This document provides information about Module 2 of the ALS Junior High School program on communication skills in English. The module focuses on restating information and teaches learners to distinguish between facts and opinions, understand different viewpoints, and paraphrase information in their own words. It includes learning objectives, pre-assessment questions to check prior knowledge, and outlines lessons on distinguishing facts from opinions, comprehending opposing viewpoints, and paraphrasing stories and events. The resource was created through a partnership between UNESCO, the Philippine Department of Education, and other organizations to support out-of-school learners.
The main idea of the news article is that heavy rains in Sta. Rosa, Laguna resulted in toppled electric posts and a power outage, as stated in choice C. This is evident from analyzing the details provided in the article based on the questions asked, and by noting that the beginning of the article directly states this main idea.
The main idea of a paragraph is the most important point of a text and may be found in the title of the text or as part of an introduction to a text.
The supporting details support the main idea.
This document provides guidance for a session on teaching tag questions. The session aims to help learners understand positive and negative tag questions and how intonation is used to differentiate them. Learners will practice forming tag questions with statements and identifying the appropriate intonation pattern. The session guide outlines learning objectives, required resources, procedures including preliminary activities, presentations, analysis exercises, and a summary of key concepts. Exceptions to typical tag question formation are also explained.
Here are the answers with tag questions:
1. She lives in Bulacan, doesn't she?
2. The sun is also a star, isn't it?
3. Tomatoes are fruits, aren't they?
4. You don't love her anymore, do you?
5. The rich businessman owns a ranch, doesn't he?
6. Orchids are aerial plants, aren't they?
Trying This Out
lesson 1
6
TAG QUESTIONS
Directions: Read each statement and answer the tag question with "Yes" or "No". Write your answers on a separate sheet of paper.
1. The sun rises in the east, doesn't it?
Here are the answers to the exercises:
1. Subject: Anger
Verb: increases
2. Subject: Fred
Verb: learned
3. Subject: Time
Verb: is
4. Subject: voters
Verb: exercise
5. Subject: I
Verb: am
Trying This Out
lesson 1
5 I MYSELF BELIEVE
II. Check your answers to the exercises above.
1. The subject of the sentence "Anger increases the risk of a heart attack" is "Anger" and the verb is "increases".
2. The subject of the sentence "At 10, Fred already learned how to play the guitar" is
This document contains session guides for Module 7 of the Junior High School Communication Skills in English learning strand. The session guides cover three sessions on idiomatic expressions and literary forms. Session 1 defines different literary forms such as folktale, speech, biography, drama, essay, short story, novel, and poetry. It also covers distinguishing features of proverbs, myths, and legends. Session 2 defines figures of speech such as personification, hyperbole, simile, and metaphor. Session 3 covers figurative language, idiomatic expressions, and common idioms involving body parts or animals. The session guides provide learning objectives, procedures, and activities to help learners understand various literary forms and figures of speech.
This document provides session guides for a module on restating information. The session guide discusses distinguishing between facts and opinions. It explains that facts are always true and verifiable, while opinions are reflections of personal beliefs and are not objectively verifiable. The guide gives examples of facts and opinions. It also discusses making inferences based on implicit statements and evidence. The guide provides exercises to help learners practice identifying facts versus opinions.
This document provides session guides for Module 1 of the Junior High School Communication Skills in English learning strand. The session guide summarized here is for Session 1, which aims to help learners recognize main ideas and supporting details. The session guide outlines the duration, key understandings, learning objectives, resources, and procedures for an activity to identify main ideas and supporting details in a sample paragraph about why snakes shed their skin.
The main idea of the news article is that heavy rains in Sta. Rosa, Laguna resulted in toppled electric posts and a power outage, as stated in choice C. This is evident from analyzing the details provided in the article based on the questions asked, and by noting that the beginning of the article directly states this main idea.
The main idea of a paragraph is the most important point of a text and may be found in the title of the text or as part of an introduction to a text.
The supporting details support the main idea.
This document provides guidance for a session on teaching tag questions. The session aims to help learners understand positive and negative tag questions and how intonation is used to differentiate them. Learners will practice forming tag questions with statements and identifying the appropriate intonation pattern. The session guide outlines learning objectives, required resources, procedures including preliminary activities, presentations, analysis exercises, and a summary of key concepts. Exceptions to typical tag question formation are also explained.
Here are the answers with tag questions:
1. She lives in Bulacan, doesn't she?
2. The sun is also a star, isn't it?
3. Tomatoes are fruits, aren't they?
4. You don't love her anymore, do you?
5. The rich businessman owns a ranch, doesn't he?
6. Orchids are aerial plants, aren't they?
Trying This Out
lesson 1
6
TAG QUESTIONS
Directions: Read each statement and answer the tag question with "Yes" or "No". Write your answers on a separate sheet of paper.
1. The sun rises in the east, doesn't it?
Here are the answers to the exercises:
1. Subject: Anger
Verb: increases
2. Subject: Fred
Verb: learned
3. Subject: Time
Verb: is
4. Subject: voters
Verb: exercise
5. Subject: I
Verb: am
Trying This Out
lesson 1
5 I MYSELF BELIEVE
II. Check your answers to the exercises above.
1. The subject of the sentence "Anger increases the risk of a heart attack" is "Anger" and the verb is "increases".
2. The subject of the sentence "At 10, Fred already learned how to play the guitar" is
This document contains session guides for Module 7 of the Junior High School Communication Skills in English learning strand. The session guides cover three sessions on idiomatic expressions and literary forms. Session 1 defines different literary forms such as folktale, speech, biography, drama, essay, short story, novel, and poetry. It also covers distinguishing features of proverbs, myths, and legends. Session 2 defines figures of speech such as personification, hyperbole, simile, and metaphor. Session 3 covers figurative language, idiomatic expressions, and common idioms involving body parts or animals. The session guides provide learning objectives, procedures, and activities to help learners understand various literary forms and figures of speech.
This document provides session guides for a module on restating information. The session guide discusses distinguishing between facts and opinions. It explains that facts are always true and verifiable, while opinions are reflections of personal beliefs and are not objectively verifiable. The guide gives examples of facts and opinions. It also discusses making inferences based on implicit statements and evidence. The guide provides exercises to help learners practice identifying facts versus opinions.
This document provides session guides for Module 1 of the Junior High School Communication Skills in English learning strand. The session guide summarized here is for Session 1, which aims to help learners recognize main ideas and supporting details. The session guide outlines the duration, key understandings, learning objectives, resources, and procedures for an activity to identify main ideas and supporting details in a sample paragraph about why snakes shed their skin.
The document provides instructions for a module on developing reading comprehension skills through identifying context clues and making inferences. It is divided into three lessons which teach students to 1) recognize main ideas and distinguish facts from opinions, 2) make inferences and draw conclusions, and 3) use context clues to determine the meaning of unfamiliar words. The overall goal is to enhance critical thinking and independent learning.
This module helps learners improve their writing skills through exploring different types of sentences, note-taking techniques, and various writing styles. It teaches how to construct effective paragraphs by including a topic sentence, supporting details, and a concluding sentence. Learners will learn skills like identifying key information, varying sentence structures, and differentiating among informative, journalistic, and creative writing. With practice of the techniques introduced, the module aims to help learners overcome challenges in writing and develop stronger composition abilities.
This document discusses different literary forms including prose, poetry, drama, nonfiction, media, biography, essay, folktale, legends, and myths. It provides examples and definitions of each form. Legends are traditional stories based on some truth that may include exaggerated or fictional elements about real people from history. Myths aim to teach lessons or explain natural phenomena and mysteries of life without a known author.
This document provides session guides for a module on expressing opinions for junior high school students. The first session guide covers identifying subjects and verbs, and subject-verb agreement. It includes a pre-test to assess students' current understanding, a presentation defining subjects and verbs and the subject-verb agreement rule, an activity identifying subjects and verbs in sentences, and an analysis of subject-verb agreement with examples. The goal is for students to understand what constitutes a subject and verb, and to apply the rule of subject-verb agreement in simple sentences.
This document provides session guides for Module 6 of the Junior High School Communication Skills in English learning strand. The module focuses on using context clues. Session Guide 1 covers recognizing main ideas, distinguishing facts from opinions, and making inferences. Key activities include identifying main ideas, differentiating facts and opinions, and drawing conclusions. Session Guide 2 covers identifying meanings of words using prefixes and suffixes. Key activities include explaining meanings of words with prefixes like un- and suffixes like -ful. The session guides provide instructions and resources to help learners meet learning objectives related to comprehending texts and using context to determine word meanings.
This document provides session guides for a module on writing skills for junior high school students. Session Guide 1 focuses on identifying the key parts of a paragraph, including the topic sentence, supporting details, and concluding sentence. Learners will practice identifying these elements in sample paragraphs and writing their own paragraph. Session Guide 2 covers writing simple, compound, and complex sentences on various topics. It also addresses note-taking skills. The session guides provide learning objectives, procedures, and activities to help students develop their writing and note-taking abilities based on the module.
This document is a module on word structure from the Bureau of Alternative Learning System. It provides lessons on root words, prefixes, suffixes, and compound words. The module aims to help students understand how words are formed and to expand their vocabulary. It begins with a pre-test to assess students' existing knowledge in these areas. The first lesson defines root words and affixes, and provides examples of how new words are formed using Latin and English root words. It teaches students to identify root words and affixes in sentences. Subsequent lessons cover specific prefixes, suffixes, and exercises to apply this understanding of word structure.
The document provides instructions on how to properly fill out forms, including reading the form carefully, providing true and correct information, and handling it with care. It then gives an example of a cash deposit slip form and guides the reader through filling it out together. Finally, it has practice activities where the reader pretends to fill out forms like a pupil profile and school admission form on their own.
The document includes the module contents, lessons, activities, and development team. The overall aim is to help learners recognize main ideas and supporting information in written and spoken English to improve reading
EAPP Quarter 2 – Module 1 Arguments in Manifestoes.pdfLeah Condina
Here are the answers:
1. N
2. N
3. A
4. A
5. N
6. A
The statements that provide claims and reasons to support them are considered arguments. Statements that are just stating facts or opinions are not arguments.
The document provides instructions for a module on developing reading comprehension skills through identifying context clues and making inferences. It is divided into three lessons which teach students to 1) recognize main ideas and distinguish facts from opinions, 2) make inferences and draw conclusions, and 3) use context clues to determine the meaning of unfamiliar words. The overall goal is to enhance critical thinking and independent learning.
This module helps learners improve their writing skills through exploring different types of sentences, note-taking techniques, and various writing styles. It teaches how to construct effective paragraphs by including a topic sentence, supporting details, and a concluding sentence. Learners will learn skills like identifying key information, varying sentence structures, and differentiating among informative, journalistic, and creative writing. With practice of the techniques introduced, the module aims to help learners overcome challenges in writing and develop stronger composition abilities.
This document discusses different literary forms including prose, poetry, drama, nonfiction, media, biography, essay, folktale, legends, and myths. It provides examples and definitions of each form. Legends are traditional stories based on some truth that may include exaggerated or fictional elements about real people from history. Myths aim to teach lessons or explain natural phenomena and mysteries of life without a known author.
This document provides session guides for a module on expressing opinions for junior high school students. The first session guide covers identifying subjects and verbs, and subject-verb agreement. It includes a pre-test to assess students' current understanding, a presentation defining subjects and verbs and the subject-verb agreement rule, an activity identifying subjects and verbs in sentences, and an analysis of subject-verb agreement with examples. The goal is for students to understand what constitutes a subject and verb, and to apply the rule of subject-verb agreement in simple sentences.
This document provides session guides for Module 6 of the Junior High School Communication Skills in English learning strand. The module focuses on using context clues. Session Guide 1 covers recognizing main ideas, distinguishing facts from opinions, and making inferences. Key activities include identifying main ideas, differentiating facts and opinions, and drawing conclusions. Session Guide 2 covers identifying meanings of words using prefixes and suffixes. Key activities include explaining meanings of words with prefixes like un- and suffixes like -ful. The session guides provide instructions and resources to help learners meet learning objectives related to comprehending texts and using context to determine word meanings.
This document provides session guides for a module on writing skills for junior high school students. Session Guide 1 focuses on identifying the key parts of a paragraph, including the topic sentence, supporting details, and concluding sentence. Learners will practice identifying these elements in sample paragraphs and writing their own paragraph. Session Guide 2 covers writing simple, compound, and complex sentences on various topics. It also addresses note-taking skills. The session guides provide learning objectives, procedures, and activities to help students develop their writing and note-taking abilities based on the module.
This document is a module on word structure from the Bureau of Alternative Learning System. It provides lessons on root words, prefixes, suffixes, and compound words. The module aims to help students understand how words are formed and to expand their vocabulary. It begins with a pre-test to assess students' existing knowledge in these areas. The first lesson defines root words and affixes, and provides examples of how new words are formed using Latin and English root words. It teaches students to identify root words and affixes in sentences. Subsequent lessons cover specific prefixes, suffixes, and exercises to apply this understanding of word structure.
The document provides instructions on how to properly fill out forms, including reading the form carefully, providing true and correct information, and handling it with care. It then gives an example of a cash deposit slip form and guides the reader through filling it out together. Finally, it has practice activities where the reader pretends to fill out forms like a pupil profile and school admission form on their own.
The document includes the module contents, lessons, activities, and development team. The overall aim is to help learners recognize main ideas and supporting information in written and spoken English to improve reading
EAPP Quarter 2 – Module 1 Arguments in Manifestoes.pdfLeah Condina
Here are the answers:
1. N
2. N
3. A
4. A
5. N
6. A
The statements that provide claims and reasons to support them are considered arguments. Statements that are just stating facts or opinions are not arguments.
PHILO_Q1_Mod2.1_Methods of Philosphizing.pdfLawSchool5
This module introduces the philosophy of epistemology. Epistemology studies how humans acquire knowledge and determine what is true. It has two main goals: 1) to show how knowledge can be acquired and 2) to validate if acquired knowledge is truly knowledge. Knowledge is a mental grasp of reality obtained through perception or reason based on perception. There are two main ways of acquiring knowledge - through the senses like sight and touch, and through rational thinking using the mind. The process of acquiring knowledge starts with reality, then using the senses to perceive reality, and thinking rationally about sense perceptions to gain understanding.
The document discusses defending a stand on an issue by presenting reasonable arguments. It provides steps to take such as making issue criteria, collecting evidence from proper sources, and using appeals to support claims. Reasonable arguments must be backed by factual evidence cited from credible sources. The goal is to address all sides of an issue and present a position in a clear, understandable manner to persuade the audience.
Developmental Changes in Middle and Late AdolescenceKokoStevan
This document is a self-learning module on personal development for 11th grade students. It discusses developmental changes that occur in middle and late adolescence. The module is divided into several sections that introduce a topic, provide activities for students to practice and learn, and assess their understanding. It aims to help students understand the developmental tasks and challenges of adolescence, evaluate their own development with input from others, and identify ways to become responsible and prepared for adulthood.
EAPP Quarter 2 – Module 2 Stand on Issues Supported by Factual Evidences.pdfLeah Condina
This module discusses defending a position on an issue by presenting arguments supported by factual evidence. It explains that claims require evidence to be credible. Examples show arguments supported by citations and statistics versus unsupported claims. Common propaganda techniques are also outlined to help identify strong versus weak arguments. The key is using evidence like quotes, examples, and data from credible sources to back positions, while acknowledging opposing views and providing counter-evidence.
The document discusses how to design effective survey questionnaires, explaining the differences between closed and open questions and how each type can be used. It also covers best practices for questionnaire design like clearly defining aims, keeping the length short, and conducting a pilot study to test questions. Well-designed questionnaires can efficiently gather both quantitative and qualitative data from a large sample.
The document provides an introduction to the Practical Research 2 module on quantitative research. It includes information on the copyright, development team, and introductory messages for both facilitators and learners. The module aims to help learners understand quantitative research methods and appreciate their application in real-life situations. It outlines the specific learning outcomes and steps that will be covered, including identifying different variables and when to use quantitative research approaches.
EAPP Quarter 2 – Module 6 Gathering Information from Surveys, Experiments, or...Leah Condina
This module discusses conducting surveys to gather information. It explains that a survey involves collecting data from a sample of a population to analyze trends, while a questionnaire simply collects answers to specific questions. The module then provides steps for constructing a survey, including clarifying the goal, selecting a sample to interview, choosing an administration method, and creating a data collection sheet. It emphasizes that a well-designed sampled survey can reflect the views of the entire population if the sample is carefully chosen. Surveys are used to collect opinions, behaviors, needs and attitudes in a uniform way from respondents.
1. It provides a summary of the key aspects of the work being reacted to - in this case, characters and themes in Noli Me Tangere.
2. It analyzes different elements of the work and connects them to real world issues, showing understanding.
3. It presents the writer's opinions and reactions to different parts of the work in an objective manner supported by examples and details from the text.
This module discusses strategies to avoid communication breakdown and contains two lessons - Communication Breakdown and Various Strategies to Avoid Communication Breakdown. It is intended to help students understand how communication works among people to foster mutual understanding, identify barriers to effective communication, and use appropriate strategies to achieve relationship and community building goals. The module is designed to be used flexibly based on the needs of different learning situations.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This feedback allows communication to become a two-way process.
4. Context or environment influences the communication exchange between the sender and receiver at each step of the process.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This completes the communication process.
This document is a self-learning module on personal development for senior high school students in the Division of General Santos City. The module aims to help students better understand themselves and others as they make important career decisions. It uses experiential learning approaches and activities to explore themes of self-concept, personality development, and decision-making. The module is designed to be used independently by students at their own pace. It includes introductory messages, learning objectives, pre-assessments, lesson discussions, independent practice activities, and assessments.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st-century skills while taking into consideration their needs and circumstances.
PHILO_Q1_Mod3_The Human Person as an Embodied Spirit.pdfLawSchool5
The document discusses the human person as an embodied spirit, explaining that a human person has a body, mind, and spirit that form their identity. It defines key terms like man, human, and person and describes humans as having both a cognitive self and physical self. The human person is presented as having an animating core or spirit that drives their thoughts, actions, and experiences in the world in an embodied way.
G11SLM1Q1-Oral-Com-Nature-and-Process-of-Communication for teacher.pdfAngelieTheanTinapayD
The document provides information about a lesson on the nature, process and functions of communication. It begins by stating the learning competency and objectives. It then discusses the key elements of communication including the sender, encoding, message, channel, decoding, receiver, feedback and interference. It also explains the context. Furthermore, it outlines the main functions of communication such as regulation/control, social interaction, motivation, information sharing, and emotional expression. The lesson aims to help readers understand the fundamentals and relevance of communication.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. SECONDARY
JHS
LEARNING STRAND 1
COMMUNICATION SKILLS IN ENGLISH
MODULE 2: IN OTHER WORDS (RESTATING INFORMATION)
ALS Accreditation and Equivalency Program: Junior High School
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2.
3. COMMUNICATION SKILLS IN ENGLISH
MODULE 2
LEARNING STRAND 1
IN OTHER WORDS
RESTATING INFORMATION
5. DEVELOPMENT TEAM
Jaime Daroy
Elizabeth Reyes
Bernadette Sison
Mildred Parbo
Ma. Teresita Medado
Author
Content Expert
Admin and Finance Staff
Project Lead
President
Master Teacher I, ALS Task Force (On-detail)
Education Program Specialist II, ALS Task Force (On-detail)
Project Development Officer III, Bureau of Learning Resources
Education Program Specialist II, Bureau of Learning Resources
Senior Education Program Specialist, Bureau of Curriculum Development
Senior Education Program Specialist, Bureau of Learning Resources
Supervising Education Program Specialist, ALS Task Force
Chief Education Program Specialist, Bureau of Learning Resources
Director III/Head, ALS Task Force
Officer-In-Charge, Office of the Director IV, Bureau of Learning Resources
Assistant Secretary for Alternative Learning System Program
and Task Force
Undersecretary for Legislative Liaison Office, External Partnership Service
and Project Management Service
Secretary
Ade Sandra
Rusyda Djamhur
Marmon Abutas Pagunsan
Remegio Alquitran
Maria Karisma Bea Agarao
Mee Young Choi
Shahbaz Khan
Admin and Finance Assistant
Project Assistant
National Project Consultant
National Project Officer
National Programme Coordinator
Head of Education Unit
Director and Representative
Jenelyn Marasigan Baylon
Kristine Lee S. Lumanog
Judy R. Mendoza
Reyangie V. Sandoval
Josephine C. Intino
Eric U. Labre
Roderick P. Corpuz
Daisy Asuncion O. Santos
Marilette R. Almayda
Ariz Delson Acay D. Cawilan
G. H. S. Ambat
Tonisito M. C. Umali
Leonor Magtolis Briones
Marlon P. Daclis
Tuesday C. De Leon
Olivia G. Torres
Schools Division Office of San Jose City, Department of Education
Pangasinan State University
Schools Division Office of Bulacan, Department of Education
Content and Language Evaluators and Instructional Design Reviewer
6. User’s Guide
For the ALS Learner:
Welcome to this Module entitled In Other Words (Restating Information) under Learning Strand 1
Communication Skills in English of the ALS K to 12 Basic Education (BEC).
This module was designed to provide you with fun and meaningful opportunities for guided and independent
learning at your own pace and time. You will be enabled to process the contents of the learning resource while
being an active learner.
This module has the following parts and corresponding icons:
Let’s Get to Know
This will give you an idea of the skills or competencies you are expected to
learn in the module.
Pre-assessment
This part includes an activity that aims to check what you already know
about the lesson. If you get all the answers correct (100%), you may decide
to skip this module.
Setting the Path
This section provides a brief discussion of the lesson. This aims to help you
discover and understand new concepts and skills.
Trying This Out
This comprises activities for independent practice to solidify your
understanding and skills of the topic. You may check the answers to the
exercises using the Answer Key at the end of the module.
Understanding
What You Did
This includes questions that process what you learned from the lesson.
Sharpening
Your Skills
This section provides an activity that will help you transfer your new
knowledge or skill in real-life situations or concerns.
Treading the
Road to Mastery
This is a task which aims to evaluate your level of mastery in achieving the
given learning competency.
Don’t Forget This part serves as a summary of the lessons in the module.
Explore More
In this portion, another activity will be given to you to enrich your knowledge
or skill of the lesson learned. This also tends retention of learned concepts.
Reach the Top
This part will assess your level of mastery in achieving the learning
competencies in each lesson in the module.
Answer Key This contains answers to all activities in the module.
Glossary
This portion gives information about the meanings of the specialized words
used in the module.
7. At the end of this module you will also find:
References This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer the Pre-assessment before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your ALS Teacher/Instructional Manager/Learning Facilitator
once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your ALS
Teacher/Instructional Manager/Learning Facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep understanding of
the relevant competencies. You can do it!
8. contents Let’s Get to Know 1
Pre-Assessment 2
LESSON 1: In My Humble Opinion 3
Setting the Path 3
Trying This Out 4
Understanding What You Did 5
Sharpening Your Skills 11
Treading the Road to Mastery 12
LESSON 2: Oh, I See 13
Setting the Path 13
Trying This Out 14
Understanding What You Did 15
Sharpening Your Skills 20
Treading the Road to Mastery 21
LESSON 3: In My Own Words 22
Setting the Path 22
Trying This Out 23
Understanding What You Did 24
Sharpening Your Skills 29
Treading the Road to Mastery 30
9. contents Don’t Forget 31
Explore More 32
Reach the Top 33
Answer Key 34
Glossary 39
References 40
10.
11. 1
RESTATING INFORMATION
Simply stated, a fact is a truth. A
fact is a statement of truth that
can be objectively verified, and can be
proven as true. Opinions, on the other
hand, can be accurate and true, but they
may also be completely false and untrue.
Confusing? That is because an opinion
is a statement that reflects a speaker's
point of view, beliefs, perspective,
personal feelings, and values. They
cannot be verified and proven to be true
or false, unlike a fact.
This is the second part of the
module on listening. And that is a fact!
Viewpoints, meanwhile, are examples of opinions too. A viewpoint is a way of
looking at or thinking about something. A speaker’s viewpoint is another way
of looking at a topic or the ideas being discussed. And how about opposing
viewpoints? Don’t we feel upset when somebody contradicts what we have to
say? This module will explain why it is perfectly okay, in fact recommended,
to listen to an opinion that may be the opposite of yours.
Lastly, we tackle paraphrasing. We recount our opinions, we give our
viewpoints after listening to what we just heard or read, be they from news
or personally sourced. We want to tell our families and friends about what,
how, and why something happened. In fact, we recount the story, its main
characters, and events in our own words. By that, we have just paraphrased
our story without even realizing it.
Let’s get to know
MODULE 2
12. 2 IN OTHER WORDS
As we listen to a speaker, we may constantly ask ourselves: is he/she
telling us the truth?
Well, he/she may not be exactly telling us lies. After all there is such a
thing as half-truths or half-lies.
Or is it just an opinion? Are opinions really half-truths/half-lies?
We have no right to condemn beliefs as such. What is important is that
we are aware of what the truth is, or a fact, and we can distinguish it from
viewpoints, or an opinion.
PRE-ASSESSMENT
MODULE 2
13. 3
RESTATING INFORMATION
in my humble opinion
At the end of this lesson, you will be able to:
distinguish fact from opinion
(LS1CS/EN-L-PSA-AE/JHS-18); and
infer speaker’s dominant thoughts and
feelings in a narrative/news report or
cited in the text listened to (LS1CS/
EN-L-PSA-AE/JHS-11).
Setting the Path
lesson 1
14. 4 IN OTHER WORDS
Directions: Identify which statements are TRUE (T) and which ones are FALSE
(F). If the statement is true, then give a sample situation to exemplify the statement.
Write your answers on a separate sheet of paper.
1. Facts are always true.
2. Facts are probably verifiable.
3. Facts are probably true.
4. Facts may be verifiable.
5. Opinions are always true.
6. Opinions are verifiable.
7. Opinions are a reflection of one’s belief.
8. We make inference from statements explicitly stated.
9. We make inference from evidence and reasoning.
10. Making inference is similar to drawing conclusion.
Facts are always true, always verifiable. Meanwhile, opinions
are not probably true nor objectively verifiable for they come from
personal viewpoints. Opinions are not facts; they are reflection of
one's beliefs. Inferences, on the other hand, are made from implicit
statements; not explicit. Explicit statements are direct statements.
Implicit statements have to be made from evidence and reasoning.
They have to be drawn into conclusion.
TRYING THIS OUT
Lesson 1
15. 5
RESTATING INFORMATION
DISTINGUISHING BETWEEN
FACT AND OPINION
For higher level reading and listening comprehension, it is important
for you to be able to accurately distinguish between fact and opinion. To do
this successfully, you must begin with solid definitions of these two concepts.
Fact and Opinion
A fact is a statement that is true.
It can be verified objectively, or proven
with evidence.
?
Examples of facts:
· The eyes are for seeing, the ears for hearing.
Understanding What You Did
lesson 1
16. 6 IN OTHER WORDS
Examples of opinion:
· Hearing is more important than seeing.
· Dogs are better pets than cats because
of their loyalty.
· The morning sun provides reason to
wake up.
· It is more exciting to travel in the North
Pole than in the South Pole.
Distinguishing Fact from Opinion
The ability to distinguish between fact and opinion helps you develop
your critical and analytical skills in both reading and listening comprehension.
Fact and opinion are often mixed together in texts and speeches. It is therefore
important that learners are able to distinguish what is true from what is mere
belief. Then will you be able to successfully navigate through the amount of
information you will encounter in your lifetime.
· Dogs belong to the canine family, while cats belong to the feline family.
· The earth revolves around the sun approximately every 365 days.
· Antarctica is found in the South Pole.
· A butterfly emerges from a pupa.
An opinion, however, is a statement that holds an element of belief.
It tells how someone feels. It is a viewpoint. Opinions are often personal
interpretations and cannot be verified by evidence.
· A butterfly turns out to be more beautiful since it transforms from a
caterpillar.
Just remember these:
3 Be able to discern the differences between fact and opinion. It will
help you evaluate the reliability and usefulness of texts you encounter.
Lesson 1
17. 7
RESTATING INFORMATION
3 Critical thinking is your best weapon in determining which statements
are fact and which statements are opinion.
3 It may seem at first that the differences between fact and opinion are
easy to see. However, not everything is as black and white as it first
seems. So, be careful!
Signal Words and Phrases
As mentioned, speakers and writers often mix their facts with a sprinkle
of opinion. Unfortunately, it can at times be difficult to differentiate plain
truth from the author’s preferences and opinions. Luckily, the language used
itself often gives helpful clues. These are in the forms of words and phrases
that assist us in identifying statements as fact-based or opinion-based.
Let us now take a look at some examples of those signal words and
phrases being used:
FACT OPINION
The annual report confirms...
Astronomers have recently
discovered...
According to the results of the
medical tests...
The investigation
demonstrated...
He claimed that...
It is the police officer's
view that...
The news report argues that...
Many scientists suspect that...
Lesson 1
18. 8 IN OTHER WORDS
ACTIVITY
1. Whales are mammals too.
2. Filipinos are a breed of hospitable people.
3. Dogs are man’s most loyal friends.
4. According to a survey 45% of Filipino adults use internet.
5. Boracay is among the best beaches in the world.
6. The Philippines and Indonesia are archipelagic states.
7. Police discovered that the fire was caused by faulty wiring.
8. Clouds are made of water drops or ice crystals.
9. Most company managers believe that attitude is more important
than intelligence.
10. The result of the swab test confirmed that the lady was positive
for COVID-19.
Directions: Can you tell which is a fact (F) and which is an opinion
(O)? Write your answers on a separate sheet of paper.
WHAT IS AN INFERENCE?
Listeners who make inferences use
the context clues in the text along with their
own personal experiences. This helps them
figure out what is not directly said, making
the text personal and memorable.
An inference is an idea or conclusion
that’s drawn from evidence and reasoning. We infer by using observation and
background knowledge to determine a conclusion that makes sense. When
we make inferences while listening, we are using the evidence that is available
in the text to draw a logical conclusion.
Lesson 1
19. 9
RESTATING INFORMATION
Drawing Inferences from Speakers
Students begin the process of learning to read with simple decoding
or understanding of what a text means or stands for. From there, they work
towards full comprehension of the text by learning to understand what has
been said. This not only through what is explicitly stated. It is also through
what the speaker has implied. It is this ability to read what has been implied
that the term inference refers to.
· We need to find clues to be able to make an inference.
· We need to add those clues to what we already know or have read.
· We need to be able to support inferences from gained knowledge.
· There can be more than one inference drawn.
The ability to make inferences helps you develop an understanding
of the author’s perspective. This is by grasping the implied meanings in a
text. Implied meanings are those that are not clearly and explicitly stated.
Function of Inference
The function of inference
is important in our daily lives
to make sense of the things
people say and do. The skills
inference teaches us are not
only required to make out the
underlying meanings of phrases
and arguments. It is also to perceive the implicit meanings that enhance the
overall quality of communication.
HOW DO WE INFER?
Lesson 1
20. 10 IN OTHER WORDS
There are certain concepts and feelings that we understand better when
we associate them with our own experiences.
Here are examples of inferences:
1. It is raining when suddenly a woman walks into a store soaking wet.
It can be inferred that she does not have an umbrella.
2. Ivan was surprised to see that his room was in apple pie order.
It can be inferred that someone entered his room and fixed it.
3. When the phone rang and Liza picked it up, she was all smiles.
It can be inferred that Liza was pleased to receive the phone call.
4. A baby makes a horrible expression after eating something.
It can be inferred that the baby does not like what he/she just ate.
5. Your child is playing just outside, and you hear a crash and then crying.
It can be inferred that the child got hurt in an accident.
As you can see from the examples above, inference is about
using observation and background to reach a logical conclusion. You
practice inference every day. Without being conscious of it, you infer always
based on your observations, knowledge, and experience.
Understanding What You Did
• A fact is a statement that is true and can be verified
objectively, or proven with evidence.
• Opinions are often personal interpretations and cannot
be verified by evidence.
• An inference is an idea or conclusion drawn from
evidence and reasoning.
Lesson 1
21. 11
RESTATING INFORMATION
1. Thepoliceinvestigationrevealedthatthecrimewascommitted
last night.
2. I believe that he was the one who made that anonymous
phone call.
3. She claims to know who took the juice out of the refrigerator.
4. According to a study, the ozone layer is slowly being depleted.
5. He thinks he knows the answer to all your questions.
1. You come home and there is loud music and there are people
chattering inside.
2. Your sister answered her cellphone and she got angry then started to cry.
3. Linda couldn’t help feeling sad when she received her report card.
4. Two best friends are not speaking to each other.
5. Your classmate asked you to help her go to the school clinic.
Write your answers on a separate sheet of paper.
II. Make inferences from the following.
I. Write F if the statement is a FACT, and O if the statement is an OPINION.
Sharpening Your Skills
lesson 1
22. 12 IN OTHER WORDS
Directions: Write your answers on a separate sheet of paper.
1. State three (3) facts about yourself.
2. With those three facts, construct one opinion about yourself as a person.
3. Look of another person’s perspective: What do you think another
person can infer about you, based from the stated facts alone?
TREADING THE road to mastery
lesson 1
23. 13
RESTATING INFORMATION
oh, i see
At the end of this lesson, you will be able to:
define a viewpoint;
(LSICS-EN-L-PSA-JHS-30);
recognize different viewpoints on an
issue (LSICS-EN-L-PSA-JHS-30); and
recognize how facts and opinions
shape a viewpoint (LSICS/EN-R-
PSD-JHS-26).
determine different sides/viewpoints on
an issue (LS1CS/EN-L-PSA-JHS-33);
Setting the Path
lesson 2
24. 14 IN OTHER WORDS
Directions: Identify which of the following statements are true or false. Write T
if it the statement is TRUE, write F if the statement is FALSE. Place your answers
on a separate sheet of paper.
1. A viewpoint is an author’s way of looking at a topic.
2. A viewpoint is just similar to an opinion.
3. An opposing viewpoint runs contrary to your held viewpoint.
4. Listening to an opposing viewpoint is unhealthy because it
makes people argue.
5. There are some benefits to listening to opposing viewpoints.
6. Opinions can be stated in a way that makes it sound like facts.
7. An author’s viewpoint is mixed with facts and opinions.
A viewpoint is a person’s way of looking at a topic. It is similar
to an opinion. Listening to an opposing viewpoint or a contrary
opinion—can be healthy since it lets you open your mind to new
possibilities and new beliefs. Opinions and facts are not always very
clearly distinguishable. They can be mixed up on purpose, to produce
a person’s viewpoint.
TRYING THIS OUT
Lesson 2
25. 15
RESTATING INFORMATION
VIEWPOINT AND OPPOSING VIEWPOINTS
A viewpoint is defined as a way of looking at or thinking about
something. An author’s viewpoint is the way an author looks at a topic or
the ideas being described.
An opposing viewpoint is a viewpoint that’s the opposite of your
own. It is a disagreement with someone's opinion. There are many benefits
to listening to others with opposing opinions. It is so we can keep our minds
open and flexible to new information. This is vital to our wellness and growth.
Understanding What You Did
lesson 2
26. 16 IN OTHER WORDS
Opportunity to Challenge Your Beliefs
A strong argument against your opinion expands your knowledge
about the subject matter. It also gives you fresh perspective and offers you the
chance to re-evaluate your belief. We often identify ourselves with the beliefs
we hold. When one disagrees with our belief, we take it personally. We even
take it as an insult, but it could simply be a chance for us to grow as human
beings.
VIEWPOINT: Facts Mixed with Opinions
It is very important, as an active listener, to recognize the difference
between fact and opinion in spoken texts. Facts are true and cannot be argued
with. They can be proven and are supported by evidence.
Opinions, meanwhile, vary according to the attitudes of the writer.
Remember, however, that facts can be twisted to fit the opinions of the writer.
An author’s viewpoint is a mixture of facts and opinions. When people write
articles or give speeches, they often select facts that support their opinion.
This is how viewpoints are arrived at. When you read this kind of
text or listen to this kind of speech, you need to be able to tell the difference
between facts that can be supported by evidence and ‘facts’ that have been
made up by the writer.
You can do this by:
· checking that any reports quoted actually exist;
· finding other sources that give opposing points of view; and
· watching out for sensationalist words, such as ‘horrifying’
or ‘disgraceful’, which might influence readers’ opinions.
An objective speech is based on facts and can be supported by evidence.
Subjective speech expresses opinions and feelings rather than facts.
Lesson 2
27. 17
RESTATING INFORMATION
Agree to respect
Disagreement is not the same as disrespect.
People are allowed to disagree with each
other. But that does not mean that respect
disappears too. Just because you and
another cannot see eye-to-eye on a topic,
doesn’t give both of you the right to belittle,
shame or disrespect one another.
Look into the other side
When differences of opinion occur, it is all
too easy to assume that the other person
is wrong. Don’t be too rigid in your own
beliefs. Try to put yourself in someone
else’s place. You may come to realize that
their experiences, lifestyle, and manner of
thinking have led them to this viewpoint.
Challenging Opposing Viewpoints
It is perfectly alright to have an opinion that may be the opposite of
another. But how well you handle an opposing viewpoint takes a lot of practice.
Discuss in private
When it comes to sensitive matter, it is best
that the discussion remains private. You
don’t want other people joining in since
this may only complicate matters. Speak
to the person directly. You can approach a
third person, if you think you need to, in
order to mediate on the matter.
Lesson 2
28. 18 IN OTHER WORDS
And lastly, no to social media
When you come face-to-face with an
opposing viewpoint, it helps to resolve the
issue in person. Don’t do it on social media.
Posting sensitive content on social media
is just asking for trouble.
We look at situations, events, and interpret what other people say and
do. We do this according to our own set of past experiences, culture, faith,
values. All of these help us form our beliefs about ourselves, about others,
and about the world in general. The meaning we assign to events and the way
we make sense of the world are based upon our viewpoints.
No to anger, yes to patience
Being pleasant and not resorting to any bad
behavior are actually actions of resolving
differences rather than making them worse.
Responding to opposing viewpoints with
anger will not get you anywhere. This will
only alienate you from others. So, listen.
And be patient.
Lesson 2
29. 19
RESTATING INFORMATION
Understanding What You Did
• A viewpoint is the way an author looks at a topic or
the ideas being described.
• An opposing viewpoint is a disagreement with
someone’s opinion.
• An author’s viewpoints can be a mixture of facts and
opinions.
Lesson 2
30. 20 IN OTHER WORDS
I. Answer the following questions by sharing your opinions.
II. Answer the following questions based on our discussion of the lesson.
1. What do you think of online dating?
2. What are its advantages?
3. What are its disadvantages?
4. Do you do online dating?
5. Would you recommend online dating to others?
1. How can you determine if facts are mixed with opinions?
2. Can an author’s viewpoint be mixed with facts and opinions?
3. What is meant by “Disagreement is not the same as disrespect”?
4. Why isn’t it recommended to settle private disputes on
social media?
Write your answers on a separate sheet of paper.
Sharpening Your Skills
lesson 2
31. 21
RESTATING INFORMATION
Directions: Answer the following. Write your answers on a separate sheet of
paper.
1. List three issues about the country.
2. Give your own viewpoint about each issue.
3. Give the opposing viewpoint of the issues.
4. What is meant by, “We often identify ourselves with the beliefs that
we hold”? Give an example.
TREADING THE road to mastery
lesson 2
32. 22 IN OTHER WORDS
in my own words
At the end of this lesson, you will be able to:
paraphrase information/ideas listened to
(LS1CS/EN-L-PSA-AE/JHS-25);
give/share one’s reaction/opinion to an
issue (LS1CS/EN-L-PSA-AE/JHS-26); and
restate sentences of heard text in one’s own
words (LS1CS/EN-L-PSA-AE/JHS-28).
Setting the Path
lesson 3
33. 23
RESTATING INFORMATION
I. Identify which of the statements below does not pertain to paraphrasing.
1. It is restating the original into different words.
2. It means rewording the original into your own words.
3. It is changing the meaning of the original statement.
4. It means fully understanding the original text.
5. It means retaining the original idea of a text.
II. Identify which of the statements below is not considered a polite way to
disagree.
1. I’m sorry, but I don’t agree.
2. You have a point there, but …
3. I understand where you’re coming from, however …
4. No way man, I totally disagree!!!
5. I’m afraid I have to disagree.
Restating or rewording the original into your own words is what
defines paraphrasing. But first, you have to fully understand the
main idea of the original statement to retain its essence or spirit.
Changing its meaning and not fully understanding the main idea is
definitely not paraphrasing. Do you agree?
Answering by saying, “No way man, I totally disagree!!!” while
not exactly prohibited, is definitely not considered a polite way to
disagree. Perhaps you can say “I’m sorry, but I don’t agree” or “I’m
afraid I have to disagree.” That would be more polite, don’t you agree?
Write your answers on a separate sheet of paper.
TRYING THIS OUT
Lesson 3
34. 24 IN OTHER WORDS
PARAPHRASING: Restating in One’s Own Words
Often when we hear news stories and watch television shows, we
want to tell our families and friends about what, how, and why something
happened. In fact, we recount the story, its main characters, and events in
our own words. This technique is called paraphrasing.
To paraphrase is to express an idea or somebody’s message in our own
words. However, we maintain the meaning of the original material.
How to Paraphrase
To paraphrase is to say or express a statement in different words than
the original text. It involves taking a passage—either spoken or written—and
rewording it. But keep in mind to retain the meaning and sense of the original
source the same.
Understanding What You Did
lesson 3
35. 25
RESTATING INFORMATION
ORIGINAL PARAPHRASE
She gave a few remarks
so the audience will be
familiar with the speaker.
He is not feeling well.
There’s a throbbing pain
in his head.
Snakes shed their skin as
part of regrowth.
She introduced the speaker.
He has a headache.
In order to continue
growing, snakes have to
discard their outer skin.
We have identified four steps involved with paraphrasing. They
include:
· Reading the original text until you fully understand it.
· Noting down key concepts.
· Writing down your version of the text.
· Making sure you retain the original meaning.
STEPS INVOLVED IN PARAPHRASING
When paraphrasing, it is important to keep the original meaning so
that the facts remain intact. This allows you to explain important ideas in
your own writing style and focus on the information that is most useful in
making your point.
Lesson 3
36. 26 IN OTHER WORDS
Expressing Opinion
Knowing how to express your opinion
is valuable, whether you are speaking or
writing. Here are some common phrases you
can use to share your point of view:
· I think …
· I believe…
· I feel…
· In my opinion…
· I would say…
Directions: Paraphrase the following statements. Write your answers
on a separate sheet of paper.
ACTIVITY
Asking for Other’s Opinions
So, imagine you’ve expressed yourself. But what about the opinion of
others? Often, when we express an opinion or suggestion, it’s a good idea to
ask other people for theirs. Phrases like these help show our desire to hear
from others:
· What do you think of…?
1. The top layer of a snake’s skin doesn’t grow but its body does.
2. They scrape their bodies against rocks, trees, the ground and
many other things until they can slither out of their old skin.
3. The snake repeats this process of skin shedding until it has
stopped growing.
Lesson 3
37. 27
RESTATING INFORMATION
Agreeing and Disagreeing
Finally, let’s talk about agreeing and disagreeing.
· Definitely.
· I agree.
But what if a person says something you disagree with?
With close friends or family, we can use informal, direct phrases to
say we disagree. You might say something like:
· I disagree! · I don’t agree. · Yes, but…
· What are your thoughts on…?
· How do you feel about…?
· What’s your opinion on…?
YES NO
?
?
?
?
Agreeing is the easy part. To show agreement, you can use short, clear
statements. Suppose a friend says, “I think swimming in the river is more
fun than mountain hiking!” You might show you agree by giving one of these
responses:
· So do I.
· Me too.
Lesson 3
38. 28 IN OTHER WORDS
Suppose people at work or school are sharing opinions about politics
or religious beliefs or something equally sensitive. For such times, your
language should be more polite. So, instead of saying “I totally disagree!” or
“You’re wrong!” you might say one of these:
· I’m not sure if I agree with you on…
· I’m sorry but I don’t agree.
· I’m afraid I disagree.
Another common way to disagree politely is to tell the person you
respect his/her opinion before sharing your own. Try phrases like these:
· I see what you’re saying, but…
· You have a point there, but…
· I understand where you’re coming from, but…
Understanding What You Did
• To paraphrase is to restate an original idea into one’s
own words.
• To express one’s own opinion is to share one’s
personal viewpoint.
Lesson 3
39. 29
RESTATING INFORMATION
I. Paraphrase the following.
II. Give and share your “viewpoint” by agreeing.
1. She arrived two hours after the appointed time.
2. The waiter wrote down what I wanted to eat.
3. The night before, she was still watching TV until 3 a.m.
4. He felt the need to eat something.
5. She wanted to take the time and have some sleep.
1. Why don’t we stay home instead of going out?
2. Let’s go eat at the mall instead of at the house.
3. Shall we leave right now?
1. I think having a curfew for people below 18 years old is good.
2. Our school project should be individual instead of group work.
3. Let’s reset our meeting for next week.
III. Give and share your reaction by disagreeing politely then give a reason.
Write your answers on a separate sheet of paper.
Sharpening Your Skills
lesson 3
40. 30 IN OTHER WORDS
Directions: Read an editorial from a newspaper. Then, do the following on a
separate piece of paper.
1. Paraphrase the lead/introduction of the editorial.
2. Give your opinion about the issue at large.
3. Do you agree or disagree with the author’s view of the issue?
Justify your answer.
TREADING THE road to mastery
lesson 3
41. 31
RESTATING INFORMATION
• For higher level reading and listening comprehension,
it is important for learners to be able to accurately
distinguish between fact and opinion.
• A fact is a statement that is true while an opinion is
a statement that holds an element of belief.
• A viewpoint is defined as a way of looking at or
thinking about something. An author’s viewpoint,
or opinion, is the way an author looks at a topic or the
ideas being described.
• To make an inference is to form an idea or conclusion
from evidence and reasoning.
• Meanwhile, to paraphrase is to restate a statement
in different words than the original text. Just keep
in mind to retain the meaning and the sense of the
original source.
“
“
MODULE 2
Don’t Forget
42. 32 IN OTHER WORDS
More Paraphrasing. Paraphrase the following on a separate sheet
of paper.
1. I was late.
2. He gave the waiter his order.
3. They stayed up late last night.
4. Was I that hungry?
5. You were so sleepy.
Explore more
MODULE 2
43. 33
RESTATING INFORMATION
Write down your viewpoints on a certain social issue.
First, make sure your viewpoint is supported by a fact or two.
Then combine it with your belief—your personal, emotional take
on the issue. For example, your viewpoint is that social media can
be harmful. Support this viewpoint with data.
Then, write down how you feel to support your claim that social
media can be indeed be harmful. You can cite your own personal
experiences in supporting your viewpoint.
Reach The Top
MODULE 2
44. 34 IN OTHER WORDS
answer key
PAGE 8
PAGE 11
PAGE 4
LESSON 1: IN MY HUMBLE OPINION
TRYING THIS OUT
1. T
2. F
3. F
4. F
5. T
6. T
7. T
8. F
9. T
10. T
UNDERSTANDING WHAT YOU DID
ACTIVITY
1. F
2. O
3. O
4. F
5. O
6. F
7. F
8. F
9. O
10. F
SHARPENING YOUR SKILLS
ACTIVITY I
1. F
2. O
3. O
4. F
5. O
ACTIVITY II
1. You come home and there is loud music and the people
chattering inside.
Inference: There is a party ongoing inside the house.
2. Your sister answered her cellphone and she got angry and started to cry.
Inference: Your sister received an upsetting phone call.
3. Linda couldn’t help feeling sad when she received her report card.
Inference: Linda got failing grades.
45. 35
RESTATING INFORMATION
answer key
PAGE 12
4. Two best friends are not speaking to each other.
Inference: The two best friends must have had a disagreement.
5. Your classmate asked you to help her go to the school clinic.
Inference: Your classmate must not be feeling well.
TREADING THE ROAD TO MASTERY
1. A fact is a statement that is true. It can be proven with
evidence.
2. An opinion is a statement that holds an element of belief.
It is a viewpoint.
3. Because fact and opinion are often mixed together in texts
and speeches.
4. An inference is an idea or conclusion that's drawn from
evidence and reasoning.
46. 36 IN OTHER WORDS
answer key
PAGE 14
PAGE 20
LESSON 2: OH, I SEE
TRYING THIS OUT
1. T
2. T
3. T
4. F
5. T
6. T
7. T
SHARPENING YOUR SKILLS
ACTIVITY II
1. When people write articles or give speeches, they often select
facts that support their opinion. You can check that any
reports quoted actually exist.
2. An author’s viewpoint is a mixture of facts and opinions.
When people write articles or give speeches, they often select
facts that support their opinion.
3. People are allowed to disagree with each other. But that
doesn’t mean that respect disappears too.
4. Posting sensitive content on social media is just asking for
trouble.
TREADING THE ROAD MASTERY
Suggested Answers:
1. Any three issues about the country
2. Your own viewpoints about the issues.
3. The opposite viewpoints about the issues.
4. We are who we are because of what we believe in. For
example, I think everyone should vote and that means I
love my country.
PAGE 21
47. 37
RESTATING INFORMATION
answer key
PAGE 23
PAGE 29
LESSON 3: IN MY OWN WORDS
TRYING THIS OUT
ACTIVITY I
It is changing the meaning of the original statement.
ACTIVITY II
No way man, I totally disagree!!!
UNDERSTANDING WHAT YOU DID
ACTIVITY
1. A snake’s body continues growing unlike its top skin layer.
2. They rub their bodies against many things—rocks, trees,
etc.—so they can crawl out of their former skin.
3. The snake keeps doing this process until it has reached its
maximum growth.
SHARPENING YOUR SKILLS
ACTIVITY I
1. She was two hours late for the appointment.
2. The waiter took down my order.
3. She stayed up late watching TV the night before.
4. He was hungry.
5. She felt sleepy.
ACTIVITY II
Give and share your viewpoint
1. Why don’t we stay home instead of going out?
Sure. That would be a great idea.
2. Let’s go eat at the mall instead of at the house.
Yes. I think it would be nice to just eat at the house.
3. Shall we leave right now?
Okay. I believe we should be leaving now.
PAGE 26
48. 38 IN OTHER WORDS
answer key
PAGE 32
ACTIVITY III
Give and share your reaction by disagreeing politely and
give a reason.
1. I don’t agree we should impose curfew. Let them have their
freedom.
2. I’m sorry but I don’t agree. We’ll be working faster with our
group work.
3. I see your point in resetting the meeting, but this is a matter
of utmost importance.
TREADING THE ROAD TO MASTERY
Open-ended answers.
EXPLORE MORE
Suggested answers:
1. I was late.
Paraphrase: I arrived one hour after the appointed time.
2. He gave the waiter his order.
Paraphrase: He told the waiter what he wanted to eat.
3. They stayed up late last night.
Paraphrase: They were awake until 3 am.
4. Was I that hungry?
Paraphrase: Did I really need to eat that much?
5. You were so sleepy.
Paraphrase: You wanted very much to sleep already.
49. 39
RESTATING INFORMATION
glossary
Fact
A fact is a statement that is true, and can be
verified objectively, or proven with evidence.
Inference
An inference is an idea or conclusion that is
drawn from evidence and reasoning. An inference
is arrived at using observation and background
knowledge to determine a conclusion that makes
sense.
Opinion
An opinion is a statement that holds an element
of belief. It tells how someone feels. See Viewpoint.
Opposing
Viewpoint
An opposing viewpoint is a disagreement with
the prevailing one; a divergent opinion. Allowing
opposing viewpoints gives a fresh perspective to
opinion.
Paraphrase
To paraphrase is to express an idea or somebody’s
message into the writer’s—the summarizer’s—
own words. The meaning and intention of the
original material should always be retained.
Viewpoint
A viewpoint, similar to an opinion, is an author’s
way of looking at a topic. It involves elements of
belief and feelings.
50. 40 IN OTHER WORDS
References
Baraceros, Esther L., Ph.D. Improving Students’ Study Skills and
Reading or Thinking Strategies. Manila: Rex Book Store,
Inc. 2014.
Robles, Rosemarie D., and Estioco, Joanalyn C. Improving
Grammar Skills and More. Revised ed. Manila: Rex Book
Store, Inc., 2009.
51.
52. The development and printing of this learning resource was made possible
with the cooperation of Asia Pacific College. This is a component of the project
“Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the
Philippines” implemented by UNESCO Office, Jakarta in partnership with the
Department of Education. This initiative received a generous financial support
from Korea International Cooperation Agency (KOICA).
For inquiries, please contact:
Department of Education, Bureau of Learning Resources (DepEd BLR)
Office Address : Ground Floor, Bonifacio Building, DepEd Complex,
Meralco Avenue, Pasig City, Philippines 1600
Telefax : +63-2-8631-1072; +63-2-8634-1054; +63-2-8631-4985
Email Address : blr.qad@deped.gov.ph; blr.lrpd@deped.gov.ph