-5 members of each group will debate with their
arguments while the rest of the class listens. If you are a listener, your job is just as
important—you’ll be filling out a fallacy and feedback sheet where you take notes,
identify any flaws in reasoning, and write respectful, helpful suggestions. After the
debate, your teacher will choose a few students to share their feedback with the
class.

🔗Mini-Debate Feedback Form

Let’s Assess!​ ​

Instructions: Find a short speech, video clip, podcast segment, or audio recording
(around 2–5 minutes long) that expresses an opinion or argument on a topic you're
interested in (e.g., education, environment, health, technology, or social issues). This
could be something from YouTube, a school channel, a news clip, or even a family
discussion at home (with permission). Make sure the clip has a clear message or
argument.

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Then, complete the following:

1.​ Summarize the main argument of the audio/video you listened to.​
✎ What is the speaker trying to convince the audience of?

2.​ Identify any fallacies used in the argument (if any).​

✎ Did the speaker use emotional appeal, unsupported facts, or faulty logic?​
✎ Give at least one example and explain your answer.

3.​ Give constructive feedback as if you were responding to the speaker.​

✎ What did they do well?​
✎ What could be improved?​
✎ Use respectful and specific language.

4.​ Reflection:​
✎ How has this activity helped you become a better listener and critical
thinker?

Submission Format:

You may submit your work as:

●​ A written report (1–2 pages), or

●​ A short video/audio recording of yourself giving feedback (2–3 minutes)

91
 In this module, the students will explore the four essential listening
strategies—Prediction, Gist listening, Context clues, and Focused listening. They will
discover how these strategies can help them understand long descriptive and
narrative texts more effectively.

At the end of the lesson, the students will be able to:

a.​ Identify the four key listening strategies: Prediction, Gist listening, Context
clues, and focused listening.
b.​ Apply appropriate listening strategies to understand long descriptive and
narrative texts.
c.​ Infer the meaning of unfamiliar words using context clues during listening
activities.

Let’s Begin!

What I Know

“What Did You Hear?

Instructions: Listen as your teacher reads this sentence aloud quickly:

“He grabbed his faded backpack and rushed down the slippery stairs, trembling
with excitement.”

Answer the following:

1.​ What words did you hear clearly?

2.​ Were there any words you didn’t recognize?
3.​ Were you still able to understand what the sentence was about?

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 What’s New!

Have you ever listened to someone speak English and felt like the words were
too fast or unfamiliar? You’re not alone. Many students find it hard to understand
spoken texts when they can’t recognize every word. But here’s the good news: you
don’t have to understand every single word to get the meaning! In this lesson, you’ll
be introduced to listening strategies that can help you understand long stories or
descriptions, even when some words are new to you.

Listening strategies are helpful techniques that make it easier to understand

spoken English. They guide you in focusing on important parts of what you
hear—even if some words are unfamiliar. Good listeners use strategies like
predicting content, listening for the main idea, and using clues from other words to
figure out meaning.

What is It

Let’s discuss!

Listening is more than just hearing words. To understand long stories or descriptions,
especially when we don’t know every word, we can use the following strategies:

1.​ Prediction - This means guessing what will happen or what words will appear
before you listen.

How to Use It:

●​ Look at the title or images. Think: “What might I hear?”

Example:
Title: The Forgotten Birthday
Predictions: birthday cake, friends, sadness, surprise

2.​ Listening for Gist - This means focusing on the general meaning, not every
single word.

How to Use It:

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 ●​ During your first listen, don’t pause—just try to answer: “What is this
about?”

Example Audio:
“She stood alone by the gate, holding a small, unopened letter.”

Gist: A girl waiting for something important.

3.​ Using Context Clues - This means guessing the meaning of unknown words
based on surrounding words.

How to Use It:

●​ When you hear a word you don’t know, ask: “What words are around
it? What’s happening?”

Example:
“He opened the parcel and found an old book.”
Unknown word: parcel
Clue: “opened… and found” → it must be a package.

4.​ Focused Listening - This means listening again, but this time for specific
details like the setting, characters, or key events.

How to Use It:

●​ Listen for answers to questions like:

Who is the story about?

Where does it happen?

What’s the problem or event?

Strategy Summary

Strategy What It Means When to Use

Prediction Guessing what will Before listening

happen or be said

Gist Listening Understanding the First listening

general idea

Context Clues Guessing unknown words During listening

from the other

Focused Listening Listening for specific Second/third listening

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 details

What’s More

Now Let’s Exercise!

Activity 1. “Strategy in Action”

Directions: Form groups of 4-5 members. Your teacher will read a short narrative
story aloud. All groups will listen to the same story. Use the Strategy box to discuss
and complete the following.

Story: The Gift of the Magi” by O. Henry

➢​ https://americanenglish.state.gov/files/ae/resource_files/1-the_gift_of_the_m
agi_0.pdf

STRATEGY BOX
Strategy Questions Your response

Prediction Before reading, What do

you think will happen
next?

Gist listening What is the general idea

of this story? (Write one
sentence summarizing it)

Context clues Pick one unknown word

and guess its meaning
using surrounding words

Focused listening Who is the main

character? What is
happening in the story?

What I Can Do

Activity 2: “Listen like a Pro”

95
Directions: Your teacher will play a 1-minute narrative audio titled "The Empty
Seat”. You will listen to the audio three times. Each time, you will focus on a
different listening strategy.
●​ First Listen – Gist Listening
➢​ Listen to the audio without writing anything.
➢​ Try to understand the general idea or theme.
➢​ After listening, write one sentence answering:
"The story is about..."

●​ Second Listen – Focused Listening

➢​ This time, listen carefully for specific details.
➢​ Answer the following questions:
-​ Who is the main character?
-​ Where is the setting?
-​ What happened in the story?

●​ Third Listen – Context Clues

➢​ Focus on the following words as you listen: parcel, trembling, glanced
➢​ For each word:
-​ What do you think the word means based on how it was used in
the story?
-​ What other words or phrases helped you guess the meaning?
AUDIO:
https://drive.google.com/file/d/1OhXyzI5IPP_z4l-xXqNkEZB9362uSDn6/view?usp=
sharing

Let’s Assess!

Let’s Check What You Have Learned

Directions: Read each statement carefully and choose the letter of the best answer.

1.​ What is the main goal of prediction in listening?

A.​ To write a summary
B.​ To guess what might be heard
C.​ To memorize sentences
D.​ To identify unfamiliar words

2.​ Which strategy helps you understand the general idea of what you hear?
A.Focused listening
B. Prediction
C. Gist listening

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 D. Context clues

3.​ What should you do during your first listen to a passage?

A. Listen for specific names
B. Use a dictionary
C. Focus on the gist
D. Write every word

4.​ What strategy involves using surrounding words to guess unfamiliar word
meanings?
A. Gist listening
B. Focused listening
C. Repetition
D. Context clues

5.​ In focused listening, what are you listening for?

A. General idea
B. Specific details
C. Unknown words only
D. Background music

6.​ Which strategy is used before you listen to a passage?

A. Focused listening
B. Gist listening
C. Prediction
D. Context clues

7.​ If you hear the word "parcel" and also hear "opened it and found a book
inside", what strategy are you using?
A. Prediction
B. Context Clues
C. Focused listening
D. Gist Listening

8.​ Why is it helpful to use listening strategies?

A. To skip unfamiliar parts
B. To ignore details
C. To understand without knowing every word
D. To listen faster

9.​ Listening strategies are most useful when:

A. You already know all the words
B. The speaker uses complicated grammar
C. You hear unfamiliar words
D. You are reading instead of listening

97
10.​What is the best thing to do if you don’t recognize a word right away?
A. Stop listening
B. Repeat it out loud
C. Use context clues
D. Guess randomly

98
 In this module, the students will explore how to extract important information
from spoken text by identifying key details such as who, what, when, where, why,
and how. They will practice listening for main ideas and supporting facts while using
context clues to make sense of unfamiliar vocabulary.

At the end of the lesson, the students will be able to:

a.​ Identify key information (who, what, when, where, why, how) from spoken
texts.
b.​ Apply listening strategies to extract main ideas and important details from
audio passages
c.​ Use contextual and keyword clues to comprehend unfamiliar vocabulary
while listening.

Let’s Begin!

What I Know

“Unfamiliar Word Hunt”

Directions: Listen carefully as the teacher reads a short passage. As you listen, write
down any words or phrases you clearly recognize. After listening, count how many
words you wrote down. Share your answers with a partner or in small groups. After,
the teacher will ask the following questions:

1.​ Which words were easy to recognize?

2.​ Which words were difficult?
3.​ How did unfamiliar words affect your understanding of the message?

99
 PASSAGE

What’s New!

Have you ever listened to a story or announcement and couldn’t remember

what it was really about? Maybe you caught a few words but missed the important
details. This is something many learners experience when listening to spoken
English—especially if some of the words are unfamiliar or spoken quickly.

In this lesson, you’ll learn how to focus on the most important parts of what
you hear. Even if you don’t understand every word, you can still get the message by
paying attention to key information like who is involved, what is happening, and why
it matters. These listening skills will help you better understand conversations,
instructions, and audio materials in English.

What is It

Let’s discuss!

Listening is more than just hearing sounds—it involves understanding the

meaning behind the words. When we listen to spoken texts, especially in English, we
often encounter words that are new or unfamiliar. This can make it hard to
understand the whole message.

100
 Extracting information from a spoken text means listening carefully to
identify the important facts, ideas, or details the speaker is conveying. It involves
focusing on the overall meaning rather than trying to understand every single word.
Since it’s normal to encounter unfamiliar vocabulary while listening, effective
listeners learn to use different strategies to fill in gaps in understanding and still
grasp the main message.

When you listen with the goal of extracting information, you ask questions like:

●​ Who is speaking or being talked about?

●​ What is happening or being said?
●​ When and where is this taking place?
●​ Why is this important?
●​ How does something happen?

Why Extracting Information is Important?

●​ It helps you understand the purpose of the message.

●​ It allows you to answer questions about the text, such as who, what, when,
where, why, and how.
●​ It enables you to follow instructions, announcements, or conversations
without getting stuck.
●​ It improves your confidence when listening to English in real-life situations.

Strategies to Extract Information Successfully

1.​ Predict the Topic

Before listening, think about what the passage might be about based on the
title, pictures, or setting. This prepares your mind to expect certain words and
ideas.
2.​ Listen for Keywords
Focus on important words such as names, places, numbers, dates, or
repeated words that give clues about the message.
3.​ Use Context Clues
If you hear an unfamiliar word, try to understand its meaning from the words
around it or the speaker’s tone.
4.​ Don’t Get Stuck
If a word is unfamiliar, don’t pause too long trying to understand it. Keep
listening and focus on the overall meaning.
5.​ Ask WH Questions
While listening, mentally ask: Who is involved? What is happening? When and
where is it taking place? Why is it important? How is it done?

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 What’s More

Now Let’s Exercise!

Activity 1. “Info Hunt, Audio Edition”

Directions: Listen carefully to the audio passage about the Amazon Rainforest.
While listening, take notes on key points such as the main idea, important details
(who, what, when, where, why, how) After listening, write a short summary (3-5
sentences) of what you heard in your own words.

AUDIO CLIP:
https://drive.google.com/file/d/1rwR2vntRVHFy1KCDJb_EGsyD0K8vj32p/view?usp
=drive_link

What I Can Do

Activity 2: “Think Fast, Listen Smart”

Directions: Your teacher will read each of the 10 short passages aloud twice. After
each passage, answer the multiple-choice question. You will choose the best answer
from options A–D.

Passage 1

Leo arrived at the library just before it closed. He needed to return a book he had
borrowed last week, but he forgot to bring his library card.

Question 1: Why did Leo go to the library?

A. To borrow a book
B. To return a book
C. To meet a friend
D. To study for a test

Passage 2

It rained heavily all night. By morning, the school field was too muddy for
practice, so the coach canceled the soccer game.

Question 2: Why was the game canceled?

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A. The coach was sick
B. It was too hot
C. The field was muddy
D. The players didn’t show up

Passage 3

Ella studied late for her test. In the morning, she felt tired but confident. During
the test, she recognized most of the questions and finished early.

Question 3: How did Ella feel during the test?

A. Nervous
B. Confident
C. Confused
D. Angry

Passage 4

Jay forgot his umbrella again. When school ended, he stood by the door, watching
the rain. Luckily, his sister came with an extra umbrella.

Question 4: What happened at the end of the story?

A. Jay ran in the rain
B. He got wet
C. His sister helped him
D. He waited for the rain to stop

Passage 5

During the science experiment, the mixture started to bubble and change color.
Everyone stepped back, and the teacher told them to observe carefully.

Question 5: What were the students doing?

A. Cleaning the classroom
B. Doing an experiment
C. Painting a picture
D. Playing a game

Passage 6

Mira saw a dog trapped in a fence. She quickly called the owner and stayed with
the dog until help came. The owner thanked her for being kind.

Question 6: What does this story show about Mira?

A. She was afraid of dogs
B. She was helpful

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C. She was late for school
D. She wanted a dog

Passage 7

The lights suddenly went out during dinner. Sam found a flashlight, and the family
ate while telling stories in the dark.

Question 7: What caused the change in their dinner experience?

A. They lost their appetite
B. The food was cold
C. The power went out
D. A guest arrived

Passage 8

Liam was chosen to speak at the school program. He practiced every night. On the
day of the event, he stood nervously, but spoke clearly.

Question 8: What can we say about Liam?

A. He didn’t want to speak
B. He gave up
C. He was prepared
D. He missed the event

Passage 9

Ana dropped her lunch tray in the cafeteria. People laughed, but her friend Rachel
helped her clean up and offered to share her lunch.

Question 9: What did Rachel do?

A. Ignored Ana
B. Took Ana’s food
C. Helped Ana and was kind
D. Laughed with others

Passage 10

The teacher announced a surprise quiz. Most students looked shocked, but Ken
smiled. He had reviewed the lesson the night before.

Question 10: Why did Ken smile?

A. He didn’t care
B. He already studied
C. He had the answers
D. He was trying to cheat

104
 Let’s Assess!

Let’s Check What You Have Learned

Directions: Read each question carefully and choose the letter of the best answer.

1.​ What does it mean to extract information from a spoken text?

A.​ Memorize every sentence
B.​ Identify important details and ideas
C.​ Repeat the speaker’s words
D.​ Listen for unfamiliar accents
2. Which of the following is NOT a WH-question used to extract information?
A.​ Why
B.​ What
C.​ Who
D.​ Whose turn
3. What should you focus on when listening to a spoken text?
A.​ Every single word
B.​ Unimportant phrases
C.​ Key words and main ideas
D.​ Long sentences
4. Why is it important to predict the topic before listening?
A.​ To skip listening
B.​ To prepare your mind for expected ideas
C.​ To avoid taking notes
D.​ To translate into another language
5. Which of the following would be a keyword when listening to an audio about a
birthday?
A.​ Rainy
B.​ Sadness
C.​ Cake
D.​ Walked

(Item 6 - 10): TRUE OR FALSE

Write T if the statement is True, and F if the statement is false.

6. Extracting information means remembering the exact words the speaker used.
7. Using WH-questions can help guide your focus while listening.
8. You must understand every word to get the message of a spoken text.
9. Listening for keywords like names, places, or dates helps you extract information.
10. Context clues can support you when you hear unfamiliar words.

105
 This module aims to enhance learners’ ability to listen actively and
comprehend spoken texts despite cognitive distractions. Students will develop
strategic listening skills, practice extracting specific details, and synthesize complex
information. The module will help students recognize and overcome mental
processes that hinder effective listening such as wandering thoughts, anticipatory
thinking, and mental multitasking.

At the end of the lesson, the students will be able to:

a.​ Identify key details in spoken text through active listening

b.​ Demonstrate effective listening strategies to improve detail noticing
c.​ Apply effective note-taking strategies and techniques

Let’s Begin!

What Did You Hear?

Listen to this sentence: He reached for his buzzing phone call while crossing the
street, unaware of the approaching car.

Then, answer the following:

1.​ What words did you hear clearly?
2.​ Were there any words you didn’t recognize or missed?
3.​ Were you still able to understand what the sentence was about?
4.​ Did your mind wander while listening? What distracted you?

Listening is a fundamental component of communication and language

acquisition, serving as the foundation upon which speaking, reading, and writing
skills are developed. Unlike passive hearing, listening is an active cognitive process
that requires attention, mental engagement, and interpretive effort. One of the
primary challenges to effective listening is cognitive distraction, which includes
intrusive thoughts, personal concerns, or internal dialogue that can disrupt

106
comprehension. To mitigate these distractions, listeners must develop the ability to
filter out irrelevant mental noise and focus on essential auditory input.

In this lesson, note-taking will be explored as a key strategy for minimizing

cognitive distractions and improving listening performance. It facilitates the
organization of ideas, supports sustained attention, and enhances the retention of
spoken information.

What’s New!

What is note-taking?

Note-taking is the process of writing down, typing, or crafting graphical

representation of information for later reference. Students take notes while
participating in lectures, discussions, reading books or articles, listening to podcasts
or audio files, or viewing videos or other visual media.

What is It

Let’s discuss!

Listening Tips

You must learn to listen effectively because eighty percent of what you know
is acquired through listening. Listening is a skill that requires the constant
application of certain principles until they become habitual.

Here are some suggestions:

1.​ Be prepared to listen (mentally, physically, and emotionally).

2.​ Determine the main idea and all important details that were given in
connection with it.
3.​ Learn to recognize that the speaker is making an important point by:
a.​ pausing;
b.​ giving examples;
c.​ repeating what has been said;
d.​ repeating the textbook;
e.​ increasing volume or changing pitch of voice;
f.​ taking more time on one area;
g.​ adding class activities or worksheets;

107
 h.​ using body language (facial expressions, gestures, posture, pace);
i.​ writing on the chalkboard;
j.​ using direct statements (this is very important) or signal words
(examples: significant, most). x

Ten Questions to Ask Yourself While Listening to a Text

1.​ What is the speaker saying, and what is the underlying meaning?
2.​ How does this connect to what was said earlier?
3.​ What direction is the speaker taking — what is the main point?
4.​ How can I apply this information?
5.​ Does this information make sense?
6.​ Am I understanding the complete message?
7.​ How does this relate to my existing knowledge?
8.​ Is the speaker omitting any important details?
9.​ Are there any inconsistencies or gaps in the message?
10.​Do I fully understand, or should I ask for clarification?

​
Suggestions for Effective Note-Taking

1.​ Use ink, not pencil: Notes written in pencil can smudge and become difficult
to read. Choose a large notebook to give yourself plenty of space.
2.​ Date your notes: This helps with organization and makes review easier when
preparing for tests.
3.​ Leave wide margins and avoid crowding: Don’t hesitate to use extra
space—even a single word can fill a line. Ample white space helps visually
organize ideas and show their relationships.
4.​ Use shorthand to capture key ideas efficiently:
a.​ Focus on essential words; avoid writing complete sentences.
b.​ Substitute words with symbols (e.g., “&” for “and”).
c.​ Use abbreviations, initials, or creative spelling to shorten words.
5.​ Listen more, write less: Avoid writing down everything; prioritize
understanding over transcription.
6.​ Listen for verbal cues: Phrases like “The first point I want to discuss…” signal
important information.
7.​ Avoid formal outlines during the lecture: Complex numbering and lettering
can distract you from listening actively and understanding the material.
8.​ Underline main topics: Then list the key points in a simple, unnumbered
format. When the topic shifts, start a new main heading.
9.​ Only number sub-points when the lecturer specifies.
10.​Review your notes soon after class: Clarify handwriting, correct spelling,
and improve clarity while the material is fresh in your mind.​

Techniques to Improve Detail Noticing

108
 1.​ Focused Note-Taking: Use checklists or columns to write who, what, when,
where, how.
2.​ Trigger Word Listening: Mentally flag dates, names, numbers, transitions
(e.g., "first", "next", "finally").
3.​ Reflection Pause: After every key sentence, briefly summarize in your mind
before.

What’s More

Now Let’s Exercise!

Activity 1: Focus to listen

Instructions: Listen to the short narrative video titled “The Girl and the Ice Cream
Truck” 3 times. Each time, practice different listening strategies to improve your
comprehension.

Video Link: https://www.youtube.com/watch?v=1DeQVnSxcLk

What I Can Do

Activity 2: Notice the Details!

Instructions: Listen to a podcast and extract the important details using focused
note-taking. In the table provided, write down the important details and the trigger
words you hear in the spoken text (Podcast).

Podcast: link:
https://www.vermontpublic.org/podcast/but-why-a-podcast-for-curious-kids/2023-
06-02/why-is-social-media-so-addictive

WHAT I KNOW LIST OF TRIGGER WORDS

109
 Let’s Assess!

Let’s check what you have learned!

Instruction: Read each question carefully and choose the letter of the best answer.

1. What is the purpose of note-taking during listening activities?

a.​ To doodle while the teacher speaks
b.​ To avoid paying attention while listening
c.​ To make an artwork
d.​ To help organize ideas and retain spoken information

2. Which of the following is a technique used to improve detail noticing?

a.​ Focused Note-taking
b.​ Selective Listing
c.​ Summary Jotting
d.​ Listing unnecessary notes

3. How do you identify if the speaker is emphasizing an important point?

a.​ When the speaker is talking too fast
b.​ When the speaker shows passive body gesture
c.​ When the speaker is smiling
d.​ When the speaker pauses, repeats, or changes their tone

4. What is the purpose of the “Reflection Pause” technique in listening?

a.​ To stop thinking about what the speaker is saying
b.​ To mentally summarize the spoken text and retain ideas
c.​ To reflect back on past lessons
d.​ To create a quiet ambiance

5. Which of the following best describes “Trigger Word Listening”?

a.​ Extracting mentally flagging signal words like dates, transitions, and key
terms
b.​ Engaging with your emotions to interpret the speaker’s tone
c.​ Writing every aural input
d.​ Listening only to write down random auditory input
6. For effective note-taking, why is it advised to use ink rather than pencil?

110
 a.​ Pencil is cheaper than a pen
b.​ Ink smudges less and is easier to read
c.​ Pencil is easier to use than a pen
d.​ Pencil is more colorful

7. Which of the following is NOT a suggested listening tip?

a.​ Be mentally and emotionally prepared.
b.​ Focus only on the speaker’s tone.
c.​ Determine the main idea and supporting details.
d.​ Recognize cues like pauses and changes in pitch.

8. In your class discussion, your teacher plays an audio clip and asks you to
summarize it. To help you recall key details, which method should you have used
while listening?
a.​ Writing every word like a full transcript
b.​ Listen casually without writing
c.​ Using focused Note-taking with reflection pauses
d.​ Think about other things

9. While listening to a group report, you start drifting off and missing information.
What should you do to stay engaged?
a.​ Count the number of people presenting
b.​ Wait until the end and ask for a copy of the report
c.​ Look for the body gesture of each presenter
d.​ Use reflection pause—summarize each speaker's point mentally

10. You’re listening to your teacher explain a new topic, but your mind starts thinking
about a game you’ll play later. What should you do to refocus and reduce cognitive
distraction?
a.​ Try to listen while thinking about the game
b.​ Pause and use a note-taking strategy to reconnect with the discussion
c.​ Politely ask your seatmate to summarize everything for you
d.​ Observe your classmates to see if they are distracted too and continue
daydreaming

111
 This module aims to enhance learners’ ability to listen actively and
comprehend spoken texts despite cognitive distractions. Students will develop
listening strategies, implement listening strategies, and synthesize complex
information. The module will help students recognize and overcome mental
processes that hinder effective listening such as wandering thoughts, anticipatory
thinking, and mental multitasking by using familiar content to anchor attention,
making it easier for listeners to stay mentally focused and filter our internal noise.

At the end of the lesson, the students will be able to:

a.​ Simplify spoken texts to organize information

b.​ Apply listening strategies to improve spoken text knowledge
c.​ Synthesize details to expand or update knowledge

Let’s Begin!

What’s New

For this lesson, it is another listening strategy which will be discussed based on
familiarity of the texts listened to. Familiarity with the subject makes listening
easier because it connects someone to his or her prior knowledge.

What Did You Hear?

Directions: Listen carefully to the descriptions of the pictures. Then, answer the
questions based on what you heard. Use a separate sheet of paper for your
answers. Do not look at the pictures while listening.

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 1.​ What specific objects or details were mentioned?

2.​ What helped you identify the images easily?

3.​ How did your previous knowledge help you get the right word?

4.​ How did the description help you understand the picture better?

What is It

What is a Listening Strategy?

Listening strategies are techniques that help improve comprehension and

retention of spoken information, crucial for effective communication and learning.

Listening Strategies

1.​ Active Listening: focusing on the speakers’ words and asking questions.
to cany understanding.

2.​ Predictive Listening: using context cues to anticipate what the speaker is
going to deliver. This can help listeners to stay engaged and avoid being
distracted by unfamiliar topics.

3.​ Visualizing: creating mental images of what the speaker is describing.

This can help listeners to better understand and remember information.

4.​ Note-Taking: writing down key points and ideas while listening. This can
help listeners to retain information and organize their thoughts.

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 5.​ Summarizing: restating key points or ideas in one’s own words. This can
help listeners to clarify their understanding and remember important
information.

6.​ Reflective Listening: thinking about what has been said and relating it to
one’s own experiences or knowledge. This can help listeners to make connections
and remember information more effectively.

Implementing Listening Strategies

Implementing listening strategies involves conscious practice and reflection.

Initially, you may find it challenging. However, through consistent application, these
strategies can become second nature. Here's how you can begin:

Step Action

Listen Be present and avoid distractions during

Actively conversations or lectures.

Use Visual Utilize diagrams or written notes to support your

Aids understanding.

Practice Give the speaker time to elaborate without

Patience interrupting hastily.

Six strategies to improve your listening skills:

1.​ Be Attentive – practice mindfulness by consciously eliminating distractions from
your mind and body.
2.​ Ask Questions – one of the ways you can live in the moment is by asking clear
questions. Oftentimes, people's comments are open to interpretation to
understand their desire to understand what they hear.one of the ways you can
stay in the moment is to ask clarifying questions.
3.​ Don’t interrupt unnecessarily – use the acronym WAIT, Why Am I Talking? to
keep your comments relative to the speaker’s thoughts.
4.​ Use body language – being able to understand and interpret body language can
help you grasp other people's unspoken questions, problems, or negative feelings.
Face-to-face, you can convey that you are listening by nodding, smiling, and
maintaining eye contact.
5.​ Empathize – the ability to perceive the feelings of others, as well as to imagine
what someone else is thinking or feeling. To listen effectively to what the speaker
is saying, try to look at him from his perspective.

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6.​ Take notes – it provides you with a permanent record to refer back to. Good note
taking will improve your active listening, comprehension of material, and
retention.

Simplifying Spoken Text

In listening to a spoken text, you need to focus on what is important in order

to simplify and organize the information.

Tips on Simplifying Spoken Texts

●​ Identify the difference between important and less important details in
spoken texts.
●​ Understand the structure of a spoken text to focus on key points while
listening.
●​ Determine the main idea and supporting details from an audio or oral
presentation.
●​ Take notes of all main points along with any supporting details you hear.
●​ Recognize and use auditory cues or verbal signals as clues to understand the
message.
●​ Distinguish between what sounds interesting and what the speaker
emphasizes as important.
●​ Explain why certain details from the spoken text are considered important or
less important.

What's More

Activity 1: Complete Me!

Instruction: Listen to a short spoken text and complete a worksheet to help you
apply different listening strategies such as predicting, note-taking, identifying key
ideas, summarizing, and reflecting.

Audio link: https://www.youtube.com/watch?v=FU_0NF_jrgE

PART 1: Prediction- What do you think the spoken text is about?

PART 2: During Listening

Main Ideas/Supporting Details Interesting Information/ Less

Important

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PART 3: After Listening (Synthesize) - In your own words, summarize what you
heard:

PART 4: Reflection

1.​ Which strategies did you use and how did they help?​

2.​ What clues helped you identify key ideas?​

3.​ What would you do differently next time to improve your listening?

What I Can Do

Activity 2: MATCH ME!

Instructions: Match each listening strategy in Column A with its correct
description in Column B by writing the letter of the correct answer on the
space provided.

COLUMN A COLUMN B

______1. Active Listening A. Creating mental pictures of what the

______2. Predictive Listening speaker is saying to enhance comprehension.
______3. Visualizing B. Focusing completely on the speaker’s words
______4. Note-taking and asking clarifying questions.
______5. Summarizing C. Thinking about the message and connecting
______6. Reflective Listening it to your own experiences.
D. Writing down key points and ideas while
listening to organize thoughts.
E. Using context clues to guess what the
speaker will say next and stay focused
F. Restating the speaker’s ideas in your own
words to ensure understanding and memory.

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 Let’s Assess!

Let’s check what you have learned!

Instruction: Read each question carefully and choose the letter of the best answer.

1.​ What is the main purpose of listening strategies?​

a. To help speakers speak faster​
b. To improve understanding and retention of spoken information​
c. To help listeners process random aural input​
d. To memorize spoken words quickly​

2.​ Which listening strategy involves focusing fully on the speaker’s words
and asking questions to better understand?​
a. Predictive Listening​
b. Active Listening​
c. Visualizing​
d. Reflective Listening​

3.​ During your class discussion, your teacher explains a new lesson but
some terms are unfamiliar. Which strategy would help you anticipate
what comes next?​
a. Note-Taking​
b. Predictive Listening​
c. Summarizing​
d. Reflective Listening​

4.​ When a speaker describes a scene, creating mental images in your

mind to remember details is called?​
a. Visualizing​
b. Active Listening​
c. Asking Questions​
d. Note-Taking​

5.​ After listening to a story, you explain the main points in your own
words. This is an example of?​
a. Summarizing​
b. Visualizing​
c. Active Listening​
d. Asking Questions​

6.​ If you relate what the speaker said to your own experiences to better
understand the message, you are practicing:​
a. Predictive Listening​
b. Reflective Listening​
c. Note-Taking​

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 d. Summarizing​

7.​ Which strategy encourages you to consciously avoid distractions and

focus your mind on listening?​
a. Be Attentive​
b. Use Body Language​
c. Practice Patience​
d. Take Notes​

8.​ In a conversation, you find yourself about to interrupt your friend to

share your opinion. What is the best strategy to handle this?​
a. Interrupt immediately to share your opinion​
b. Use the acronym WAIT (Why Am I Talking?) to decide if you should
speak now​
c. Ignore and stop listening​
d. Divert the subject abruptly​

9.​ Ana wants to simplify spoken information. Which of the following

should she do?​
a. Write down every single word​
b. Focus only on interesting facts​
c. Identify main ideas and supporting details​
d. Ignore verbal signals and cues​

10.​Which of the following will help the listener recognize important points
in a spoken text?​
a. Auditory cues like “firstly,” “in conclusion,” or “most importantly”​
b. Only the loudest words the speaker says​
c. Ignoring all verbal signals and focusing on body language only​
d. Taking breaks frequently so you don’t get tired

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UNIT 4: Making Meaning from What You
Hear

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 In this lesson, you will practice listening to lectures, audio recordings and
identifying key information. You will learn how to focus on main ideas and important
details, while ignoring irrelevant information. The lesson includes guided listening
activities and introduces simple note-taking strategies to help you organize your
ideas quickly and clearly. This skill supports better comprehension and helps you
retain information for future use.

At the end of the lesson, the students will be able to:

a.​ Identify relevant information in the story.

b.​ Write a summary of a story.
c.​ Create a story web of a drama or movie.

Let’s Begin!

What I Know

You will be listening to a story called ‘The Missed Bus’. After listening to the
story, you will answer the following questions below.

“The Missed Bus”

It was a rainy Monday morning, and Sara was already running late. Her alarm
didn’t go off, her coffee spilled on her shirt, and she had forgotten her umbrella. As
she rushed out of her apartment building, she saw the bus pulling away from the
stop.

She ran after it, waving her arms, but the driver didn’t see her. Soaking wet and
frustrated, Sara sighed and started walking to her job interview. On the way, she
passed a small bakery she had never noticed before. The warm smell of fresh
bread and cinnamon caught her attention. She stepped inside to dry off and get
something warm.

The old woman behind the counter smiled. “Rough morning?” she asked.

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 Sara nodded. “You have no idea.”

The woman handed her a hot chocolate and said, “This one’s in the house. You
look like you need it.”

Surprised and grateful, Sara smiled. As she sipped the drink, she noticed a flyer on
the wall: “Now Hiring – Part-time Assistant Baker.” Suddenly, her bad morning
didn’t seem so bad after all.

Questions:
●​ Who is the main character in the story?
●​ What problem did Sara face that morning?
●​ Where did Sara stop on her way to the interview?
●​ When did the story happen?
●​ Why did the woman give Sara a free hot chocolate?
●​ How did Sara’s mood change by the end of the story?

II. Multiple Choice

6. What caused Sara to be late?​

A. Her car broke down​
B. She stayed up late the night before​
C. Her alarm didn’t go off and her coffee spilled​
D. She couldn’t find her

7. What happened when Sara tried to catch the bus?​

A. The driver stopped for her​
B. She missed it despite waving​
C. She got on just in time​
D. The bus had already broken down

8. Why did Sara enter the bakery?​

A. She wanted to apply for a job​
B. She needed to use the restroom​
C. She was curious about the smell​
D. She wanted to dry off and get something warm

9. What did the old woman at the bakery do for Sara?​

A. Gave her a discount on bread​
B. Offered her a job immediately​

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C. Gave her a free hot chocolate​
D. Let her use the kitchen

10. What made Sara feel better by the end of the story?​
A. She met a friend at the bakery​
B. She found a flyer about a job opportunity​
C. The rain finally stopped​
D. She got a phone call with good news

What’s New?

This competency involves more than simply hearing words; it requires active
listening. Active listening means focusing fully on what is being said, without
distractions, and mentally processing the message. When learners engage in this
kind of listening, they are better able to distinguish between main ideas and
supporting details. Rather than attempting to write everything down, students must
learn to identify and prioritize the most relevant information—such as key facts,
dates, names, statistics, or summarized points—that capture the essence of the
spoken text.

What is It

You can easily answer the questions if you listen well and grasp everything
you've heard from the storyteller or from the speaker.

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 Listening is the ability to accurately receive and interpret messages in the
communication process. It helps build relationships just like listening to your
grandparents who always love to talk about their past; solve problems, especially
nowadays that we have experience this pandemic and we need to listen to the
authorities so that we can stay healthy and safe; ensure understanding, because we
can easily grasp everything they want to say, resolve conflicts, because we already
understand each other; and improve accuracy because you already know what to
do and what are the things to be
done.@tps://www.skilsyouneed.com/ps/isteningskills.him

To become effective listeners, you must be aware of the different kinds of

listening, the different purposes for listening, and the qualities of good listeners.

Before you listen - ready a pen and paper for taking down notes.

As you listen- try to answer the basic question:

●​ Who?
●​ When?
●​ Where?
●​ What?
●​ Why?
●​ How?

Listening is an active process; hearing is not the same as listening. When you
hear you detect sounds Listening involves your brain as well as your ears.

Here are some tips on how to listen attentively and appropriately:

1.​ Be attentive, but relaxed. Mentally screen out distractions, like background
activity and noise and try not to focus on the speaker's accent or speech
mannerisms to the point where they become distractions, and also don't be
distracted by your own thoughts, feelings, or biases.
2.​ Keep an open mind. Listen without judging the other person or mentally
criticizing the things she tells you. Listen without jumping to conclusions
3.​ Listen to the words and try to picture what the speaker is saying. When
listening to long speeches, concentrate on, and remember, key words and
phrases.
4.​ Wait for the speaker to pause to ask clarifying questions. When you don't
understand something, of course you should ask the speaker to explain it to
you.
5.​ Ask questions only to ensure understanding.
6.​ Try to feel what the speaker is feeling. If you feel sad when the person with
whom you are talking expresses sadness, joyful when she expresses joy,
fearful when she describes her fears-and convey those feelings through your
facial expressions and words-than your effectiveness as a listener is assured.

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 Empathy is the heart and soul of good listening (Diane Schling Womens
media, tulnS/AHt/N2W0HEhNZ)

What's More

Activity 1: My cup of Tea

Directions: Find a speech online and list down the summary of the speech through
noting the relevant information contained.

__________________________________________

Speech

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________

B. What are the things you have done in order to understand the speech ? Write at
least 3 strategies you have used in listening.

1.​ ___________________________________________________________________
___________________________________________________________________
2.​ ___________________________________________________________________
___________________________________________________________________
3.​ ___________________________________________________________________
___________________________________________________________________

What I Can Do

Activity 2: Tell me and I’ll tell you

Directions: Let someone read you the story at home entitled “The Lion Makers” by
Vashnu Sharma and answer the following questions:

The story is already attached to the module.

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 1.​ Who are the characters of the story?

2.​ Where did the story happen?

3.​ Restate the plot of the story.

4.​ Write your reflection about the story.

The Lion Makers by Vishnu Sharma

Four Brahmans lived near one another and were friends in a small town. Three of
them had been scholars their whole lives and had learned much, but they had no
common sense. The fourth couldn’t be bothered to study from dusty dry books,
but he had a great deal of common sense.

One day they got together to talk and decided that all their accomplishments and
learning were pointless if they didn’t go out in the world to meet people, see
places, gain a little political power, and make a little money. So they decided to
travel together.

They hadn’t gone far when the eldest said, “One of us is not smart enough or
educated enough, having nothing but common sense. He won’t make it very far in
the world without a scholarship, so let’s not share our money with him. He should
go back home.”

The second said, “That’s true, friend, you should go home.” But the third said, “No,
this is no way to treat our friend who we have known since we were small children
playing together. He will stay with us and have a share of the money we earn.”

So they agreed and all four continued on together. Soon they came upon the
bones of a dead lion in the forest. One of them said, “Here is a chance to show off

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how intelligent and learned we are. Let’s bring him back to life through our
superior knowledge.”

The first said, “I can assemble the skeleton for I know how it should go.” The
second said, “I can add on the muscles, organs, and skin.” The third said, “I can
give it life.”

But the fourth, who was the man of no scholarship said, “This is a lion. If you give
it life it will kill every one of us.”

“The scholars replied, “We will not make all our learning pointless. We must use it
at every opportunity.” So the fourth replied again, “Then wait a moment while I
climb this tree.”

So the man of sense climbed a tree while the other three brought the lion to life.
The lion rose up and killed the three scholars. But the man of sense climbed down
after the lion had left and went home.

Let’s Assess

Activity 3: My Story Web!

Listen to one of your favorite radio dramas or teleserye and make a story web out
of it.

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127
 In this lesson you will develop your listening and summarizing skills. You will
learn how to listen carefully to different types of spoken texts—such as stories and
identify the main ideas and important details. After listening, you will practice
summarizing what you heard in your own words. This is a valuable skill that helps
you understand information better and communicate it clearly to others.

At the end of the lesson, the students will be able to:

a.​ Identify the main points of the story to create a summary

b.​ Draw an image that shows a summary of a story
c.​ Organize a summary of an event in their life.

Let’s Begin!

What I Know
Direction: It’s Little Ema’s first day of school! Now you are tasked to summarize the
first day of Emma in the school to her mother.

Emma’s First Day

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Emma was a little girl with bright eyes, curly hair, and a backpack almost as big
as she was. Today was a very special day—it was her first day at her new school.
She had just moved to a new town, and everything felt different.

As her mom walked her to the school gate, Emma squeezed her hand tightly.​
“What if I don’t make any friends?” she whispered.​
“You will,” her mom said with a smile. “Just be yourself.”

Emma took a deep breath and walked into her new classroom. The walls were
colorful, filled with drawings and posters. The children were laughing and
chatting, but Emma didn’t know anyone. She sat quietly in the back row, hoping
no one would notice how nervous she felt.

Ms. Reyes, the kind and cheerful teacher, clapped her hands. “Good morning,
class! We have a new student today. Let’s give Emma a warm welcome!”

Everyone clapped. Emma stood up shyly and said, “Hi, I’m Emma. I like reading
books and drawing animals.”

Some students smiled at her, but she still felt a little lonely.

At recess, Emma sat alone on a bench, looking at the playground. Just then, a
girl with a ponytail came over. “Hi! I’m Mia. I like drawing too. Want to come
draw with me?”

Emma’s eyes lit up. “Really? I’d love to!”

The two girls spent the rest of the break drawing flowers, houses, and cats with
chalk on the pavement. They laughed and shared stories, and Emma started to
feel like maybe this school wasn’t so scary after all.

When the bell rang, Emma walked back to class with Mia. She wasn’t holding
her backpack so tightly anymore.

And from that day on, school became a place Emma looked forward to—a place
full of learning, laughter, and new friends.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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_________________________________________________________________________
___________________________

What’s New?

You are introduced to the skill of summarizing information from a text they
have heard. You will learn how to listen carefully, identify the main idea and key
supporting details, and express the information in their own words. The focus is on
understanding the overall message of the spoken text rather than remembering
every word. You begin to practice turning longer spoken content into short, clear
summaries that capture only the most important points.

What is It

Summarizing information from a text heard is the process of listening

carefully to spoken information and expressing the main idea and key details in a
shorter form using your own words. Instead of repeating everything you heard, you
select only the most important points. This helps you better understand what you
listened to, remember it longer, and explain it clearly to others.

Good summarizing means:

●​ Identifying the main idea – what the speaker is mainly talking about.​

●​ Picking out key supporting details – important facts or examples.​

●​ Leaving out unnecessary information or repetition.​

●​ Using your own words and making the summary brief but complete.​

Example:

"Yesterday, Ana went to the market to buy vegetables. She met her friend Carla
there. They talked for a while, and then Ana went home and cooked dinner for her
family."

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Summary:​
Ana went to the market, met her friend Carla, and then cooked dinner for her
family.

"Water is essential for life. It helps regulate body temperature, carries nutrients, and
removes waste. Drinking enough water each day keeps our body healthy and
functioning well."

Summary:​
Water is important for health because it regulates temperature, carries nutrients,
and removes waste.

Being able to summarize information from a text heard is a valuable skill

that helps you become a better listener, thinker, and communicator. It allows you to
focus on what truly matters by identifying the main idea and essential details,
while leaving out unnecessary information. Whether you're listening to a story, a
lesson, or a conversation, summarizing helps you understand the message clearly
and express it in your own words. With regular practice, this skill will help you
succeed in school and in everyday life where listening and understanding are key.

What I can do

Activity 1: Listen, Draw, Summarize

Instruction: The teacher or audio plays a descriptive story or event aloud. While
listening, students draw a quick sketch that illustrates the scene or main idea they
hear. After listening and drawing, students write a brief summary (3–5 sentences)
describing what happened in the story or event, using their drawing as a guide.

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 What I Can Do

Activity 2: Summarize your day!

Think about what you did today—from the time you woke up until now. Choose only
the most important or interesting events from your day. Write a short summary (3–5
sentences) about your day.​

Focus on the main idea: What kind of day was it? (busy, fun, relaxing, etc.)​
Include at least 2–3 key events.​
Use transition words like first, then, next, finally.

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 Let us Assess

Activity 3: Listen and Write

In this activity, you will listen to a short story about someone’s important life events.
As you listen, pay close attention to the main idea and key moments in the person’s
life. Take brief notes to help you remember what you heard. After listening, write a
short summary of the story in 3–5 sentences using your own words.

Focus only on the important events and leave out unnecessary details. Your
summary should be clear, brief, and organized. If time allows, you may share your
summary with a classmate and compare your work.

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UNIT 5: Understanding Fast and Varied
Speech

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 Like reading, writing, and speaking, listening is a vital skill in daily life—at
school, at home, or in the workplace. But listening becomes more challenging when
you're exposed to unfamiliar accents in English. Whether it's a news report from the
UK, a film with an Australian actor, or a guest speaker with a regional Filipino
accent, understanding becomes difficult when speech patterns, pronunciation, and
rhythm differ from what you're used to.

This module will help you build listening flexibility by teaching you how to
shift strategies when dealing with unfamiliar accents. You’ll explore how to use
context clues, stress patterns, and global listening strategies to understand different
English speakers more effectively.

At the end of the lesson, the students will be able to:

a.​ Identify the different types of listening and their purposes when
encountering unfamiliar accents.
b.​ Use listening strategies that help you comprehend English spoken with
diverse accents.
c.​ Appreciate the importance of accent adaptability in real-life
communication.

Let’s Begin!

What I Know

Pre-Test
Directions: Match the meanings in Column A with the correct terms or strategies
in Column B. These items are related to listening to English spoken with
unfamiliar accents. Write the letter of the correct answer in the Your Answer
column.

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 Your Answer Column A Column B

A listening purpose where the goal is to

1. understand every detail, even when the accent is a.​ Accent Familiarization
new to you.

A strategy that focuses on identifying main ideas

2 despite unfamiliar pronunciation. b. Listening for Gist

Listening carefully to catch specific words,

3. especially when the speaker’s pronunciation is c. Listening Strategies
hard to follow.

Techniques or habits that help listeners understand d. Listening for detailed

4. different English accents more easily. understanding

The ability to detect sound, regardless of

5. understanding. e. Hearing

The skill of processing spoken language with f. Listening

6. attention and understanding, including different
speech patterns.
A strategy that trains your ear to get used to
7. various accent styles through repeated exposure. g. Accent Exposure Practice

A type of listening that focuses on capturing tone,

8. emotion, and message when the speaker’s accent h. Global Listening
is unfamiliar.

What’s New

As a student, you are exposed to many spoken messages—from teachers, TV hosts,

online videos, and social media influencers. But not all English sounds the same. A
British speaker may pronounce words differently than an American or a Filipino
speaker. At first, it might feel confusing or hard to follow.

That’s where listening strategies come in. With the right approach, you can adapt to
unfamiliar accents, focus on key ideas, and understand messages more clearly. This
lesson introduces ways to help you stay confident when listening to English spoken
with accents you’re not used to.

What Is It

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How do you listen when someone speaks English with an accent you’re not used to?
Do you pause and try to catch every word? Do you use context clues or tone to help
you understand?

What is listening?

Listening is more than just hearing sounds—it's about

making sense of spoken language. When someone speaks
with a different accent, you may still hear the words, but
understanding them can be a challenge. That’s why listening
is an active process. It involves both your ears and your brain.

You might hear the same word pronounced differently by a

British speaker and a Filipino speaker. The word “water,” for
example, may sound like /wah-tuh/ (British) or /wah-der/
(American). The more you listen with intention, the better you
become at recognizing meaning—even when pronunciation varies.

Research shows that people forget one-third to one-half of what they hear
within a few hours. This is especially true when the speaker has an unfamiliar
accent. That’s why developing strong listening habits is essential.

What is the difference between hearing and listening?

Hearing is automatic. It’s the physical process of sound hitting your ears.
Listening, on the other hand, is focused and intentional. When someone
speaks in a way that’s unfamiliar to you—because of their speed, pronunciation,
or accent—you must work harder to understand. You must listen creatively,
using not just the words you hear but also context, body language, and tone to
figure out the speaker’s meaning.

What’s More

Activity 1

Directions: Match each listening purpose in Column A with its description in

Column B. These listening goals help guide your focus when listening to someone
with an unfamiliar accent.
Your Answer Column A Column B

Listening for A. You listen for key details, such as names,

1. specific information numbers, or places, even if the accent makes
them hard to catch..

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 Listening for B. You listen to understand everything,
2. detailed including arguments and supporting points,
understanding even if the accent is unfamiliar.
C. You listen for the main idea, even if you
3. Listening for gist don’t understand every single word or
phrase..

In order to improve your listening skills, you must apply certain listening
strategies that support the listening process. Listening strategies are
techniques or activities that contribute directly to the comprehension and recall
of listening input.

What I Can Do

Activity 2

Directions: Read each statement about listening to unfamiliar English

accents. Put a check mark (✓) in the AGREE or DISAGREE column based on
what you believe is true. Be honest—this will help you reflect on your current
strategies ​

AGREE DISAGREE STATEMENTS

1. When listening to someone with an unfamiliar accent, it’s

important to stay calm and focus on their tone and
gestures.
2. It’s not necessary to know the topic in advance when
dealing with unfamiliar accents
3. Showing eye contact to the speaker is not necessary
when listening.
4. Thinking about the speaker’s background (e.g., country
or region) can help you guess how they might
pronounce words.
5. Focusing on keywords and context can help you
understand the message even if you miss some words
6. The speaker’s intonation and emphasis don’t matter if
you don’t understand every word.
7. Taking notes while listening can help you remember
unfamiliar pronunciation and vocabulary.
8. Reviewing what you heard or asking follow-up questions
improves your ability to deal with unfamiliar accents.

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 9. Watching videos or listening to speakers with different
accents can improve your listening flexibility..
10. If you don’t understand someone the first time, it’s okay
to ask them to repeat or speak slowly.
11. Reread your notes after listening to help the
information stick.
12. Ask questions if there may be points that need
clarification.

Let’s Assess!
Part 1:

True/False

Directions: Write TRUE if the statement is correct, and FALSE if not.

1.​ ______ Speaker’s tone and emphasis can help you understand even if
pronunciation is unfamiliar.

2.​ ______ It’s not helpful to guess the speaker’s region when trying to
understand an accent.

3.​ ______ You should just ignore words you don’t understand.

4.​ ______ Note-taking helps when the speaker’s pronunciation is new to you.

5.​ ______ Eye contact and non-verbal cues can support listening when
accents are unfamiliar.

6.​ ______ Listening and hearing mean exactly the same thing.

7.​ ______ Asking follow-up questions shows poor listening.

8.​ ______ Reviewing your notes helps retain unfamiliar information.

9.​ ______ Watching shows with different English accents builds flexibility.

10.​______ Listening carefully means only focusing on grammar.

Part 2: Identification

Directions: Fill in the blanks with the correct concepts.

1.​ ____________ is a skill involving active attention and understanding.

2.​ ____________ is the physical process of detecting sound.

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3.​ ____________ is listening to catch the main idea of what is said.

4.​ ____________ are techniques that help listeners deal with unfamiliar
accents.

5.​ ____________ means focusing on tone, gestures, or stress to support

understanding.

6.​ ____________ is a purpose where you focus on specific facts like dates or
names.

7.​ ____________ is when you try to understand every part of a speaker’s

message.

8.​ ____________ is an approach where you guess meaning based on context.

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 In this module, students will enhance their listening comprehension by
recognizing how speech rate affects understanding. They will explore different types
of spoken texts and apply suitable listening strategies. Students will also examine
how speakers use devices like repetition, tone, and questions to maintain listener
engagement at varying speeds.

At the end of the lesson, the students will be able to:

a.​ Recognize how speech rate influences listening comprehension.

b.​ Apply appropriate listening strategies based on the type of spoken text.
c.​ Demonstrate openness and a positive attitude toward listening to speakers
with varied speech rates.

Let’s Begin!

What I Know

Instructions: Read each sentence and write True or False.

___________ 1. A narrative text tells a story with characters and events.​

___________ 2. A descriptive text gives step-by-step instructions on how to cook.​
___________ 3. An argumentative text tries to change your opinion or make you
agree.​
___________ 4. An interview is when one person gives a long speech.​
___________ 5. A conversational text is when two people talk to each other casually.

What’s New!

Listening to spoken texts can present challenges, particularly for

individuals who are sensitive to speech rate. People who struggle to process

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information delivered too quickly may find it difficult to fully comprehend or retain
key points in a conversation, lecture, or storytelling session.

What is a Spoken Text?

A spoken text refers to any form of communication or content that is

delivered orally, rather than written. It is essentially a spoken message or discourse
that can take various forms depending on the context, purpose, and audience.
Spoken texts can range from informal conversations to formal speeches, and they
may serve various functions such as entertaining, informing, persuading, or
instructing.​ When we listen to someone speak, they usually have a
purpose. The way they speak and what they say depends on that purpose. We call
these different styles types of spoken texts. Here are the four common ones.

What is it
Speech rate can significantly affect how we process and understand various types
of spoken texts, such as narrative, descriptive, instructional, and expository. When
speech is delivered too quickly, it can create confusion and make it hard to retain
the main ideas. However, using effective listening strategies can help improve
comprehension, regardless of the speed. The example below indicates how the
speech rate affects each type of spoken text, and what strategies we can do to
understand the idea regardless of the speed.

1. Narrative Speech (Storytelling)

●​ Fast Speech: A rapid pace can cause you to miss key events, character
developments, and emotional cues, making it hard to follow the plot.
●​ Challenges:
○​ Missed details about characters and events.
○​ Disrupted emotional connection with the story.
●​ Strategies:
○​ Focus on the main events and conflicts.
○​ Listen for repeated phrases or emotional cues.
○​ Replay if needed to catch missed parts.

2. Descriptive Speech (Describing a Scene or Object)

●​ Fast Speech: A quick delivery makes it difficult to form a mental image of the
scene or object.
●​ Challenges:
○​ Difficulty in visualizing details.
○​ Feeling overwhelmed by too much information.
●​ Strategies:

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 ○​ Focus on sensory keywords (e.g., colors, sounds).
○​ Take notes on key descriptors.
○​ Pause or replay to process details.

3. Instructional Speech (Giving Directions or Teaching)

●​ Fast Speech: Speaking too fast can confuse listeners, making it hard to follow
steps or perform a task.
●​ Challenges:
○​ Missing or misunderstanding important steps.
○​ Losing track of the sequence of instructions.
●​ Strategies:
○​ Focus on the sequence of steps.
○​ Take notes to remember instructions.
○​ Ask for clarification if needed.

4. Expository Speech (Explaining Concepts or Information)

●​ Fast Speech: Complex concepts or factual information spoken quickly can

lead to confusion.
●​ Challenges:
○​ Difficulty understanding detailed or technical information.
○​ Trouble tracking supporting details.
●​ Strategies:
○​ Focus on main ideas and overall concepts.
○​ Take organized notes on key points.
○​ Replay if necessary to fill in gaps.

What’s More

Instructions:

You’ll listen to the story “The Camping Trip” twice.

●​ First time: At a normal speed.

●​ Second time: At a faster speed.

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Narrative (Story Beginning)

What are two things Alex and Jake did at the start of the trip?​
✎ _____________________________​
✎ _____________________________

Descriptive (Setting the Scene)

Write two words that describe the campsite.​

✎ _____________________________​
✎ _____________________________

Instructional (How to Make a Campfire)

Write the first and last step of making a campfire.​

First: ____________________​
Last: ____________________

Expository (Facts About Campfires)​

What is one reason a campfire is useful?​
✎ _____________________________

After listening to the audio, which part was hardest to understand when it was
fast? Why?​
✎ ___________________________________________

What strategy helped you the most?​

✎ ___________________________________________

What Can I Do

Instructions:

1.​ Think about a time you listened to someone speak very fast. This could be in
class, in a video, or even in real life.
2.​ Write short and honest answers. There are no wrong answers!

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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 Let’s Assess

Instructions:

You will listen to four short sections from the story “Baking with Grandma.”

After each section:

●​ Label the text type.

●​ Answer a simple question using what you remember.

●​

What happened in the audio? Text Type (Narrative / Descriptive /

Section
(Short answer) Instructional / Expository)

Answer in 3–5 sentences

1.​ Which type of text did you find most challenging to understand when spoken
quickly? Explain why it was difficult, and provide an example from the audio
where you felt confused.

___________________________________________________________________
___________________________________________________________________
___________________________________________

2.​ After using the strategies, did you feel more confident in understanding
fast-paced speech? Which strategy did you use, and how did it impact your
ability to understand the key points of the text?

___________________________________________________________________
___________________________________________________________________
___________________________________________

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