English

Fourth Quarter

Module 3: Determining the

Worth of Ideas Mentioned
in the Text Listened To
 Republic of the Philippines
Department of Education
REGION VII, CENTRAL VISAYAS
SCHOOLS DIVISION OF SIQUIJOR

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Published by the Department of Education

OIC-Schools Division Superintendent: Dr. Neri C. Ojastro
Assistant Schools Division Superintendent: Dr. Edmark Ian L. Cabio
Development Team of the Learning Module

Writer: Hazel O. Pactol

Evaluators: Chona B. Aque, Carren C. Daug, Johna T. Laranjo, and Joel E. Pabinguit

Management Team: Dr. Marlou S. Maglinao

Curriculum Implementation Division – Chief

Maria Enin R. Cuevas

Education Program Supervisor (English)

Edesa T. Calvadores
Education Program Supervisor (LRMS)

Printed in the Philippines by___________________________

Department of Education – Region VII, Central Visayas, Division of Siquijor
Office Address: Larena, Siquijor
Telephone No.: (035) 377-2034-2038
E-mail Address: deped.siquijor@deped.gov.ph
 7
English
Fourth Quarter
Module 3: Determining the
Worth of Ideas Mentioned
in the Text Listened To
 INTRODUCTION
This module is written in support of the K to 12 Basic Education Program
to ensure attainment of standards expected of you as a learner.

This aims to equip you with essential knowledge on determining the worth
of ideas mentioned in the text listened to.

▪ Expected Learning Outcome – This lays out the learning outcome that
you are expected to have accomplished at the end of the module.

▪ Pre-test - This determines your prior learning on the particular lesson

you are about to take.

▪ Discussion of the Lesson - This provides you with the important

knowledge, principles, and attitude that will help you meet the expected
learning outcome.

▪ Learning Activities – These provide you with the application of the

knowledge and principles you have gained from the lesson and enable
you to further enhance your skills as you carry out prescribed tasks.

▪ Post-test – This evaluates your overall understanding about the

module.

With the different activities provided in this module, may you find this
material engaging and challenging as it develops your critical thinking skills.
 What I Need to Know
At the end of the lesson, you will be able to:

➢ determine the worth of ideas mentioned in the text listened to

(EN7LC-IV-g-8.2).

What I Know
To find out what you already know about the topic to be discussed in
this module, take the Pre-test.

IMPORTANT REMINDER: If you have an internet access the link is provided

for you in every listening text. Always be reminded that our objective
for this lesson is to determine the worth of ideas mentioned in every
text through listening.

Directions: Listen to the text very carefully. Be ready to answer the

questions that follow. Do this exercise while you listen. Write
your answers in your notebook.

https://learnenglishteens.britishcouncil.org/skills/listening/intermediat
e-b1-listening/amazing-facts

Activity A

Directions: Choose the word/expression that would correctly complete the

meaning of the sentence. Write only the letter of your choice. Do
this in your notebook.

1. Only about one tenth of the cells in your body are _______.
a. alive b. bacteria c. really you

2. Bacteria are mostly _________.

a. really helpful b. bad for humans c. neither good or bad
 3. Animals need bacteria to _________.
a. digest food b. fight diseases c. provide energy

4. You have _________ cells in your body.

a. 7 million b. 7 trillion c. 7 octillion
5. Most of the atoms are ___________.
a. not used b. tiny cubes c. empty space
6. Probably, you have mites in your __________.
a. ears b. eyelashes c. hair
7. Mites are very small creatures that are about __________.
a. 3 ml long b. 0.03 ml long c. a third of an ml long
8. Mites eat __________.
a. dead skin b. tiny insects c. your eyelashes

Activity B

Directions: Complete the sentences with the correct word/words from the
pool of words below.

bacteria insects eyebrows

space/air

9. Only one tenth of the cells in your body are really you. The rest are __.

10. Mites are really small creatures, like _______.

11. They live in the eyelashes and _______.

12. Most of the atoms in the body are just empty ______.

Note: If in case you could not access the link for some reasons, have
somebody read the text for you and listen carefully so that you can answer
the activities correctly.

Amazing Facts

A: Hey, I'm reading this really interesting article about the human body.
B: Yeah? Well, we know all about that from biology lessons.
A: No, we didn't learn much at all at school! They're discovering loads more
things all the time. Really amazing things! Did you know that only about
one tenth of the cells in your body are really you? The rest are bacteria.
B: What? I'm not really me?
A: No, of course you are you, but you also have millions, or trillions, of
bacteria in you.
B: Eeeeuuugh!
A: No, they're mostly really helpful. Someone did an experiment to see if
animals can live without bacteria, and he found that a lot of them died
or had to have a special diet. Animals need bacteria to digest food, you
see. So we're better off with bacteria.
B: Unless the bacteria are bad.
A: Unless they are bad, but they're nearly all good. Oh yeah, and going
back to cells, do you know how many cells you have in your body?
B: Quite a lot, I'd say. A good few.
A: Yeah, but how many?
B: I don't know. I'm not mathematical.
A: 7 octillion! That's 7 plus 27 noughts.
B: I knew it was a lot.
A: OK, that's an amazingly huge number, almost impossible to imagine.
But the really weird thing is that most of the atoms are empty space,
just air or nothingness. And if you took out the empty space, you could
fit your body inside a tiny cube which measures one 500th of a
centimeter on either side. That's a box measuring 0.002 of a centimeter
on each side. You'd be much too small to see.
B: Mmm, I can imagine that. It sounds like something that would happen
in a really bad Hollywood movie. You know, a mad scientist goes: (funny
voice) ‘I'm going to extract all the air from your body’. OK, enough facts
for one day.
A: Don't go! One last thing, did you know …
B: No.
A: Did you know that you probably have mites in your eyelashes
B: Mites in my eyelashes? What are mites exactly anyway?
A: Yeah, they're very small creatures, like insects, only not insects. They're
about a third of a millimeter long, so you can't really see them. These
particular mites live in eyelashes and eyebrows.
B: But in mine?
A: Well, maybe not. Only about 50% of people have them, and more older
people. So you might not have any. Anyway, they're completely
harmless, they just eat dead skin.
B: Yeah, right, harmless. I really would have preferred not to know that.
A: Sorry.
B: I mean, really!
 What's In
Before you will continue learning, answer first the activity below.

Directions: Rearrange the jumbled letters in every item to form the

correct word being described by the group of words at the
right. Write your answer in your notebook.

1. GOLDIA – is a conversation between two persons.

2. ERTINWEVI – is a formal meeting between two people.

3. WERVIEERTIN – is a person who interviews someone.

4. WEEVIEERTIN – is a person who is interviewed.

5. GESAMES – is the most integral part in a communication.

6. SNOALTERINPER NOITACMMUCOIN – is a face to face form of

communication in which people share their feelings, ideas,
emotions, and information.

What's New

Directions: Watch a news report on television or listen to a radio broadcast

regarding the present situation of our country. After listening,
answer the following questions. Do it in your notebook.

1. What do you do when you listen?

2. How do you listen?
3. How will you pick out the most important information especially
when you are listening?
 What Is It

Listening is the active process of receiving and responding to spoken

(and sometimes unspoken) messages. It is one of the subjects studied in the
field of language arts and in the discipline of conversation analysis.

Listening is not just hearing what the other party in the conversation
has to say. "Listening means taking a vigorous, human interest in what is
being told us," said poet Alice Duer Miller. "You can listen like a blank wall or
like a splendid auditorium where every sound comes back fuller and richer."

Author Marvin Gottlieb cites four elements of good listening:

1. Attention - the focused perception of both visual and verbal stimuli

2. Hearing - the physiological act of 'opening the gates to your ears'
3. Understanding - assigning meaning to the messages received
4. Remembering - the storing of meaningful information ("Managing Group
Process" Praeger, 2003)

What's More

Independent Activity 1

Directions: Listen to the text very carefully. The link is provided for
you. Be ready to accomplish the activity that follows. Do
this exercise while you listen. Copy the sentences in your
activity notebook.

https://learnenglish.britishcouncil.org/skills/listening/pre-intermediate-a2/facts-
and-figures

Arrange the topics below in order by numbering 1-4.

_____ History of the construction of the canal.

_____ Length of the Panama Canal

_____ How many ships cross the Panama Canal?

_____ Who controls the Panama Canal?

 Independent Activity 2

Directions: Refer to the same listening text on Independent Activity 2.

Have this played or read for the second time. Be ready to
answer the next activity. Complete each statement and do this
in your notebook.

1. The Panama Canal connects _______ oceans.

2. It is ______ kilometers long.
3. It takes ______ hours to cross the canal.
4. The Canal was started in ________.
5. It was finished in _______.
6. Almost ______ people died while they were building the canal.
7. The control of the canal returned to Panama in ______.
8. Every year about _______ ships come through the canal.

Note: If in case you could not access the link for some reasons, have
somebody read the text for you and listen carefully so that you can answer
the activity correctly.

Facts and Figures

… and the next part of this talk is on the Panama Canal. It's amazing how
this one small section of a small country can be so important to the world.
Let's learn a little bit about the canal itself, before we look at how it connects
to everything else.

The Panama Canal is an artificial waterway in the Central American country

of Panama that connects the Atlantic and Pacific Ocean. It is only 82
kilometers long. If you go around South America by ship, then you need to
travel another 15,000 kilometers. So, the canal saves a lot of travel time. It
takes around 8 to 10 hours to cross the canal.

The French started building the canal in 1881, but they couldn't finish it.
The project was started again in 1904 by the United States, and the canal
was finally finished in 1914. Many people died while they were building the
canal, some say up to 25,000. For the rest of the 20th century, the United
States controlled the canal, but gave control back to Panama in 2000.

Every year, around 40,000 ships come through the canal. These are mostly
commercial ships. They transport goods for trade between Asia and
America, or Europe. In 2016 the government of Panama made the canal
bigger, so that now 99 per cent of ships can pass through it.

Let's now turn to the role of the Panama Canal in the global economy …
 What I Have Learned

I learned that:

according to the author Marvin Gottlieb good listening has four elements

1. Attention - the focused perception of both visual and verbal stimuli

2. Hearing - the physiological act of 'opening the gates to your ears'
3. Understanding - assigning meaning to the messages received
4. Remembering - the storing of meaningful information ("Managing
Group Process" Praeger, 2003)

What I Can Do

Directions: Listen to the text very carefully. The link is provided for you. Be
ready to accomplish the activity that follow. Do this exercise while
you listen.
https://learnenglish.britishcouncil.org/skills/listening/pre-intermediate-
a2/instructions-for-an-assignment

1. What day you should hand in your essay?

a. October 18
b. October 19
c. October 28

2. Which one appropriately completes the line, “It's OK to…”?

a. Give it to the teacher two days late.
b. Give it to the teacher a week late.
c. Give it to the teacher early.

3. What goes on the last page of the essay?

a. The alphabet
b. Quotes and ideas
c. The books you used
 4. What font style should you write the essay with?
a. Arial
b. Calibri
c. Comic Sans

5. What font size should you use for the essay?

a. 12
b. 14
c. any size is OK

Note: If in case you could not access the link for some reasons, have
somebody read the text for you and listen carefully so that you can answer
the activity correctly.

I want to explain a few things about your essay.

First of all, the deadline. The deadline for this essay is October the
18th. Not the 19th, not the 28th, not two days later because your dog was
ill or your computer broke – the 18th. If it's late, I won't mark it. I won't
even read it – you'll fail the assignment! So, please hand it in on time. You
can even hand it in early, if you like!

You can email me the essays at j.hartshorn@lmu.ac.uk. That's H-A-

R-T-S-H-O-R-N. I'll reply to say I've got it. If I don't reply within a day, it
might mean I didn't get it, so please email me again to make sure. You can
also bring a paper copy of the essay to my office, but let's be kind to the
trees, OK? Email is better for the trees and for me.

Don't forget that you must reference every idea or quote you use that
isn't your own idea. And the last page of your essay should be a list of all
the books you used, in alphabetical order, not in the order you used them!

And lastly, make it easy for me to read! That means use a clear
font. Arial is best, but Times New Roman is fine too. Not Comic Sans
please! Size 12 font for the essay, and size 14 for the titles and
subheadings. And use page numbers. Any questions?
 Assessment

Directions: Listen to the text very carefully. The link is provided for you. Be
ready to answer/accomplish the tasks. Have this played or read
twice for you to answer the activities that follow. Write the letter
that corresponds to the correct answer. Do this in your notebook.

https://learnenglish.britishcouncil.org/skills/listening/beginner-
a1/booking-a-table

Activity A

1. When is the table booked for?

a. tonight
b. tomorrow night
c. tomorrow morning

2. When the woman says, ‘About eight or eight thirty.’ What does this
mean?
a. At eight o'clock
b. At half past eight
c. Between eight o'clock and half past eight

3. What time is the first booking?

a. 7:30
b. 8:30
c. 9:00

4. How do you spell the person's name?

a. Jamei
b. Jamie
c. Janie

5. Where will the table be now?

a. By the door
b. In the corner
c. Close the kitchen

6. What time is the new booking?

a. 6:00
b. 7:30
c. 8:00
Activity B

Directions: Copy the sentence in your activity notebook. Write

number (1-6) before each sentence to put the question in
the same order as the telephone calls.

_____ Is it possible to change the time?

_____ What time would you like?
_____ How many people is it for?
_____ Can I make it for six people?
_____ Can I book a table for tomorrow night?
_____ Is eight OK for you?

Note: If in case you could not access the link for some reasons, have
somebody read the text for you and listen carefully so that you can answer
the activities correctly.

Booking a Table

Staff: Hello, Gino's.

Jamie: Hi. Can I book a table for tomorrow night, please?
Staff: How many people is it for?
Jamie: Four.
Staff: And what time would you like?
Jamie: About eight, eight thirty maybe?
Staff: Let's see ... We're pretty busy tomorrow, so I can do half past
seven or nine.
Jamie: Oh. OK, then. Half seven, please.
Staff: What name is it?
Jamie: Jamie.
Staff: J-A- ...?
Jamie: M-I-E
Staff: OK, so that's a table for four at half past seven tomorrow evening.
Jamie: Great. Thanks! Bye.
Staff: Bye.
Staff: Hello, Gino's.
Jamie: Hi, I called earlier to book a table for four and I was wondering if I
can make it for six instead?
Staff: Ah, what name was it?
Jamie: It's Jamie.
Staff: Table for four at half past seven. So, you want to change it to 6
o'clock?
Jamie: No, sorry. Can I make it for six people?
Staff: Oh, I see. Sorry! That shouldn't be a problem. I can move you to a
bigger table, but it will be nearer the kitchen. Is that OK?
Jamie: No problem. Is it possible to change the time as well? Make it a little
bit later?
Staff: Ah ... yeah, we can. Is eight OK for you?
Jamie: Perfect, thanks!
Staff: Lovely. See you tomorrow, then.
Jamie: Thanks! Bye!
Staff: Thanks. Ciao!
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