Eng8-Quarter-2-Module-4(Revised)docx (1).docx

Quarter 2 Module 4
Listening Comprehension

English - Grade 8
Alternative Delivery Mode
Quarter 2 –Module 4: Listening Comprehension
First Edition, 2020
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Published by the Department of Education – Division of Gingoog City
Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module
Writers: Hermie G. Pocot, Lady Fe C. Abrea , Jenipher Abad
Reachel Mae T. Alejandrino , Xyra Kristi P. Torrevillas
Reviewer: Levie D. Llemit, PhD
Illustrator: Raul A. Mabilen
Layout Artist: Reachel Mae T. Alejandrino
Management Team
Chairperson: Jesnar Dems S. Torres, PhD, CESO VI
Schools Division Superintendent
Co-Chairperson: Conniebel C. Nistal, PhD
OIC - Assistant Schools Division Superintendent
Pablito B. Altubar
CID Chief
Members: Levie D. Llemit, PhD – EPS – I English
Leah L. Tacandong - Instructional Supervisor
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II
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Office Address: Brgy. 23,National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph

8
Quarter 2 Module 4
Listening Comprehension

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Table of Contents
What This Module is About.........................................................................................i
What I Need to Know..................................................................................................i
How to Learn from this Module...................................................................................i
Icons of this Module....................................................................................................ii
What I Know ..............................................................................................................iii
Lesson 1:
Employing Appropriate Listening Skills and Strategies .................................. 1
What’s In: Tell me a Story ……....................................................................................... 1
What I Need to Know ….................................................................................................. 1
What’s New: My Cup of Tea............................................................................................ 1
What’s More: Tell Me and I’ll Tell You …......................................................................... 2
What is It ......................................................................................................................... 4
What’s More: My Story Board........................................................................................... 5
What I Have Learned: My Story Web .............................................................................. 5
What I Can Do: Love Story Caravan ................................................................................ 6
Lesson 2:
Employing Projective Listening Strategies......................................................... 7
What I Need to Know ....................................................................................................... 7
What’s In: Do You Agree? ...........................................................................................…. 7
What’s New: Tune In ........................................................................................................ 8
What’s More: Be a Listener............................................................................................... 9
What is It .......................................................................................................................... 11
What’s More: I Hear, I Think and I Understand................................................................ 11
What I Have Learned: Chain Story ………....................................................................... 13
What I Can Do: Vocabulary Building ................................................................................ 14
Lesson 3:
Inferring Dominant Thoughts and Feelings Expressed in the Text Listened
To........................................................................................................................... 15
What’s New: Say Something ............................................................................................ 16
What is It: Constant Change ............................................................................................ 18
What’s More: TAC (Think About Consequence) …......................................................... 19
What’s More: Multi Flow Map............................................................................................. 20
What I Have Learned: Exit Slip ......................................................................................... 21
What I Can Do: Express it now! ........................................................................................ 21
Lesson 4:
Determining the Tone and Mood of the Speaker or Characters........................22
What’s In: What’s in the Past? ………………………………………………………………... 22
What’s New: How Do You Feel? ...................................................................................... 23

What’s More: Characterization ......................................................................................... 24
What is It .......................................................................................................................... 25
What’s More: Mutual Feelings .......................................................................................... 27
What I Have Learned: Introspecting ................................................................................ 28
What I Have Learned: Generalization ............................................................................. 29
What I Can Do: Bookmark ............................................................................................... 30
Lesson 5:
Inferring theme of the text listened to..................................................................31
What’s In: Self Check! …………………………………………………………………………... 31
What I Need to Know ......................................................................................................... 31
What’s New: Sing a Song .................................................................................................. 32
What’s More: Infering Activity ............................................................................................ 33
What is It ........................................................................................................................... 34
What’s More ............................................. ……………………………………………………. 34
What I Have Learned ......................................................................................................... 36
What I Can Do.................................................................................................................... 36
Lesson 6:
Formulating predictions about the contents of the listening text.....................37
What I Need to Know ......................................................................................................... 37
What’s New: Let’s be informed! ......................................................................................... 38
What’s More: What’s on Your Mind ................................................................................... 39
What is It ........................................................................................................................... 43
What I Have Learned: Let’s Talk ........................................................................................ 44
What I Can Do: The Next Episode .................................................................................... 45
Lesson 7:
Listening to Paraphrase Information or Ideas.................................................... 48
What I Need to know........................................................................................................... 48
What’s In............................................................................................................................. 48
What’s New......................................................................................................................... 48
What’s More ...................................................................................................................... 51
What I Have Learned.......................................................................................................... 52
What I Can Do .................................................................................................................. 52
Summary …………………………………………………………………………………………. 52
Assessment: (Post-Test) .................................................................................................... 53
Key to Answers .................................................................................................................. 57
References………………………………………………………………………………………. . 61

i
What This Module is About
In language learning you must develop four important skills, reading, writing,
speaking, and listening. Most of the time we did not give much emphasis on listening
because sometimes we believed that we are already a good listener. To listen is not just
hearing what is being said but to understand what it means. We must develop our listening
comprehension wherein we could understand and comprehend of a spoken language or the
text we listened to.
On this module, the learner will learn steps and techniques on how to listen
effectively and harness their listening comprehension skills. Through this it is easy for the
learner to exhibit their skill, listening comprehension, in different learning areas.
What I Need to Know
At the end of this module, you should be able to:
1. Employ appropriate listening skills and strategies suited to long descriptive and
narrative texts. (EN8LC-IIc/d/i -7)
2. Employ projective listening strategies with longer stories. (EN8LC-IIi-7.2)
3. Infer dominant thoughts and feelings expressed in the text listened to. (EN8LC-IIb-
6.2)
4. Determine the tone and mood of the speaker or characters in the narrative listened
to. (EN8LC-IIc/d-2.13)
5. Infer the theme of the text listened to. (EN8LC- IIe- 2.17.3)
6. Formulate predictions about the contents of the listening text. (EN8LC-IIf-2.5)
7. Listen to paraphrase information/ideas. (EN8LC-Iig-3.12)
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
1. Carefully read all the lessons.
2. Take your time on going through each lesson.
3. Answer the pretest honestly, the purpose of the pretest is for you to determine your
prior knowledge before going thru the lessons and activities.
4. If you have a hard time understanding the lessons and activities, please do take a
break. Having breaks between lessons and activities will give you some space where
you can absorb the lesson well.
5. You can use the internet if you need more information about the lesson.

ii
Icons of this Module
What I Need to
Know
This part contains learning objectives that
are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through
various activities, before it will be presented
to you.
What is It These are discussions of the activities as a
way to deepen your discovery and
understanding of the concept.
What’s More These are follow-up activities that are
intended for you to practice further in order to
master the competencies.
What I Have
Learned
Activities designed to process what you have
learned from the lesson
What I can do These are tasks that are designed to
showcase your skills and knowledge gained,
and applied into real-life concerns and
situations.

iii
What I Know
I. Multiple Choice:
Directions: Read and answer the questions below. Select the letter of the best answer from
among the given choices.
1. What is the "mood" of a story?
a. Emotions audience feels from a given passage.
b. The lesson the reader learns from the story.
c. The time and place of the story
d. The author, narrator, or speaker's attitude toward a subject
2. Good readers make predictions by
a. guessing c. asking their friends
b. using text features d. watching the movie first
3. Which is NOT a way to improve listening skills?
a. Make eye contact c. Jump into the conversation
b. Validate the speaker d. Take note the important details
4. What is the "tone" of a story?
a. The feeling the passage evokes from the reader
b. The author, narrator, or speaker's attitude toward a subject
c. The summary of events in the story
d. The lesson the reader learns from the story.
5. Making a prediction is
a. a way to solve world hunger.
b. a way to use what we already know to make a logical guess about what happens
in the future.
c. a way to use what we don't know yet to make a logical guess about what hasn't
happened yet.
d. a way to make generalization in the story.

iv
6 – 10 Read the text entitled “A River Speaks” by Confucius. Then answer questions that
follow
A RIVER SPEAKS
1. One day the great Chinese philosopher, Confucius, stopped by the riverbank with his
disciples. The great teacher looked along at the flowing water. One of his disciples, Tzu
Kung, broke the silence and asked.
2. “O Master, why do you always look at a flowing river in deep thought?”
3. “Sons,” Confucius replied, “the water in a river can teach us many a good lesson. Listen.
4. Water is a most useful thing. It waters the land to make all things grow; yet it is not
boastful of its merit. It is just like a virtuous man.
5. When water flows, it gently starts from a higher plane to a lower one, step by step – just
like an orderly man.
6. Water flows continuously from morning till night without any let up just like man’s
unceasing effort.
7. Flowing water is not daunted by high cliffs or deep valleys just like a man of courage, one
who never loses heart.
8. Wherever water flows, it will not go away until the channel is full to the brim. It is just like a
well-disciplined man.
9. Water, whether it is in the sea, in the river, or in a little brook, always maintain a level –
just like a man who does not have to be governed by mere rules.
10. Water cleans dirty things just like a good man transforming evil into good.
11. Water always continues in the direction it is flowing regardless of obstacles – just like a
man of determination who is not stopped by difficulties.
12. Sons, water has many lessons to teach us. That is why I have never looked at a river
without pondering over it.”
6. Who is the disciple of Confucius who asks him about his interest in looking at the river
always?
a. Zhuangzi b. Tzu Kung c. Lao Tsu d. Zen Shin
7. Why does Confucius always look at the flowing river?
a. he always love water in the river
b. the water from the river can relieve stress
c. the water from the river can teach us good lessons
d. the water from the river is fresh and free from pollution

v
8. “When water flows, it gently starts from a higher plane to a lower one, step by step” this
line is being compared to
a. a virtuous man c. a well-disciplined man
b. an orderly man d. a brave man
8. “Wherever water flows, it will not go away until the channel is full to the brim” is being
compared to
a. a virtuous man c. a well-disciplined man
b. an orderly man d. a brave man
10. Why the author entitled the selection “A River Speaks”?
a. because the river talk to him c. because the river has something to say
b. because the river is magical d. because the river is compared to human
11 – 15 Read each passage carefully. Then read each question. Encircle the letter of the
BEST answer.
When I hand in my chemistry take-home final, Mr. Hopper shakes my hand with
meaning. He tries to catch my darting eyes. I brush the hair off of my forehead. Try staring
back.
“Maybe if I look him in the eye”, I think, “He’ll decide he doesn’t need to say anything.
Maybe if I look him in the eye, he’ll decide to bump up my grade.”
-Excerpt from The Things a Brother Knows by Dana Reinhardt
11. The narrator in this story probably has earned what kind of grade?
a. The top score in the class c. An “A”
b. A low score d. He earned a zero because he never did the work
Amari stood close to Afi, shivering with fear and disgust as the rough hands of each
of the white men examined and prodded her arms, thighs and calves.
The men yelled and spoke very fast in their strange language. Amari heard the word
“price” many times. Finally, they seemed to come to a settlement. Cowrie shells were
counted and passed from the trader with the willowy body to the men who had captured
them.
-Excerpt from Copper Sun by Sharon Draper

vi
12. What is happening to Amari?
a. She’s losing in a game c. She has just moved to a foreign country
b. She’s a captive being sold d. She is cooking for a group of men
Still, she had to admit that his teaching worked. During the Immortals War of the
spring and early summer, when legendary creatures had joined with the realm’s human
enemies to take the kingdom, the squires and pages had been forced into battle.
-Excerpt from First Test by Tamora Pierce
13. What genre is this novel?
a. Fantasy
b. Realistic Fiction
c. Autobiography
d. Non-fiction
Eric had to eat. He knew that if he ate snow, his body heat would drop. So, with his
board he cut tree bark. He ate that and pine nuts. Then he went to sleep. By this time,
Eric’s feet were black and bleeding. He peeled his socks off, and some skin came off.
-Excerpt from In Class Reader
14. Where is Eric?
a. A soccer stadium c. In the woods
b. On a beach d. At home
15. What happened to Eric?
a. He got lost c. He won a race
b. He failed a test d. He just been beaten

1
Lesson
Employing Appropriate
Listening Skills and Strategies
What’s In
Activity 1: Tell me a story!
Directions: Ask your mother/father/grandmother/grandfather or anyone in your
family who knows about the story of the Japanese people who came into our place and stay
with the Filipino during World War II. Write the advantages and disadvantages that the
Japanese brought to us during that time. Specify how the Filipino’s freed from the Japanese
colonization.
What I Need to Know
In this module you will learn how to employ appropriate listening skills and
strategies suited to long descriptive and narrative texts.
What’s New
Activity 2: My Cup of Tea!
Directions: Answer the following questions:
A. What movies or radio drama do you like best? Why do you like it? Narrate the
summary of the story not more than 10 sentences.
___________________________________________
Title of the Movie/Radio Drama
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Lesson
1

2
_________________________________________________________________________
________________________________
B. What are the things you have done in order to understand the movie or drama? Write
at least 3 strategies you have used in listening.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
What’s More
Activity 3: Tell Me and I’ll Tell You!
Directions: Let somebody from your home read you a story entitled “The Lion-
Makers” by Vishnu Sharma.
The story is being attached in this module. Be sure to answer the questions
honestly and truthfully following the given instructions.
Questions:
1. Who were the characters in the story?
2. Where did the story happen?
3. Restate the plot of the story.
4. Write your reflection about the story.
Vishnu Sharma was an Indian scholar and author who is believed to have
written the Panchatantra collection of fables. He is one of the most widely translated
secular authors in history.

3
LISTENING TEXT
The Lion-Makers
by Vishnu Sharma
In a certain town were 4 Brahmans who lived in friendship. Three of them had
reached the far shore of scholarship but lacked sense. The other found scholarship
distasteful; he had nothing but sense.
One day they met for consultation. “What is the use of attainments,” they said, “if one
does not travel, win the favour of kings, and acquire money? Whatever we do, let us all
travel.”
But when they had gone a little way, the eldest of them said, “One of us, the fourth, is
a dullard having nothing but sense. Now nobody gains the favourable attention of kings by
sense without scholarship. Therefore, we will not share our earnings with him. Let him turn
back and go home.”
Then the second said, “My intelligent friend, you lack scholarship. Please go home.”
But the third said, “No, no. This is no way to behave. For we have played together since we
were little boys. Come along, my noble friend. You shall have a share of the money we will
earn.”
With this agreement, they continued their journey, and in a forest found the bones of
a dead lion. Thereupon one of them said, “A good opportunity to test the ripeness of our
scholarship. Here lies some kind of creature, dead. Let us bring it to life by means of our
scholarship that we have honestly won.”
Then the first said, “I know how to assemble the skeleton.” The second said, “I can
supply skin, flesh, and blood.” The third said, “I can give it life.”
So the first assembled the skeleton, the second provided the skin, flesh, and blood.
But while the third was intent on giving the breath of life, the man of sense advises against
it, remarking, “This is a lion. If you bring him to life, he will kill every one of us.”
“You simpleton!” said the other. “It is not I who will reduce scholarship nullity.” “In that
case,” came the reply, “”wait a moment, while I climb this convenient tree.”
When this had been done, the lion was brought to life, rose up, and killed all three.
But the man of sense, after the lion had gone elsewhere, climbed down and went home
And that is why I say:
Scholarship is less than sense;
Therefore seek intelligence;
Senseless scholars in their pride
Made a lion, then they died.

4
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.
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.(https://www.skillsyouneed.com/ips/listening-skills.html)
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 your pen and paper for taking down notes.
 As you listen- try to answer the basic question:
 Who?
 When?
 Where?
 What?
 Why?
 How?
 After you listen- How well did you listen?
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—then your
effectiveness as a listener is assured. Empathy is the heart and soul of good
listening.(Diane Schilling,Womens media, https://bit.ly/2WWEhNZ)

5
What’s More
Activity 5: My Story Board!
Directions: Make a Story Board about the story read to you a while ago entitled
“The Lion-Makers.” Let it be read again by any members from the family who can help with
you.
What I Have Learned
ACTIVITY 6: My Story Web!
Directions: Listen to one of your favorite radio drama or teleserye and make a story web
about it.
Title of the
Movie or
Drama
Rising Action
Exposition
Climax
Conflict
Falling
Action
Denouement
Setting
Character

6
What I Can Do
ACTIVITY 7: Love Story Caravan
Directions: Ask any member from the family to tell you about their favorite love
that they love to share. Make a story Caravan about it. Write a short impression regarding
their favorite story.
Directions: Listen to one of the messages of our President Rodrigo Roa Duterte
about the updates of the pandemic we have experience today, the COVID-19. Then, write
five important things you have heard from him on how to stay safe from the virus.
1. _______________________________________________________________________
2._______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________

7
Lesson
Employing Projective
Listening Strategies
What’s In
Before we go through in our lesson, let us assess first your knowledge about
listening. Let us know how you listen by answering the activity below.
ACTIVITY 1: DO YOU AGREE?
Directions: Assess yourself on how much you know about listening. Check “YES” or “NO” in
the table.
Do you Agree with this YES NO
Language learning depends on listening.
When you listen to a conversation in English, you try to understand every word.
When you have difficulty understanding what a speaker means you ask for
clarification.
Listening to songs and radio programs in English are two of the best ways to
learn the language.
When you disagree with a speaker’s message, you usually stop paying
attention.
When you agree with a speaker’s message you usually nod.
Your role as a listener is to show interest.
As you listen to someone speak you take notes to help yourself understand the
message.
What I Need to Know
Have you ever had a conversation with someone, and you can just tell that they are
not engaged? It is very frustrating, especially when you are trying to convey something very
important to them. How can you communicate effectively with someone when they are
clearly not listening?
Have you ever experienced that when you are listening to a song, you will only
remember the lyrics that fits to your feelings at the moment and it changes the next time you
listened to it. When someone is talking to you, did you really get all the words s/he is
saying? When your teacher is discussing the lesson in your class did you get all the ideas
s/he is trying to explain?
Have you wonder why they call someone as a good listener? Are you a good
listener?
Lesson
2

8
To become a good listener, you should know the strategies of effective listening and
its type. In this lesson, you will be able to explore some listening strategies and use it in your
daily activities.
What’s New
When you listen to a radio, what is the first thing you are going to do? You tune in the
radio to the station you want to listen. It is also the same when you are listening to a story,
you must tune in yourself first.
Let us get you tune in by doing the activity below.
ACTIVITY 2: TUNE IN
Directions: Look at the words inside the boxes below. Analyze the relationship of the words
to one another and write a short paragraph using the words.
https://bit.ly/2UTdalD
_______________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________

9
What’s More
Activity 3: Be a Listener
Mythology exists in every culture as a method of telling the important stories of where we
came from, why things happened that way, who our heroes are, and what we believe as a
group. These stories often blend the local landscape, flora, and fauna into tales of heroics
and magic to entertain and tell the story.
Ancient Egypt was no different. These tales were entertaining and memorable, but also
change over time. Ancient mythology was part of an oral tradition, retold not written down.
The main ideas and lessons stay true, while other details may change to suit the teller’s
place and time. This is a version of the myth of Osiris and Isis. (miano 2020)
Raise the Question:
- Option 1: Listen to your teacher as s/he read the background of the listening text and
raise questions about the text. Write your question in another sheet of paper.
- Option 2: If done at home let another person from your house read it.
- Option 3: If applicable, it can be broadcasted on a radio station.
Guide Questions:
1. What will the story all about?
2. What new information about the Egypt can I get from the story?
Listen
Option 1: Listen attentively as the teacher reads each part of the story.
Option 2: If done at home let another person from your house read it.
Option 3: If applicable, it can be broadcast on radio station.
As you listen, on the right side of the table write the lines that helps you remember the story.
On the left side, write the words that makes you hard to understand.
Lines from the story Difficult words
 “Seth, was very jealous to his brother.”






10
Isis and Osiris
A long time ago, the god Osiris came to Egypt to rule as king. He brought the
Egyptian people new laws and taught them how to farm well and live peacefully in their
villages. Osiris was a very wise and powerful king and was loved and respected by the
Egyptian people. Unfortunately, his brother Seth, was very jealous of his brother’s power in
Egypt, and began to form a plan to kill Osiris and take over his throne.
Late one night, Seth tiptoed into Osiris’s bedroom. Careful to not wake up Osiris, or
his queen, the goddess, Isis, Seth measured Osiris’s body from top to bottom and from side
to side. The next morning, Seth took the measurements to a carpenter who made a beautiful
wooden chest decorated with bright paint and sheets of gold.
That night, Seth threw a huge party, and invited Osiris as the guest of honor. The
night was spent feasting, singing, dancing, and playing games. For the final game, Seth
brought out the huge wooden chest. He announced that the first person to fit perfectly into
the chest would be allowed to keep it.
One by one, each of Seth’s friends climbed into the chest. Unsurprisingly, no one
was able to fit into the chest, which was made perfectly for Osiris. Finally, Seth and his
friends convinced Osiris to try his luck with the chest. Osiris stepped into the chest and lay
down. The chest fit him perfectly, just as Seth had planned. Just as Osiris lay down, Seth
slammed the lid and sealed it shut. Seth and his friends took the chest down to the Nile
River and dumped it in, knowing that Osiris would never be able to survive.
When Isis heard the news of her husband’s death she was extremely upset. She
rushed to the riverbank, and after several days of searching, found the wooden chest. Isis
opened it and removed the dead body of her beloved Osiris. Crying, Isis hid Osiris’ body in
the river grass. She didn’t want Seth to find Osiris’s corpse before she could perform the
proper rituals that would allow him to pass into the Afterlife.
Late that night, Seth returned to the Nile, to make sure Osiris’s body had washed
away. The chest was nowhere to be found, but after searching the riverbank grass, he found
the body of his late brother. Furious, Seth cut Osiris’s body into fourteen pieces. To make
sure that the body was never found again, he hurled the pieces all over Egypt.
The next morning, Isis returned to the river with her sister, Nepthys and her friends,
to perform the necessary rituals, only to find Osiris’s body gone! Isis transformed into a huge
bird and flew high over Egypt. Using her sharp vision, she was able to find all the pieces of
the body to put Osiris back together. With the help of Nepthys, Thoth, and Anubis, Isis
performed a great act of magic. Very carefully, they began to sew Osiris’s body back
together. They worked together night after night. When the body was whole once again,
they wrapped it head to toe in strips of linen, creating a mummy.
On the night of the full moon, Isis used powerful magic to bring her husband back to
life. Osiris embraced Isis, and thanked her sister and her friends. He told them he would not
be able to stay in the world of the living. He explained that having died; he needed to travel
to the world of the dead, where he would become the King of the Afterlife.
Before he left, Osiris told Isis not to worry. He told her that she would soon give birth
to a son, Horus, who would defeat Seth and become a great protector of the Egyptian
people. By taking back the throne from Seth, Horus would restore order and peace to the
Universe.
When Horus was born, he was hidden away and kept safe from his evil uncle Seth.
When he became of age, Horus finally confronted Seth, and they violently fought. During the
fight Horus’ left eye was poked out, but magically came to life. Later on, the Wadjet, or eye
of Horus became a powerful symbol to promote healing. Although Horus emerged
victorious, there was still a large question of who legally had power to the throne.

11
Seth believed that as Osiris’ brother, he was the rightful ruler, but Horus argued that
he should be proclaimed king, since he was Osiris’ legitimate heir. Ultimately, it was decided
that Horus would rule on earth as King. Seth was banished forever. (https://bit.ly/2WEop2f)
Process Questions
1. Osiris has two key roles described in this story, what are they?
_________________________________________________________________________
___________________________________________________
2. Seth has a wooden chest made just to fit his brother’s body; what tradition does this
start in ancient Egyptian culture?
_________________________________________________________________________
__________________________________________________
3. Why did Seth cut Osiris into pieces and scatter them across Egypt?
_________________________________________________________________________
__________________________________________________
4. How might those rituals explain why ancient Egyptians created mummies?
_________________________________________________________________________
___________________________________________________
5. What is the main idea of this story, as a lesson to the listeners?
_________________________________________________________________________
___________________________________________________
What Is It
In this lesson, you will learn to concentrate closely to the instructions discovered.
have you ever used this sort of listening lately? A technique or approach that iss proven
useful in being attentive to get information are going to be introduce to you as we last to our
lesson.
Listening could be a significant a part of communication process. Communication
cannot occur not until you heard the message and remembered it positively by the
receivers/listeners. Listening may be a dynamic process.
Listening means attentiveness and interest perceptible within the posture likewise as
expressions. There are various forms of listening. One style of listening is what we called the
projective listening.
Projective Listening
In this type of listening, the listener takes and absorbs the information in accordance
with the listener's own view or perspective which dominates the perspective of the speaker,
even if the speaker's view is amalgamated into listener's own. In other words, broader view
of the speaker is either ignored or given less predominant place and limited view of the
listener retained. This also is classified as negative kind of listening. It is similar to a
jaundiced person looking at the world and believing the surroundings as green. The view is
far from being true. (http://a2zessays9.blogspot.com/2016/07/knowledge-of-types-of-
listening-key-to.html)

12
Not everyone knows how to listen attentively. The following are some ways to listen
effectively.
Effective Listening Skills
1. Discover your interests’ field.
2. Grasp and understand the matter/content.
3. Remain calm. Do not loose your temper. Anger hampers and inhibits communication.
Angry people jam their minds to the words of others.
4. Be open to accept new ideas and information.
5. Jot down and take a note of important points.
6. Work upon listening. Analyze and evaluate the speech in spare time.
7. Rephrase and summarize the speaker’s ideas.
8. Keep on asking questions. This demonstrates that how well you understand the
speaker’s ideas and also that you are listening.
9. Avoid distractions.
10. “Step into the shoes of others”, i.e., put yourself in the position of the speaker and
observe things from his viewpoint. This will help creating an atmosphere of mutual
understanding and improve the exchange of ideas in communication process.
( https://www.managementstudyguide.com/effective-listening-skills.htm.)
Earlier in our activity, you are introduced to one of the listening methods. We call that
one the TQLR method.
Tune in, Question, Listen, Respond (TQLR) Method
1. Tune In – To tune in is to prepare yourself to listen. This refers to your
attentiveness or receptiveness to the listening material.
2. Question – While focusing on the topic, ask yourself some questions that will
generate ideas and details. The title of the selection gives clues on what it will
deal with. Write down your questions.
3. Listen – as you listen, keep in mind useful information for llater reference. This
information may be old or new, agreeable, or disagreeable to you.
4. Respond – Recall what you have listened to. Think how the idea can be applied
to the world around you. Participate in the class discussion by recalling the
information you stored while listening. (Bermudes, Virginia E., Eugenia R. Gorgon, and
Remedios F. Neri. English Expressways III: Textbook for Third Year. SD PUBLICATION INC.,
2007.)
What’s More
We have learned how to be an effective listener. Also, you are introduced to some
types and methods of listening. Now, it’s your time to use it in the next activity.
ACTIVITY 3: I HEAR, I THINK, and I UNDERSTAND
Directions: Listen/Read carefully to the guide.

13
Guide: Listen to your favorite song or story in the radio/TV. Fill in the table below.
I hear: What do you hear? (lines that caught your attention while listening)
I think: What do you think is going on it the song/story?
I understand: What have you understand in the song/story?
TITLE: _______________________________
I HEAR And that makes me
THINK….
So now
I UNDERSTAND
What I Have Learned
Now, let us check if you have listened effectively in the previous story. See what you
have remembered in the story “Isis and Osiris” and create chain story.
ACTIVITY 4: CHAIN STORY
Directions: Retell the story using chain story activity.

14
What I Can Do
ACTIVITY 5: VOCABULARY MAPPING
Directions: Recall in the activity you have done earlier, you wrote words that is
difficult to understand. Now, you are going to find the meaning of those words.
• Your Definition here!
your word
here!

15
What I Need to Know
An inference is a conclusion reached on the basis of evidence and reasoning. It is
an educated guess based on the observation and background knowledge. An inference is
the act or process of deriving logical conclusions from premises assumed to be true.
For example, if you see someone eating a new food and he or she makes a face,
then you infer he or he does not like it or if some someone slams the door; you can infer
that he or she is upset about something.
Another example, if you get up in the morning, look up the sky and observe dark
clouds, observe the air is cool and humid, and observe the puddles on the ground, you
might infer that it has recently rained. Take note that you did not see the rain; you decided
that it rained based on your observations.
What’s New
Activity 1: Say Something!
Directions: Draw any of the following pictures: (at random)
Caterpillar To Butterfly - https://www.advancedsciencenews.com/mimicry-butterflies-muse-
palette-artist/
Inferring Dominant Thoughts and
Feelings Expressed in the Text
Listened To
Lesson
3

16
Baby To Adult - http://drvidyahattangadi.com/your-childhood-decides-your-success-in-
adulthood/
Bud To Flower - https://www.dreamstime.com/royalty-free-stock-image-blooming-sunflower-
bud-to-beautiful-flower-image19387986

17
Two places – one developed; the other undeveloped - https://keydifferences.com/wp-
content/uploads/2015/06/Developed-Vs-Developing-Countries.jpg
Motive Questions:
1. What is common to all the pictures?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
2. What do these pictures show?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What Is It
Activity 2: Constant Change
1. Recall of standard for listening
2. Read aloud the text for the first time while a family member listens intently.
3. Parent/Family member presents them the Task Grid:
Task Grid
Stages in life which people
go through
Changes are compared to
what to do
Things bring real pain

18
Message:
Listening Text:
Can we consider “Change” a universal truth? Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What’s More
Activity 3: TAC (Think About Consequence)
1. Working on or answering the Task Grid
2. In-depth discussion:
a. Do you agree to the idea that the best thing to do with changes is to accept and
cope with them?
________________________________________________________________
________________________________________________________________
Constant Change
All people everywhere go through stages in life. From being babies to adults.
Families move from being newlyweds to having babies, to parenting children, to turning into
grandparents and to laying loved ones to rest. Just as seasons and weather changes
require changes in one’s clothing, life’s developments create periods of adjustments, too.
Accepting and coping with changes is the best thing to do.
Unlike the physical loss of one’s youth, intrusive changes however, can bring the
real pain, the deeper hurt. War, job loss, crises in the form of an affair, untimely death, and
illness. We do not welcome them, but have not much choice either. In any circumstances,
we who are experiencing changes can rest in the assurance that ours is not an isolated
case. It is happening to others.

19
b. Given or faced with the following situations, how would you cope with each?
_______________________________ ____________________________________
_______________________________ ____________________________________
_______________________________ ____________________________________
_______________________________ ____________________________________
_______________________________ ____________________________________
_______________________________ ____________________________________
____________________________
_______________________________ ____________________________________
_______________________________ ____________________________________
_________________________________________________________________________
_________________________________________________________________________
The Thinking Tool TAC (Think About Consequence) may be used to facilitate the
discussion.
The following line is taken from the text.
“We who are experiencing changes can rest in the assurance that ours is not an isolated
case. It is happening to others.”
c. What does this mean? Can you rephrase it in your own words?
________________________________________________________________
________________________________________________________________
________________________________________________________________
d. What could be the purpose of the writer or speaker?
________________________________________________________________
________________________________________________________________
________________________________________________________________
UNTIMELY DEATH OF A
LOVED ONE
INABILITY OF YOUR PARENTS TO SUPPORT YOUR STUDIES
SCHOLARSHIP
PROMOTION WINNING A LOTTERY
MOVING TO A NEW
HOUSE
SCHOLARSHIP
MOVING TO A NEW
HOUSE
FAILURE IN ONE OR
MORE SUBJECTS

20
What’s More
Activity 4: Multi-Flow Map
A.
Source: https://bit.ly/39gU1jM
B.
1. Did you enjoy working on the graphic organizers or thinking maps?
_________________________________________________________________________
__________________________________________________________________
2. Did they help you in any way in understanding the selection? Did you find it easier to
summarize with the maps/organizers?
Changes in
our Life
Changes in our
Life
POSITIVE
NEGATIVE
Sources:
https://www.pinterest.ph/pin/261912
534566289896/

21
_________________________________________________________________________
_________________________________________________________________
What I Have Learned
Activity 5: Exit Slip
Directions: Fill in the blanks with the correct responses.
What I Can Do
Activity 6: Express It Now!
Express your views about the selection listened to with the use of multi-flow map.
1. Today, I learned ___________________________________________
2. I’d like to learn more about ___________________________________
3. The most important thing I learned today is ______________________
4. I wish ____________________________________________________
5. What surprised me the most today is ___________________________

22
Lesson
Determining the Tone and Mood
of the Speaker or Characters
What’s In
We have learned in our history class about the culture and history of egypt. Egypt is
famous for its Pyramid at Giza and the Giant Statue known as The Sphinx. She is considered a
modern nation in an ancient land and considered the most populous country.
Let us discover this country. Use the clues in the picture to suggest what may have
been important in the history of Egypt.
Activity 1: What’s In The Past?
Directions : Write the symbols/pictures tell about Egypt.
______________________________________________
______________________________________________
______________________________________________
Image source https://bit.ly/3hPuWAc
______________________________________________
______________________________________________
______________________________________________
image source https://bit.ly/2ZMVKKw
______________________________________________
______________________________________________
______________________________________________
image source https://bit.ly/2B0cAM6
Lesson
4

23
What I Need to Know
When a person speaks you can easily feel if he or she is happy, sad, angry, sincere, or
respectful by the look of the face or the tone of the voice. You can also sense the feeling of the
speaker towards you by the tone of the voice.
When you read a literary piece, you can infer the writer’s attitude towards his or her
subject, although you neither can see the face nor hear a voice. You do this by analyzing the
choice of words, the arrangement of the words, and by the rhythm of the lines or sentences.
In this lesson, you will be able to determine the tone and mood of the speaker or
characters in the narrative listened to.
What’s New
Writers use images to recreate sensory experiences with words and to aid the reader in
understanding the story. An image may appeal to any one of the five senses: sight, sound,
touch, smell, and taste.
Activity 2: How Do You Feel?
Directions: Identify the word reflected by the pictures below and describe the feeling
portrayed in every picture.
Image taken from https://bit.ly/39dQUJ6
______________________________________________
1. 2. 3. 4.
_________________ _______________ _______________ _________________

24
What’s More
Folktales are stories that are being told orally among people. These tales existed in the
memory of a person; it is not written. It is just now, as the tradition of oral storytelling is written in
books and viewed in television, that such tales are being kept and restored.
The Wonderful Pear Tree
(A Chinese Folktale)
Translated by Herbert A Giles
Once upon a time a countryman came into the town on market-day and brought a load
of very special pears with him to sell. He set up his barrow in a good corner, and soon had a
great crowd round him; for everyone knew he always sold extra fine pears, though he did also
ask an extra high price. Now, while he was carrying up his fruit, a poor, old, ragged, hungry-
looking priest stopped just in front of the barrow, and very humbly begged him to give him one
of the pears. But the countryman, who was very mean and very nasty-tempered, wouldn't hear
of giving him any, and as the priest didn't seem inclined to move on, he began calling him all the
bad names he could think of. “Good sir," said the priest, “you have got hundreds of pears on
your barrow. I only ask you for one. You would never even know you had lost one. Really, you
needn't get angry."
"Give him a pear that is going bad; that will make him happy," said one of the crowds.
"The old man is quite right; you'd never miss it."
"I've said I won't, and I won't!" cried the countryman; and all the people close by began
shouting, first one thing, and then another, until the constable of the market, hearing the
hubbub, hurried up; and when he had made out what was the matter, pulled some cash out of
his purse, bought a pear, and gave it to the priest. For he was afraid that the noise would come
to the ears of the mandarin who was just being carried down the street.
The old priest took the pear with a low bow, and held it up in front of the crowd, saying, "
You all know that I have no home, no parents, no children, no clothes of my own, no food,
because I gave everything up when I became a priest. So, it puzzles me how anyone can be so
selfish and so stingy as to refuse to give me one single pear. Now I am quite a different sort of
man from this countryman. I have got here some perfectly exquisite pears, and I shall feel most
deeply honored if you will accept them from me." “Why on earth didn't you eat them yourself,
instead of begging for one?" asked a man in the crowd. "Ah," answered the priest, “I must grow
them first." So, he ate up the pear, only leaving a single pip. Then he took a pick which was
fastened across his back, dug a deep hole in the ground at his feet, and planted the pip, which
he covered all over with earth. " Will someone fetch me some hot water to water this? " he
asked. The people, who were crowding round, thought he was only joking, but one of them ran
and fetched a kettle of boiling water and gave it to the priest, who very carefully poured it over
the place where he had sowed the pip. Then, almost while he was pouring, they saw, first a tiny
green sprout, and then another, come pushing their heads above the ground; then one leaf
uncurled, and then another, while the shoots kept growing taller and taller; then there stood
before them a young tree with a few branches with a few leaves; then more leaves; then
flowers; and last of all clusters of huge, ripe, sweet-smelling pears weighing the branches down
to the ground! Now the priest's face shone with pleasure, and the crowd roared with delight
when he picked the pears one by one until they were all gone, handing them round with a bow
to each man present. Then the old man took the pick again, hacked at the tree until it fell with a
crash, when he shouldered it, leaves and all, and with a final bow, walked away.

25
All the time this had been going on, the countryman, quite forgetting his barrow and
pears, had been in the midst of the crowd, standing on the tips of his toes, and straining his
eyes to try to make out what was happening. But when the old priest had gone, and the crowd
was getting thin, he turned round to his barrow, and saw with horror that it was quite empty.
Every single pear had gone! In a moment he understood what had happened. The pears the old
priest had been so generous in giving away were not his own; they were the countryman’s!
What was more, one of the handles of his barrow was missing, and there was no doubt that he
had started from home with two! He was in a towering rage, and rushed as hard as he could
after the priest ; but just as he turned the corner he saw, lying close to the wall, the barrow-
handle itself, which without any doubt was the very pear-tree which the priest had cut down. All
the people in the market were simply splitting their sides with laughter; but as for the priest, no
one saw him anymore.
Ribo, L., Galvez, N., & Malicsi, M. (2013). Language in literature II Afro-Asian literature.
Philippines: Vibal Publishing House, Inc.
Activity 3: Characterization
Directions: Answer the questions below to show your understanding of the text.
1. From the “The wonderful Pear Tree” determine the attitude and emotion of the
characters and the writter(author) of the storyr.
Country
man Priest
People
in Town
Author

26
2. How did you feel while reading the story? Write down the word or words that helps
you create that feelings. Choose the emoji below that described your feeling.
https://bit.ly/3fLJEX7

27
What Is It
What feelings did you have while reading/listening to the previous story? What made you
feel this way? What words did you hear that helped create this feeling? By answering these
questions, you are on your way to defining the mood and tone. Mood and tone are important
because they help create the meaning of a story.
Mood: (sometimes called atmosphere) the overall feeling of the work.
Mood is the emotions that you (the reader) feel while you are reading. Some literature makes
you feel sad, others joyful, still others, angry.
Tone: the way feelings are expressed.
Tone is the attitude that an author takes toward the audience, the subject, or the character.
Tone is conveyed through the author's words and details.
Example:
“Ben surveyed the classroom of dolts, congratulating himself for snatching the highest
test grade, the smug smirk on his face growing brighter and brighter as he confirmed the
inferiority of his peers."
The character Ben's MOOD is gleeful superiority
The author's TONE is exaggerated, somewhat cynical
What’s More
Writers, in presenting their ideas, should be clear and specific with the details they use in
their written work. While they are doing this, they should also choose the right words to convey
the tone they like the readers to feel towards their subjects.
In the next activity, you are going to determine the words that describe the tone and
mood.
Activity 4: Mutual Feelings
Directions: Determine the words that describe the tone and mood. Group them accordingly.
Write your answer below.
Amused Frightening Angry Mysterious Playful
Cheerful Sorrowful Witty Optimistic Romantic
Frustrating Sentimental Horror Suspenseful Sad
Light Exciting Joyful Happy Clear
Suspicious Serious

28
What I Have Learned
Activity 5: Introspecting
Why do we need to know on how to determine the feeling of the speaker or characters in
a literary text? Write a 5-7 sentence paragraph.
______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
In reality, is knowing one’s feeling important? Why?
______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________
Words that describe TONE Words that describe MOOD

29
Activity 6: Generalization
Direction: Read the passages carefully and answer the questions that follow.
It was the best of times, it was the worst of times, it was the age of wisdom, it was the
age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season
of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair,
we had everything before us, we had nothing before us, we were all going direct to Heaven, we
were all going direct the other way – in short, the period was so far like the present period, that
some of its noisiest authorities insisted on its being received, for good or for evil, in the
superlative degree of comparison only.
There was a king with a large jaw and a queen with a plain face, on the throne of
England; there were a king with a large jaw and a queen with a fair face, on the throne of
France. In both countries it was clearer than crystal to the lords of the State preserves of loaves
and fishes, that things in general were settled for ever.
- From A Tale of Two Cities by Charles Dickens
-
1. The tone of the passage is:
a. Nostalgic c. objective
b. Philosophical d. ironic
2. The mood of the passage is:
a. Humorous c. informative
b. Cautionary d. men-spirited
How do you like to go up in a swing,
Up in the air so blue?
Oh, I do think it the pleasantest thing
Ever a child can do!
Up in the air and over the wall,
Till I can see so wide,
Rivers and trees and cattle and all
Over the countryside—
Till I look down on the garden green,
Down on the roof so brown—
Up in the air I go flying again,
Up in the air and down!
- The Swing
By Robert Louis Stevenson
3. What is the poem about? ___________________________________
4. What is the speaker’s tone? _________________________________
5. What is the mood of the poem? ______________________________

30
CHEERFUL
TONE
and
MOOD
PRIDE
SICK
AFRAID
6.
7. What I Can Do
Activity 7: Bookmark
Directions: Read the sentences below and determine its tone/mood depicted. Write the
letter of each sentence in the box. Make a bookmark using the passages below.
A. I see the sadness in your eyes,
The times that you are knowing
What's happening to your wondrous mind,
The symptoms you are showing.
– Changing Places
B. I am born in a country of courage and integrity,
It is my honor to live with full of Dignity
– I am a Filipino
by Brainard Pavon
C. You would never know it.
The constant pain I feel.
Because in the light of day
It almost isn’t real.
– The Darkness
by Dallas E. Krystoff
D. Walk in the summer of sunshine.
Fly in the blueness of sky.
- Dance
by Paul Hayward
E. Hiding the hurt, hiding the pain,
Hiding the tears that fall like rain.
Saying I'm fine when I'm anything but.
This ache in my soul rips at my gut.
-Behind the Mask
by Melisa Bernards
BOOKMARK SAMPLE
HAPPY
I want to live
Till the sunset
of my time.
And I want to
give
All the beauty
that is mine.

31
Lesson
Inferring Theme of The
Text Listened To
What’s In
Activity 1: Self-Check√
Read each statement and identify your corresponding capacity by checking the
appropriate boxes on the right.
Excelling Proficient Approaching
I can identify a clue that leads to an accurate
inference.
I can combine a clue from the text and my schema
to draw my own conclusion.
I can determine additional evidence to support
my inference.
I can explain how the evidence supports the
inference in my own words.
I can write a theme as a universal message.
I can cite textual evidence that supports
the theme.
I can explain how the textual evidence
supports the theme.
I can summarize events that help develop
the theme.
What I Need to Know
In this lesson, you will explore more on inferences and theme. You are expected to infer
the theme of the text you have listened.
Lesson
5

32
What’s New
Activity 2: Sing-a-Song
Directions: Sing the song aloud. You may create your own melody or pattern it to your
favorite song. You may also listen to its original tune on this site
https://reading.ecb.org/teacher/inferring.html.
Inferring Song
Let’s go into the book!
Jump in! Take a look!
Can you find clues,
find clues
While you’re reading,
reading
For what happens next or unwritten text?
Are you searching,
searching
For the meaning,
meaning?
It’s not so complex. Use the context!
Inferring means you read between the lines.
Use the pictures, headings, details that you find.
Add them to the things inside your mind.
1. What is the song all about?
______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
2. What are the main points presented in the song?
______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

33
What’s More
Activity 3: Inferring Activity
Directions: Practice making inferences based on clues in the text.
Can you infer where I am and what I am doing?
1. I see bubbles rising. I hear my own breathing. There are fish swimming above me. I feel
the seaweed swaying.
Answer: _____________________________________
2. I hear screaming. My stomach feels funny. Can you see my hair blowing? I’m feeling
excited!
Answer: _____________________________________
3. It’s so dark in here. What’s that squeaky sound? Ooh, I feel something sticky and stringy
touching my face. I’m getting nervous!
Answer: _____________________________________
4. I hear a loud “thwack” as the ball leaves the ballpark and the crowd roars with
cheers!
Answer: _____________________________________
5. What can you infer from this?
Ray always carried his flute with him.
Inference: ___________________________________
6. What can you infer about Tamika’s father?
After Tamika broke the trophy, her father turned and walked away without saying
anything.
Inference: __________________________________
7. What can you infer from this?
“It’s both of us or nothing!”
Inference: ___________________________________
8. What can you infer about grandma?
Grandma’s mouth dropped open. Her hands flew to her face.
Inference: ___________________________________

34
What Is It
Inference
Definition: When you draw your own conclusion based on evidence from the text and
combine it with your own schema, or background knowledge.
Why? To help build my comprehension of the text
Theme
Definition: A universal lesson, message, or truth about life or human nature.
Why? To understand the author’s purpose and to learn valuable life lessons
Theme is the central message that stretches through an entire story, drama or poem. You can
think of the theme of a story as being like the lesson, or the real-world application of the story.
Themes often explore timeless and universal ideas. Themes can be stated outright, or they can
be just implied. Some common themes are:
Be prepared. Betraying a friend also hurts you. Revenge hurts the avenger.
What’s More
Directions: Ask somebody to read the following fables for you then identify the themes
by filling up the tables.
The Donkey, the Fox and the Lion
A donkey and a fox decided to team up to find food together. They were travelling in the
forest when they crossed paths with a lion. They were both scared. But the fox hoped to save
himself. He approached the lion and offered to help him get the donkey, if the lion would let him
escape unharmed.
The lion agreed. So, the fox and the donkey walked on, with the lion trailing behind
them. The fox led the donkey to a hidden pit, left by some long‐ago hunter as a trap for wild
animals, and the donkey fell in. As soon as the donkey was in the pit, the lion came out of hiding
and ate the fox. Then he ate the donkey.
Theme Evidence/Clue

35
The Ant and the Grasshopper
It was a beautiful spring day. The grasshopper was flitting about, enjoying himself, when
he crossed paths with an ant. The ant was working very hard, carrying bits of food deep down
into his anthill. “Why are you working so hard?” The grasshopper said. “I want to have plenty to
eat,” the ant replied. The grasshopper laughed. “Plenty to eat!” he cried. “Why there is food
everywhere that you look!” “That’s true,” the ant said. “There is enough food for today. But there
will come a day when it won’t be true.” The grasshopper hopped away, not wanting to bother
with the morose little ant.
Theme Evidence/Clue
The Bald Man and the Fly
A fly bit a bald man on the head. The man tried to shoo the fly away. But the fly landed
on the man’s head and bit him again. This made the man furious. He slapped his head to
squash the fly, but the fly few away just before the man delivered a stinging slap to his own
head. The fly landed on the man’s head a third time and laughed at him. “You would hurt
yourself just to get back at me?” he taunted. The man was so enraged that he tried to hit the fly
with a rock. Instead he knocked himself, senseless, to the ground.
The theme of this story is:
Soon spring gave way to summer, summer to fall, and fall to winter. When the fields
were covered with snow, the ant sat far down in his anthill, safe and warm, his stomach full,
confident that he had enough to eat to see him through the winter. The grasshopper, who had
not made any preparations for winter, shivered, and went from one friend to another begging for
food and feeling very foolish indeed.
Theme Evidence/Clue

36
What I Have Learned
Direction: Choose two questions to answer from the five given below.
1. What are the three things you learned today?
______________________________________________________________________
2. If you had to explain today’s lesson to a friend, what would you tell him/her?
______________________________________________________________________
3. What question do you have about what we learned today?
______________________________________________________________________
4. What part of the lesson did you find most difficult?
______________________________________________________________________
5. What were the main points we covered today?
______________________________________________________________________
What I Can Do
Directions: Ask somebody to read aloud the following texts for you. Determine the theme of
each story and explain your answer. Remember, a theme is a lesson or message in the story.
Write in complete sentences.
1. Katie Clean invited Messy Missy to her house to work on their biology project, but
Katie Clean had no idea what a visit from Messy Missy entailed. First of all, it was raining
and Messy Missy neither bothered to take her boots off nor thoroughly wiped them on
the doormat. Then Messy Missy ate a bag of hot chips on Katie Clean's white bedspread
without asking, and Messy Missy is a sloppy eater, so hot chip powder got all over the
bedspread. Katie Clean tried to be polite and ignore Messy Missy's sloppy behavior, but
then Messy Missy threw her chip wrapper on the floor. Offended, Katie Clean pretended
that she was sick and asked Messy Missy to leave. The next day Katie Clean asked the
teacher if she could work by herself. After explaining her situation, the teacher allowed
Katie to work alone. Messy Missy would have finished the assignment by herself, but
she spilled grape soda all over her assignment. What is the theme of the story?
(https://bit.ly/2ZM47G9)
______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

37
What happens in the story that leads you to believe this?
_________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. In his sophomore year of high school, Michael Jordan tried out for the varsity basketball
team at Laney High School in Wilmington, North Carolina. But at five feet and eleven inches tall,
the coach believed that Jordan was too short to play at that level, so Jordan was cut from the
team. Jordan didn't let this obstacle defeat him. In fact, it pushed him to work even harder. He
trained vigorously and grew another four inches the following summer. When he finally made
the varsity squad, Jordan averaged 25 points a game and went on to become one of the
greatest basketball players in history. (https://bit.ly/3fOEHgq)
What is the theme of the story?
______________________________________________________________________
___________________________________________________________________________
What happens in the story that leads you to believe this?
______________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Lesson
Formulating Predictions About
the Contents of the Listening
Text
What I Need to Know
Do you believe in advance thinking? Have you experienced watching a movie and it
seems like you already what will happen next? What you have done is your making a prediction.
We make predictions every day. We watch our family members and based on their
actions we can often guess what they are going to do or say next. Even young children make
predictions about the world around them. Imagine a young child walking up to a toy store. She
sees the sign and even though she can't yet read it, because she has been there before she
knows it is a toy store. Immediately, she begins anticipating what is going to happen in the
store. She is going to see and touch her favorite toys. She might even get to take one
home. (Bailey 2013)
In this module, we are going to formulate predictions about the contents of the listening
text.
Lesson
6

38
What’s New
Have you listened to the news? Did you know what might happen next after you have
listened to it? In the next activity, read the article below and answer the questions that follow.
Activity 1: Let’s Be Informed.
Instruction: Study the article carefully and answer the questions that follow.
Source:https://www.who.int/philippines/emergencies/covid-19-in-the-philippines
1. What is the article all about?
________________________________________________________________
_____________________________________________________________________
2. How did the Corona Virus (COVID-19) came in our country?
________________________________________________________________
___________________________________________________________________
3. What do you think would happen next after the reported first case of COVID-19 in our
country?
________________________________________________________________
_____________________________________________________________________
4. How do you think this COVID – 19 outbreaks would end?
________________________________________________________________
___________________________________________________________________

39
What’s More
Sometimes, the simplest person can be the most truthful person you will ever meet. Will
you ride in a taxi with a driver willing to share his personal stories? See how this Singaporean
shares his story as a taximan.
Activity 2: What’s On Your Mind?
Directions: Listen to your teacher as s/he read the story paragraph by paragraph, pause
after every paragraph and anticipate what will happen in the next part. Answer the questions
that follows in every end of the paragraph.
Option 2: If done at home let another person from your house read it.
Option 3: If applicable, it can be broadcast on radio station.
The Taximan's Story
by Catherine Lim
Singaporean Short Story
Very good, Madam. Sure, will take you there in plenty good time for your meeting, madam.
This way better, less traffic, less car jams. Half hour should make it, madam, so not to worry.
1. Why did taximan is very familiar with the way?
______________________________________________________________________
________________________________________________________________
2. Why is he taking another way?
______________________________________________________________________
________________________________________________________________
What is it you say, madam? Yes, yes, ha, ha, been taxi man for twenty years now, madam.
Long time ago. Singapore not like this so crowded so busy.
3. What is the man’s thougth about the city before?
______________________________________________________________________
________________________________________________________________
Last time more peaceful, not so much taximen, or so much cars and buses. Yes madam,
can make a living. So so. What to do. Must work hard if wants to success in Singapore. People
like us, no education, no capital for business, we must sweat to earn money for wife and
children.

40
4. What does it mean when he said, “we must sweat to earn money?
______________________________________________________________________
________________________________________________________________
5. Why is the taximan is working so hard?
______________________________________________________________________
________________________________________________________________
Yes, madam, quite big family—eight children, six sons, two daughters. Big family! Ha! Ha!
No good, madam. In those days. Where got Family Planning in Singapore? People born many,
many children, every year, one childs. Is no good at all. Today is much better. Two children,
three children, enough, stop. Our government say stop.
6. Do you think he could raise all his children by being a taximan?
______________________________________________________________________
________________________________________________________________
Luck for me, all my children big now. Four of my sons working—one a businessman, two
clerks, one a teacher in Primary school, one in National Service, one still schooling, in
Secondary Two. My eldest daughter, she is twenty plus, stay at home, help the mother. No, not
married yet—Very shy and her health not so good, but a good, and obedient girl.
7. Do you think he is a Lucky father?
______________________________________________________________________
________________________________________________________________
My other girl Oh, Madam! Very hard for father when daughter is no good and go against her
parents. Very sad like punishment from God.
8. What makes the man sad as a father?
______________________________________________________________________
________________________________________________________________
Today, young people not like us when we are young.
9. What do you think is the attitude of the man when he is still young?
______________________________________________________________________
________________________________________________________________

41
We obey. Our parents say don‘t do this, we never do. Otherwise, the cane. My father cane
me. I was big enough to be married, and still, got caning. My father he was very strict, and that
is good thing for parents to be strict. If not, young boys and girls become very useless. Do not
want to study, but run away, and go to night clubs and take drugs and make love. You agree
with me madam?
10. How did the man see young children nowadays?
______________________________________________________________________
________________________________________________________________
Today, young people they are very trouble to their parents. Madam, you see this young
people over there, outside the coffee house? See what I mean, madam? They are only school
boys and school girls, but they act like big shots, spending money, smoking, wearing latest
fashion, and making love. Ah, Madam, I know, I know! As taximan, I know them and their habits.
Madam, you are a teacher, you say? You know or not that young school girls, fifteen, sixteen
years old, they go to public lavatory or hotel and change into these clothes, and they put make-
up on their face. Their parents never know. They tell their Mum got school meeting, got sports
and games, this, that, but they really come out and play the fool.
11. Why did the taximan is so familiar about the behavior of the young children today?
______________________________________________________________________
________________________________________________________________
Ah, madam, I see you surprise, but I know, I know all their tricks. I take them about in my
taxi. They usual is wait in bowling alley or coffee house or hotel, and they walk up, and friend,
friend, the European and American tourists, and this is how they make fun and also extra
money. Madam, you believe or not when I tell you how much money they got? I say! Last night,
madam, fourth floor flat—and she open her purse to pay me, and I say! All American notes—ten
dollar notes all, and she pull one out and say keep change as she has no time already. Madam,
I tell you this, every month, I get more money from these young girls and their American and
European boyfriends in my taxi, more than I get from other people who bargain and say don‘t
want go by meter and wait even for ten cents change. Phui!! Some of them really make me
mad. But these young girls and their boyfriends don‘t bargain, they just pay, pay, and they make
love in taxi so much they don‘t know if you go round and round and charge them by meter! I tell
you, Madam, some of them don‘t care how much they spend on taxis. It is like this: after the 1
a.m. taxi fare double, and I prefer working this time, because naturally, much more money. I go
and wait outside Elroy Hotel or Tung Court or Orchid mansions, and sure enough, madam, will
have plenty business. Last Saturday, madam, no joking, on one day alone I make nearly one
hundred and fifty dollars! Some of it for services. Some of tourists don‘t know where, so I tell
them and take them there, and that‘s extra money. Ah, madam, if I tell you, no end to the story.

42
12. Why did the taximan is so sad about what happened to these young people?
______________________________________________________________________
________________________________________________________________
But I will tell you this, Madam. If you have a young daughter and she says Mummy I got
meeting today in school and will not come home, you must not say, Yes, yes but you must go
and ask her where and why and who, and you find out. Today young people not to trust, like
young people in many years ago. Oh, Madam, I tell you because I myself have a daughter—oh,
madam, a daughter I love very much.
13. Does his daughter is one of those young people he described earlier?
______________________________________________________________________
________________________________________________________________
She is so good and study hard. And I see her report cards and her teacher write―Good
work and Excellent— so on, so on. Oh, madam, she my favorite child, and I ask her what she
want to be after left school, and she says go to University. None of my other children could go to
University, but this one, she is very smart and intelligent—no boasting, madam her teachers
write―Good and Excellent—, and so on, so on, in her report cards. She study at home, and
help the mother, but sometime a little lazy, and she say teacher want her to go back to school to
do extra work, extra coaching, in her weak subject, which is maths, madam. So I let her stay
back in school and day after day she come home in evening, then she do her studies and go to
sleep. Then one day, oh madam, it makes me so angry even now—one day.
14. What makes the taximan angry towards his daughter?
______________________________________________________________________
________________________________________________________________
I in my taxi driving, driving along and hey! I see a girl looking like my Lay Choo, with other
girls and some European outside a coffee—house but I think, it cannot be Lay Choo, how can,
Lay Choo is in school, and this girl is all dressed up and make-up, and very bold in her behavior,
and this is not like my daughter at all. Then they all go inside the coffee-house, and my heart is
very, very—hoe you describe it, madam, my heart is very―susah hati and I say to myself, I will
watch that Lay Choo and see her monkey tricks.
15. What do you think happened next after he knew it was his daugther?
______________________________________________________________________
________________________________________________________________

43
The very next day she is there again I stop my taxi, madam, and I am so angry. I rush up to
this wicked daughter and I catch her by the shoulders and neck, and slap her and she scream,
but I don‘t care. Then I drag her to my taxi and drive all the way home, and at home I trash her
stupid fool and I beat her and slap her till like hell. My wife and some neighbors they pull me
away, and I think if they not pull me away, I sure to kill that girl. I lock her up in her room for
three days, and I ashamed to tell her teacher, so I just tell the teacher that Lay Choo is sick, so
please to excuse her. Oh, madam, how you feel in my place? Make herself so cheap, when her
father drive taxi all day to save money for her University.
16. Do you think he still want to sent his daughter to school after what happened?
______________________________________________________________________
________________________________________________________________
What is it, Madam? Yes, yes, everything okay now, thank you. She cannot leave the house
except to go to school, and I tell her mother always check, check, in everything she do, and her
friends—what sort of people they are. Ah, madam, young people today, what trouble they are...
What, madam? Oh, sorry, madam, cannot wait for you to finish your meeting. Must go off,
please to excuse me. In a hurry, madam. Must go off to Hotel Elroy—there plenty young people
pick up. So very sorry. madam, and thank you very much.
17. What do you think is on the mind of the passenger the whole time?
______________________________________________________________________
________________________________________________________________
18. If you were the father would you still react in the same way? Why or why not?
______________________________________________________________________
________________________________________________________________
19. What do you feel about the taximan’s daughter?
______________________________________________________________________
________________________________________________________________
20. Do you think the taximan’s daughter can finish her study? Why/why not?
______________________________________________________________________
________________________________________________________________
What Is It
Good start! But your search for knowledge is not yet over; in fact, you have just begun
another journey to discover new things and the privilege to share these with others.

44
Many of us believed in the mindset of “Advance Mag isip”. Why do we predict? Is this
helpful? At this point, we are going to learn what is prediction and how can we formulate
prediction.
When making predictions, students envision what will come next in the text, based on
their prior knowledge. Predicting encourages children to actively think ahead and ask
questions. It also allows students to understand the story better, make connections to what they
are reading, and interact with the text.
Prediction is an activity learner carries out before reading or listening to a text, where
they predict what they are going to hear or read. This gives them a reason to listen or read, as
they confirm or reject their predictions.
Example:
Learners are going to listen to a presentation about a journey through Africa. They
predict what vocabulary they might hear, and what kind of emotions the speaker might have felt.
They listen to confirm their ideas.
In the classroom
Prediction is a valuable stage in listening and reading activities. It mirrors skills use, where
predictions form an important base for being able to process language in real time. Both content
and language can be predicted.
What I Have Learned
In the previous activity, you successfully predict the happenings of the story that makes
you focus on the story you listened to. This time you pretend that you are talking to someone
predict their answers in the conversation.
ACTIVITY 3: LET’S TALK.
Instruction: The following is a telephone conversation. Predict what the other speaker is saying.
Get a partner and present the telephone conversation (if applicable). Write your answer on the
space provided.

45
Maggie: I am Maggie Conception. I am interested to apply for the Youth Exchange Program.
Can you help me?
Other Speaker:
____________________________________________________________________________
____________________________________________________________________________
Maggie: May I know the criteria for the selection of scholars?
Other Speaker:
____________________________________________________________________________
____________________________________________________________________________
Maggie: Could you tell me where can I get an application?
Other Speaker:
____________________________________________________________________________
____________________________________________________________________________
Magie: Thank you very much.
Other Speaker:
____________________________________________________________________________
____________________________________________________________________________
Source: English Expressways II pp. 99

46
What I Can Do
You just have tried making your prediction in a conversation. In the next activity you are
going to predict the next part of a story and check if your prediction is right.
ACTIVITY 4: THE NEXT EPISODE
Direction: Listen/watch a drama on radio/TV, predict what might happen next. On the next day
check if your prediction is right.
TITLE: _________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__
My Prediction
The Last Part

47
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________
What Happened?

48
Lesson
Listening to Paraphrase
Information or Ideas
What’s In
What is paraphrasing?
Paraphrasing expresses the meaning of (the writer or speaker or something written or
spoken) using different words, especially to achieve greater clarity. You can either quote or
paraphrase literary texts. It is different from summarizing and quoting statements.
Image source: https://sarastudioonline.com/images/488195.jpg
What I Need to Know
At the end of this lesson, you should be able to listen to paraphrase information/ideas.
Define paraphrase and paraphrase lines from the song they listened to.
What’s New
Do you know already that you can restate ideas in your own words by reading first the
selection since it is always the first step of paraphrasing but today you will have another
challenge to take. There is a listening text which will be used for the paraphrasing exercises.
Option A. How to paraphrase?
There are steps in paraphrasing but commonly it is more on reading. Today, you will
listen to paraphrase. Before that let us watch this video on how to paraphrase.
Lesson
7

49
Video source: https://www.youtube.com/watch?v=oiM0x0ApVL8
Option B. If you cannot access the above video using the link. Below are the contents about the
steps in paraphrasing.
How to paraphrase in five steps
1. Listen the passage several times to fully understand the meaning
2. Note down key concepts
3. Write your version of the text without looking at the original
4. Compare your paraphrased text with the original passage and make minor
adjustments to phrases that remain too similar
5. Cite the source where you found the idea
Paraphrasing example
Original passage
“The number of foreign and domestic tourists in the Netherlands rose above 42 million in
2017, an increase of 9% and the sharpest growth rate since 2006, the national statistics office
CBS reported on Wednesday” (DutchNews.nl, 2018).
Paraphrased version
According to the national statistics office, the Netherlands experienced dramatic growth
in tourist numbers in 2017. More than 42 million tourists travelled to or within the Netherlands
that year, representing a 9% increase – the steepest in 12 years (DutchNews.nl, 2018).
 The text is rewritten in your own words
 The meaning of the text did not change
 The source is cited correctly according to APA in-text citation rules
Examples of paraphrases and original sentences.
Here are the examples of original lines taken from the songs and the corresponding
paraphrases.
Original lines /sentences from the songs Paraphrased Sentences
It's a long road
When you face the world alone
No one reaches out a hand
For you to hold
You can find love
If you search within yourself
It's a long way to go when you face a
lonely world where no one can reach you.
You can find love if you look for it yourself.

50
And the emptiness you felt
Will disappear
Source: lyrics from the song “Hero” by
Mariah Carey
Original lines /sentences from the songs Paraphrased Sentences
Whenever I see girls and boys Selling
lanterns on the street I remember the child
in the manger as he sleeps Wherever there
are people Giving gifts exchanging cards I
believe that Christmas is truly in their hearts
Let's light our Christmas trees for a bright
tomorrow Where nations are at peace And
all are one in God
Source: lyrics from the song “Christmas in
our Hearts ” by Jose Marie Chan
Whenever I see a girl and a boy selling
lanterns on the street, I remember my child
sleeping peacefully in the manger and
everyone was in God
What Is it?
After learning about paraphrasing, it is necessary to learn on how to listen very well.
Listening is a skill that involves reception through the ears. It involves sound elements that are
processed into words and sentences. It’s our ears use to receive individual sounds (letters,
stress, rhythm), and our brain to transcode these messages that we find meaning in.
Listening in any language needs focus. It is a skill that should be exerted more effort to
grasp the information
Before Listening:
1. Listen attentively to get general ideas
2. Take down notes to assist you in answering questions later.
Guide Question:
1. What are our prayers to God as reflected in this song?
2. What does the song tell us if we humble ourselves?
Listening Text: Note Heal Our Land is chosen because it is always played on the radio and
FM stations in this time of pandemic.)
Option A. There is an attached mp3 file of the song “Heal our Land” in this module which will be
given by the teacher to those who have devices.
Option B. Let the students listen the song “Heal our Land” from radio and fm stations in their
respective areas since the song is one of the most played songs in this Covid-19 pandemic.

51
Heal Our Land
By: Jamie Rivera
If my people will humble themselves
Humble themselves and pray
If they seek my face and humble themselves
And turn from their wicked ways
I will hear from heaven and forgive their sins
I will hear from heaven and heal their land
Lord, heal our land
Father, heal our land
Hear our cry and turn our nation back to You
Lord, heal our land
Hear us oh, Lord, and heal our land
Forgive our sin and heal our broken land
Lord, we vow our knee, we humble ourselves
Humble ourselves and pray
Lord, we seek your face and humble ourselves
And turn from my wicked ways
Father in Your mercy, forgive our sins
Father in Your mercy, come heal our land
Lord, heal our land
Father, heal our land
Hear our cry and turn our nation back to You
Lord, heal our land
Hear us oh, …
Source: https://bit.ly/2N6Ef0A
What’s More
Activity 1: Fill me!
Listen carefully as mp3 file or from radio or FM of the song “Heal our Land” is played. Fill
in the table below with the three lines from the song that captured your attention most.
Lines From The Song What do the lines mean to you?
1.
2.
3.

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