i

Englis h

Quarter 2

–

Module 1:

Listening Strategies

Based on

Purpose,

Familiarity and

L evel of Difficulty of the

Text

Listened to

7

ii

English – 7

Self-Learning Module (SLM)

Quarter 2 – Module 1: Listening Strategies Based on Purpose, Familiarity and Levels

of Difficulty of the Text Listened to

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the

Government of the Philippines. However, prior approval of the government agency or office

wherein the work is created shall be necessary for exploitation of such work for profit. Such

agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,

trademarks, etc.) included in this module are owned by their respective copyright holders.

Every effort has been exerted to locate and seek permission to use these materials from

their respective copyright owners. The publisher and authors do not represent nor claim

ownership over them.

Development Team of the Module

Writers: Alona A. Doronila, Marichel P. Ferren

Editor: Dolores L. Carreon

Reviewers: Evelyn C. Frusa PhD, Delia B. Mabalot, Rolex H. Lotilla, Arvin M.

Tejada Layout Artist: Rolex H. Lotilla

Cover Art Designer: Reggie D. Galindez

Management Team: Carlito D. Rocafort, CESO V – Regional Director

Rebonfamil R. Baguio, CESO V – Assistant Regional

Director

Crispin A. Soliven Jr., CESE- Schools Division

Superintendent

Roberto J. Montero EdD, CESE- ASDS

Gilbert B. Barrera – Chief, CLMD

Arturo D. Tingson Jr. – REPS, LRMS

Peter Van C. Ang-ug – REPS, ADM

Gerardo O. Magno – Subject Area Supervisor

Belen L. Fajemolin PhD – CID Chief

Evelyn C. Frusa PhD – Division EPS In charge of LRMS

Bernardita M. Villano – Division ADM Coordinator

Delia B. Mabalot – EPS – Subject Area Supervisor

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893

E-mail Address: region12@deped.gov.ph

iii

Introductory Message

This Self-Learning Module (SML) is prepared so that, our dear learners, can continue your

studies and learning while at home. Activities, questions, directions, exercises, and

discussions are carefully stated for you to understand each question.

Each SML is composed of different parts. Each part shall guide you step by step as you

discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM. This will tell

you if you need to proceed on completing the module, or if you need to ask your facilitator

or your teacher’s assistance for better understanding of the lesson. At the end of each

module, you need to answer the post-test to self-check your learning. Answer keys for each

activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the teachers are also provided to the

facilitator and parents for strategies and reminders on how they can best help you on your

home- based learning.

Please use this module with care. Do not put unnecessary marks on any part of the SLM.

Use separate sheet of paper in answering the exercise and tests. Read the instructions

carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the task in this

module, do not hesitate to consult your teacher or facilitator.

Thank you.

What I Need to Know

This module was designed and written with you in mind. It is here to help

you master the Listening Strategies. The scope of this module permits it to be used

in many different learning situations. The language used recognizes the diverse

vocabulary level of students. The lessons are arranged to follow the standard

sequence of the course. But the order in which you read them can be changed to

correspond with the textbook you are now using.

The module is divided into three lessons, namely:

Lesson 1 – Listening Strategies based on Purpose

Lesson 2 – Listening Strategies based on Familiarity

Lesson 3 – Listening Strategies based on the level of difficulty of the text

listened to

Most Essential Learning Competency

Use listening strategies based on purpose, familiarity with the topic and

levels of difficulty of short texts listened to.

After going through this module, you are expected to:

1. respond to questions about the topic, main ideas, details & opinions

2. display the behaviors of effective, active listeners

3. listen effectively

4. note down the gist of the text

5. predict the outcome of the listening text

6. follow instruction

7. develop listening skills

8. understand what is implied thru listening

9. recognize the speaker’s mood or attitude in the listening text

2

What I Know

Recall some of your previous listening tasks. You learned that listening is paying

attention to what you consider important. It is trying to get the meaning of what

you hear. To listen successfully to spoken language, you need to be able to work

out what speakers mean when they use particular words in particular ways in

particular situations. The important thing about listening is receiving the message

and interpreting it.

Pre-listening: Tuning in

Draw this image in your paper and say something by giving a word on each arrow

indicated.

https://www.washingtonpost.com/graphics/2020/health/coronavirus-sars-cov-2-structure/

3

Lesson

1

Listening Strategies Based

on Purpose of the Text

Listened to

Listening strategies are techniques or activities that contribute directly to the

comprehension and recall of listening output. They can be classified by how the

listener processes the input. Let us begin this lesson with this task.

What’s In

The following keywords are found in the text to be listened to. Before listening to

the text, fill in the blank under Pre-listening with the words you can think of, that

are related to the given keywords. Fill in the post-listening column after the text

has been listened to.

Keywords Pre-listening Post-listening

1. viruses _______________ ______________

2. illness _______________ ______________

3. severe _______________ ______________

4. circulating _______________ ______________

5. infection _______________ ______________

6. symptoms _______________ ______________

7. strain _______________ ______________

8. transmitted ________________ ______________

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What’s New

Listening comprehension involves a lot more than simply understanding the

vocabulary and expressions used.

During-Listening

Activity

Reading the passage: (by the teacher)

Listen carefully as I read the passage about Covid-19. Be guided by the questions

and the keywords. Take down notes on the important details.

1. Have you heard about Corona Virus?

2. If yes, where and when did you hear this information?

3. Can you share what this is all about?

4. Is it important for us to know what COVID-19 is?

5. What and how can we avoid or prevent Corona Virus?

About Covid-19

Coronaviruses (CoV) are large family of viruses that can cause illness ranging

from the common cold to more severe diseases such as Middle East Respiratory

Syndrome (MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV). A

novel coronavirus (nCoV) is a new strain that has not been previously identified

in humans.

Coronaviruses are zoonotic, meaning they are transmitted between animals and

people. Detailed investigations found that SARS-CoV was transmitted from civet

cats to humans and MERS-CoV from dromedary camels to humans. Several

known coronaviruses are circulating in animals that have not yet infected

humans.

Common signs of infection include respiratory symptoms, fever, cough,

shortness of breath and breathing difficulties. In more severe cases, infection can

cause pneumonia, severe acute respiratory syndrome, kidney failure and even

death.

Standard recommendations to prevent infection spread include regular hand

washing, covering mouth and nose when coughing and sneezing, thoroughly

cooking meat and eggs. Avoid close contact with anyone showing symptoms of

respiratory illness such as coughing and sneezing.

Source: http//www.emro.who.int/health-topics/corona-virus/about-covid-19.html

5

What is It

After listening to the text being read, go over the Pre and Post listening Chart

above. Now, fill out the Post listening column. You can retain your answer from

the pre- listening column.

Below are questions that you are going to answer. State the details of your answer

in a complete sentence.

1. What is corona virus?

____________________________________________________________

2. What causes COVID-19?

____________________________________________________________

3. Can animals get infected with SARS-CoV?

____________________________________________________________

4. When is a person infectious?

____________________________________________________________

5. What are the symptoms of COVID-19 infection?

___________________________________________________________

6. Who are more vulnerable or at risk of being infected with CORONA Virus?

____________________________________________________________

7. State three preventive measures to prevent infection spread.

____________________________________________________________

8. Why is social distancing important?

_____________________________________________________________

9. In what way can face masks effective in protecting against COVID-19?

State one.

_____________________________________________________________

10. What should we do if we develop symptoms of COVID-19?

_____________________________________________________________

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What’s More

After going through these tasks, you will have a vivid picture of how to think actively

when listening.

Did you hear about book marks? Look at the pictures below. These are book

marks. They are strips of leather, cardboard, or other material used to mark one's

place in a book. Try making one by listening to the guide as it is read.

Activity: BOOK MARK MAKING (Audio only)

So, I’m going to teach you how to create glorious…pieces of paper… that you will

cherish forever (or until you lose/tear/ eat them)

1. Collect your materials

Scissors (some with design), Card, Glue, patterned paper, (not pictured)

decorating pens

2. Cut out the basic shape

Bookmarks need to fit in books (obviously) so don’t make them too wide or tall.

Get a book for reference if necessary, and feel free to round the corners and play

with the shape.

3. Select your nice patterned paper

You can use flower prints, and other paper designs.

4. Cut out and glue the patterned paper

Use the bookmark base as a width reference. Choose the shape and details that

you want and cut carefully. I used two flower patterns.

5. Decorate with any and all pens at your disposal

Make it shimmer and shine and look interesting.

6. You are mostly done!

Enjoy your bookmark, and have fun reading. Some extra ideas: cover the

bookmark with wide sellotape so that it is more lasting, punch a hole in the top

and add a ribbon, make it double sided… whatever you think will look good.

https://weavingwaveswords.wordpress.com/2015/02/25/how-to-make-a-bookmark-in-easy-steps/

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Here are more samples of bookmarks. Design and beautify your own bookmark.

How was it? Do you have fun making your bookmark? How did you get the

instruction? Were able to follow? Your output can tell how good you are as a

listener.

Now in your bookmark, find or create a very simple slogan/quote/sayings

on how to prevent COVID-19. See sample slogan below.

What I Have Learned

Share your learning by discussing your ideas on the following questions.

A. Why do you think some students don’t listen in class?

In your own words, wrap it up in 5 sentences.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Slogan – a short phrase that is easy to remember.

Example:

➢ An apple a day keeps the doctor away

➢ Health is precious – Protect It

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B. What particular value is displayed when listening takes place?

Give only one and elaborate.

____________________________________________________________

_____________________________________________________________

What I Can Do

So, you are almost done with this module, let us review what you can do more by

arranging the given steps after listening to an instruction.

Activity: Listening for a Sequence (Ten Steps on how to develop effective listening)

What to do?

1. The Ten Steps on How to Develop Effective Listening will be read.

2. Listen carefully.

3. Arrange the following sentences to show the correct steps on how to develop

effective listening. Number them 1-10. Use separate sheet.

Ten Steps on How to Develop Effective Listening

Face the speaker and maintain eye contact ___

Keep an open mind ___

Be attentive but relax ___ Wait for the speaker to pause to ask clarifying questions. ___

Ask questions only to ensure understanding. ___

Try to feel what the speaker is feeling. ___

Give the speaker regular feedback. ___

Listen for the words ___

Pay attention to what isn’t said. (non-verbal cues) ___

Don’t interrupt and don’t impose your solution ___ https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective- listening/#4b12a95f3891

Finally, listening means paying attention not only to the story, but how it is told.

Now, ask yourself, how well do you listen? To have a glimpse of your listening skill,

do the last activity for this lesson.

Activity: A story is to be read. (BIG SISTER by Consorcio Borje)

This will test what you hear and what you remember. Fill in the “performance

checklist for listening comprehension” while listening to a short passage to be read

thrice for you.

9

Checklist for Listening Comprehension

Questions After 1st listening (Guess? Reason?

Before 2nd listening

(Other possibilities)

After 2nd listening

(Did I miss anything?)

Where

When

Who

How

What

Why

Additional Activities

You are almost done with this lesson. You come to believe that listening skills are

an important part of effective communication. To raise the level of your listening

skills, do this activity.

You are going to listen to an interview between an interviewee (applicant) and the

interviewer (manager). Take note of the detailed responses from the interviewee and fill

out her/his bio data below.

Bio Data

Name: ______ Age: ____ Sex:_____

Address: _______________________________________________________________

Birthday: ______________________________________________________________

Height: ________________________________________________________________

Weight: ________________________________________________________________

Father’s Name: _________________________________________________________

Occupation: ____________________________________________________________

No. of Siblings: _________________________________________________________

Position Applied for: ____________________________________________________

Course/Degree: ________________________________________________________

School: _________________________________________________________________

Work Experience

_________________________________________________________________________

10

Lesson

2

Listening Strategies Based

on Familiarity and Level of

Difficulty of the Text

Listened to

Lesson 1 was about listening strategies based on purpose. Let’s continue with

another listening strategy which is based on familiarity and levels of difficulty of

the text listened to.

What I Know

Listening plays a significant role in the lives of people. Of the four major areas of

communication skills and language development - listening speaking-reading and

writing- the most basic is listening. It is evident that children listen and respond to

language before they learn to talk. Familiarity makes listening easier for the

listeners.

Pre-listening Activity: Picture Analysis

Here are two different pictures. Find a word that will describe each.

________________________ ______________________

Https://www.123Rf.com/photo_68628393_Stock-Vector-Grocery-Store-Shop-Interior-Black-

WhiteGraphic-Sketch-Illustration-Vector.Html. 2020. Image

11

What’s In

Familiarity with the subject makes listening easier for the listener as he/she can

connect to his/her own background knowledge. So being familiar with the 2

pictures shown you can easily tell what those pictures are:

1. CORNER

2. STORE

The text that you are about to listen to is “The Corner Store.” In 1-2 sentences share

your thoughts on these questions.

1. What made you say it is a CORNER? a STORE?

__________________________________________________________________________

2. What helped you identify the images easily?

___________________________________________________________________________

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

___________________________________________________________________________

4. If you were to guess the content of the story, what could it be?

___________________________________________________________________________

5. Do you think you will like the story? Why?

___________________________________________________________________________

What’s New

You are about to listen to a Descriptive Essay.

A descriptive essay is a text that paints a mental picture of a person, object or

situation. Let’s listen.

THE CORNER STORE

By Eudora Welty

“Our Little Store rose right up from the sidewalk; standing in a street of family

houses, it alone hadn’t any yard in front, any tree or flower bed. It was a plain

frame building covered over with brick. Above the door, a little railed porch ran

across on an upstairs level and four windows with shades were looking out. But I

didn’t catch on to those. Running in out of the sun, you met what seemed total

obscurity inside. There were almost tangible smells- licorice recently sucked in a

child’s cheek, dill pickle brine I that had leaked through a paper sack in a fresh

trail across the wooden floor, ammonia-loaded ice that had been hoisted from wet

crooker sacks and slammed into the icebox with its sweet butter at the door, and

perhaps the smell of still untrapped mice.

Source: https// literary devices.net/descriptive essay/

12

What is It

Did you like the story? What made you say so? Can you retell it into your own

words? Let’s see how active you are as a listener. In a separate sheet, copy and

answer the following questions.

Comprehension Check

1. Where is the corner store located?

_________________________________________________________________.

2. What makes a building/room a store?

_____________________________________________________________________.

3. Does the location help convince the customers?

_____________________________________________________________________.

4. What is in a store? __________________________________________________

5. As a customer, how do you choose a store?

_____________________________________________________________________.

6. If you are planning to put up a store what would you need to consider?

_____________________________________________________________________.

13

What’s More

Are you familiar with the song Roar by Katy Perry? You are going to listen to a

certain portion of that song to be played twice. Sing the song while filling up

the missing words. Choose the words inside the box.

ROAR

I used to________ my tongue and hold my breath

Scared to rock the boat and make a ________

So I sat _________, agreed politely

I guess that I forgot I had a choice

I let you ________ me past the breaking point

I stood for nothing, so I fell for ________

You held me down, but I got up

Already __________ off the dust

You hear my_________, Your hear that sound

Like ________, gonna shake the ground

You held me down, but I ________

Get ready ‘cause I had __________

I see it all, I see it now.

Choose your answer from the box below. Do this on a separate sheet.

enough bite hey brushing

mess push thunder got up

everything quietly voice

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What I Have Learned

Listening is the gateway to understanding and communicating and therefore, is

absolutely critical for language learners of all skills.

Complete the sentences by filling in the appropriate idea/word.

1. Taking down notes or note taking is important because

________________________________________________________.

2. Listening with instruction will give you correct ______________.

3. When you are listening, you are receiving language through the __________.

What I Can Do

Now that you did well in the above activities, share some of what you have learned

by discussing your answers to these questions. Do this in 1 whole sheet of paper.

➢ “Why is active listening important?” Cite a real-life scenario/experience where

you considered/realized that listening is important and discuss how is it so.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

15

Assessment

Listening therefore, is not only about identifying the language of the text but also

with what the listener already knows about the topic.

To end this lesson, do this activity.

Heard what I’ve Said? Vowel Discrimination

Listen to the word as I say and on the opposite side of each word, write /ae/

for sound as in (“bat”) and /ei/ sound as in “bay”). Let’s begin.

No. Words /ae/ or /ei/

1. hand _____

2. gray _____

3. eight _____

4. pass _____

5. have _____

6. beige _____

7. chief _____

8. back _____

9. after _____

10. family _____

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Additional Activities

You finished the lesson well on your own. Here is a conversation at a party. Listen

and provide answers to the questions below.

1. Who is the first speaker in the group?

______________________________________________________________________

2. What was the 1st line of Conny?

_______________________________________________________________________

3. Jenny said, you’re playing ___________. Why didn’t you call me? So_______!

4. Who uttered this line? No, no, no, no! I’d love you to be. So 11:00, then?

_______________________________________________________________________

5. How many are in the conversation? ___________________________________

Give the names:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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Answer Key

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References

2020. https://www.washingtonpost.com/graphics/2020/health/coronavirus-

sarscov-2-structure/.

"WHO EMRO | About COVID-19 | COVID-19 | Health Topics".

2020. Emro.Who.Int. http://www.emro.who.int/health-topics/corona-virus/aboutcovid-

19.html

Shanti, View. 2020. "How To Make A Bookmark In 6 Easy Steps". Virtually Read.

https://weavingwaveswords.wordpress.com/2015/02/25/how-to-make-

abookmark-in-easy-steps/.

"10 Steps To Effective Listening". 2020. Forbes.

https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-

effectivelistening/#4b12a95f3891.

Https://Www.123Rf.Com/Photo_68628393_Stock-Vector-Grocery-Store-

ShopInterior-Black-White-Graphic-Sketch-Illustration-Vector.Html. 2020. Image

.

"Descriptive Essay - Examples And Definition Of Descriptive Essay". 2020. Literary

Devices. https://literarydevices.net/descriptive-essay/.

"Unit 4: Listening For Communication: Language Functions | Open Resources

For English Language Teaching (ORELT) Portal". 2020. Orelt.Col.Org.

http://orelt.col.org/module/unit/4-listening-communication-language-functions.

This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the

primary objective of preparing for and addressing the new normal. Contents of this

module were based on DepEd’s Most Essential Learning Competencies (MELC). This

is a supplementary material to be used by all learners of Region XII in all public

schools beginning SY 2020-2021. The process of LR development was observed in the

production of this module. This is version 1.0. We highly encourage feedback,

comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN Learning

Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

EDITOR’S NOTE