10

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Quarter 1 – Module 1:
UTILIZING INFORMATION
IN DAILY LIFE

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English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Utilizing Information in Daily Life
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency or
office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos,
brand names, trademarks, etc.) included in this module are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ropilyn D. Silva
Editor: Lorilyn N. Nudalo, Ed.D.
Reviewers: Renelda D. Espinas and Lorilyn N. Nudalo, Ed.D.
Illustrator: None
Layout Artist/Typesetter: Mae Ricarl S. Moreto
Management Team: Senen Priscillo P. Paulin, CESO V Anna Lee A. Amores EdD
Fay C. Luarez, TM, EdD, PhD Rosela R. Abiera
Nilita L. Ragay, EdD Maricel S. Rasid
Adolf P. Aguilar Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education – Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
 10
ENGLISH
Quarter 1 – Module 1
UTILIZING INFORMATION
IN
DAILY LIFE
Introductory Message

For the Facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on

Utilizing Information in Daily Life!

This module was collaboratively designed, developed, and reviewed by

educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

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.

In addition to the material in the main text, you will also see this box in the
body of the module:

Listening is the secret to

discover great stories.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

ii
For the Learner:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on

Utilizing Information in Daily Life!

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:

This will give you an idea of the skills or
What I Need to
Know competencies you are expected to learn
in the module.
This part includes an activity that aims
What I Know to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.
This is a brief drill or review to help you
What’s In
link the current lesson with the previous
one.
In this portion, the new lesson will be
What’s New introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.
This section provides a brief discussion
What is It of the lesson. This aims to help you
discover and understand new concepts
and skills.
This comprises activities for independent
What’s More 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.
This includes questions or blank
What I Have
Learned sentence/paragraph to be filled in to
process what you learned from the
lesson.

iii
 This section provides an activity which
What I Can Do will help you transfer your new
knowledge or skill into real life situations
or concerns.
This is a task which aims to evaluate
Assessment
your level of mastery in achieving the
learning competency.
In this portion, another activity will be
Additional
Activities given to you to enrich your knowledge or
skill of the lesson learned.

Answer Key This contains answers to all activities in

the module.

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 What I Know 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 teacher/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 teacher or 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!

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 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------------------------ i

INTRODUCTORY MESSAGE -------------------------------- --------------- ii

For the Facilitator ---------------------------------------------------- ii
For the Learner ------------------------------------------------------- iii

WHAT I NEED TO KNOW -------------------------------------------------- 1

Learning Competency ----------------------------------------------- 1

WHAT I KNOW --------------------------------------------------------------- 2

WHAT’S IN -------------------------------------------------------------------- 3
Task 1 ------------------------------------------------------------------ 3

WHAT’S NEW ----------------------------------------------------------------- 4

Task 2 ------------------------------------------------------------------ 4

WHAT IS IT ------------------------------------------------------------------- 4

WHAT’S MORE --------------------------------------------------------------- 7

Task 3 ------------------------------------------------------------------ 8
Task 4 ------------------------------------------------------------------ 9

WHAT I HAVE LEARNED --------------------------------------------------- 9

WHAT I CAN DO ------------------------------------------------------------- 10

Task 5 ------------------------------------------------------------------ 10

ASSESSMENT ---------------------------------------------------------------- 11

GLOSSARY ------------------------------------------------------------------- 12

ANSWER KEYS -------------------------------------------------------------- 13

REFERENCE LIST ----------------------------------------------------------- 15

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 WHAT I NEED TO KNOW

According to Epictetus, a Greek Stoic philosopher, “We have two ears and one
mouth so that we can listen twice as much as we speak.” Do you agree with this
idea about listening?
One of the macro skills in learning language is listening. This skill may seem
so simple to many, but its process is quite complex that sometimes, we interchange
the idea of listening from hearing. Listening is a skill and what better way of honing
this skill is for us to practice and engage ourselves in its process.
Listening is a very important area of communication because we spend most
of our time with it at work, in school and in almost every minute conversation.
Oftentimes, however, we do not listen effectively. Studies show that we usually
forget from one-third to one-half of what we hear within eight hours or even less
due to our inability to listen well. Such inability leads to misunderstanding and
miscommunication or no communication at all. Because of this, we must learn how
to listen effectively.
In this lesson, you will know what listening is, especially active listening.
Likewise, you will discover and apply ways on how to listen actively on various
information from songs in radio and television, news reports, speeches, informative
talks, panel discussions, etc. that can be used in everyday conversations and
exchanges, complying to the kind of demand we have today. This module already
provides the listening text needed by you for easy access of information,
considering that not all have access to the internet, so that you can work
continuously with the different tasks.

Learning Competency

Use information from news reports, speeches, informative talks, panel

discussions, etc. in everyday conversations and exchanges EN10LC-Ia-c-11.1

Learning Objectives

At the end of this module, you should be able to:

▪ give the features of active listening;
▪ use information from news reports, speeches, informative talks, panel
discussions, and others in everyday conversations and exchanges;
▪ create a brochure that highlights the prevention against COVID-19; and
▪ give the importance of information listened to.

Please take note that all answers shall be written in your activity
notebooks, and that there should never be any markings placed in this module.

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 WHAT I KNOW

Pre-assessment:

Directions: Read each item carefully and use your notebook to write your
answers.
A. Choose the letter that corresponds to the correct answer.
1. Which of the following is not the main purpose of listening?
a. We listen to learn.
b. We listen for enjoyment.
c. We listen to understand.
d. We listen to gossip.
2. Between how many percent do we remember of what we hear?
a. 10 – 15%
b. 20 – 30%
c. 25 – 50%
d. 50 – 75%
3. Which of those mentioned below is not a benefit of listening?
a. improve productivity
b. improve ability to influence, persuade and negotiate
c. avoids conflict and understandings
d. avoids learning and enjoyment
4. Active listening is when one makes a conscious effort to hear not only the
words that another person is saying but also the __________ being
communicated.
a. complete message
b. one main idea
c. several supporting ideas
d. few details
5. Below are ways of providing feedback in listening EXCEPT __________.
a. summarizing
b. asking questions
c. judging
d. paraphrasing

B. Pick out the items that belong to the five key active listening techniques.
_____ 1. Multitask _____ 6. Provide feedback
_____ 2. Respond appropriately _____ 7. Look for errors
_____ 3. Pay attention _____ 8. Defer judgment
_____ 4. Show signs of impatience _____ 9. Solve the speaker’s problem
_____ 5. Show that you're listening _____ 10. Jump to conclusion

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 WHAT’S IN

Do you know Michael Jackson? Are you familiar with his songs? All right! I
am sure you have listened to one of his hit songs “Heal the World”.

Task 1: YOU COMPLETE ME. Try to complete the lyrics of the first part of
the song.

Source: https://www.youtube.com/watch?v=BWf-eARnf6U

There's a place in your (1.) _______________

And I know that it is (2.) _______________
And this place could be much
Brighter than (3.) _______________
And if you really try
You'll find there's no need to (4.) _______________
In this (5.) _______________ you'll feel
There's no (6.) _______________ or sorrow
There are (7.) _______________ to get there
If you (8.) _______________ enough for the living
Make a little (9.) _______________
Make a better (10.) _______________

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 WHAT’S NEW

Task 2: TEST YOUR UNDERSTANDING. Answer the Processing Questions which

focus on the message and activity in Task 1:
1. What is the song all about?
2. How can people heal the world?
3. What difficulties did you encounter while answering the tasks?
4. How were you able to overcome the difficulties in answering the tasks?
5. When can we use the information we listened to?
6. What is listening? How do we listen?

WHAT IS IT

The extensive use of the telephone, movies, radio, television, and public
address system has amplified the importance of listening. Many jobs and positions
depend quite heavily upon effective listening. In the classroom and in everyday life,
effective listening helps one to get along and to learn. We use information from
news reports, speeches, informative talks, panel discussions, and others in
everyday conversations and exchanges through listening. Yet, do we have the
listening skills adequate to meet the needs of the present world?

ACTIVE LISTENING

Hear What People Are Really Saying

Listening is one of the most important skills you can have. How well you
listen has a major impact on your job effectiveness and on the quality of your
relationships with others.
For instance:
• We listen to obtain information.
• We listen to understand.
• We listen for enjoyment.
• We listen to learn.

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 Source: https://www.thebalancecareers.com/active-listening-skills-with-examples-2059684

Given all the listening that we do, you would think we'd be good at it! In fact,
most of us are not, and research suggests that we only remember between 25% and
50% of what we hear, as described by Edgar Dale's Cone of Experience. That means
that when you talk to your boss, colleagues, customers, or spouse for 10 minutes,
they pay attention to less than half of the conversation.
Clearly, listening is a skill that we can all benefit from improving. By
becoming a better listener, you can improve your productivity, as well as your
ability to influence, persuade and negotiate. What's more, you'll avoid conflict and
misunderstandings. All of these are necessary for workplace success!

About Active Listening

The way to improve your listening skills is to practice “active listening.” This
is where you make a conscious effort to hear not only the words that another
person is saying but, more importantly, the complete message being
communicated.
In order to do this, you must pay attention to the other person very carefully.
You cannot allow yourself to become distracted by whatever else may be going on
around you, or by forming counter arguments while the other person is still
speaking, nor can you allow yourself to get bored and lose focus on what the other
person is saying.
Acknowledgement can be something as simple as a nod of the head or a
simple “uh huh.” You aren't necessarily agreeing with the person; you are simply
indicating that you are listening. Using body language and other signs to
acknowledge you are listening can also help you to pay attention.
Try to respond to the speaker in a way that will encourage him to continue
speaking, so that you can get the information that you need. While nodding and
“uh huhing” says you're interested, an occasional question or comment to recap

5
what has been said also communicates that you are listening and understanding
his message.

Becoming an Active Listener

There are five key active listening techniques you can use to help you
become a more effective listener:

Source: https://www.teacherspayteachers.com/Product/Active-Listener-Poster-3071808

1. Pay Attention
Give the speaker your undivided attention and acknowledge the message.
Recognize that non-verbal communication also “speaks” loudly.
• Look at the speaker directly.
• Put aside distracting thoughts.
• Don't mentally prepare a rebuttal!
• Avoid being distracted by environmental factors (for example, side
conversations).
• “Listen” to the speaker's body language.

2. Show That You're Listening

Use your own body language and gestures to show that you are engaged.
• Nod occasionally.
• Smile and use other facial expressions.
• Make sure that your posture is open and interested.

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 • Encourage the speaker to continue with small verbal comments like yes,
and “uh huh.”

3. Provide Feedback
Our personal filters, assumptions, judgments, and beliefs can distort what
we hear. As a listener, your role is to understand what is being said. This may
require you to reflect on what is being said and to ask questions.
• Reflect on what has been said by paraphrasing. “What I'm hearing is...,”
and “Sounds like you are saying...,” are great ways to reflect back.
• Ask questions to clarify certain points. “What do you mean when you
say....” “Is this what you mean?”
• Summarize the speaker's comments periodically.

4. Defer Judgment
Interrupting is a waste of time. It frustrates the speaker and limits full
understanding of the message.
• Allow the speaker to finish each point before asking questions.
• Don't interrupt with counter arguments.

5. Respond Appropriately
Active listening is designed to encourage respect and understanding. You are
gaining information and perspective. You add nothing by attacking the speaker or
otherwise putting her down.
• Be candid, open, and honest in your response.
• Assert your opinions respectfully.
• Treat the other person in a way that you think he/she would want to be
treated.

WHAT'S MORE
•

A listening text is presented in Task 3. Use the information found in

Task 3 to complete the dialogue in Task 4.

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Task 3: LISTEN, READ, AND UNDERSTAND. Listen to an informative discussion
about coronavirus using the link below. If you have no access to the
internet, read the following text.

Source: https://www.youtube.com/watch?v=FC4soCjxSOQ

What is Coronavirus and How to Protect Yourself?

The Centers for Disease Control and Prevention (CDC), the expert body on
coronavirus, has released guidance for general public and healthcare professionals
on the symptoms of the virus.
What signs and symptoms should you look out for? A person could be at risk
if they have any or all of the following: fever and symptoms of lower respiratory
illness, such as coughing or difficulty breathing, after travelling to Wuhan or
having close contact with someone who was ill and is now under investigation for
the virus in the past two weeks, fever or symptoms of lower respiratory illness after
having close contact in the past two weeks with someone who's been confirmed to
have the virus. The CDC defined “close contact” as being within about 6 feet (1.8 m)
“or within the room or care area” of a person with the coronavirus for a prolonged
period without appropriate protective clothing, or “having direct contact with
infectious secretions” of a person with the virus without protective clothing.
Which people should be extra careful? Coronaviruses are particularly
dangerous for people who have weaker immune systems, like young children and
older adults.
How to protect yourself? To protect yourself from the virus, try to avoid
contact with people who display symptoms similar to those of pneumonia or the
common cold, like coughing or a runny nose. Don't touch your eyes, nose, or
mouth with unwashed hands. Wash your hands frequently with soap and water,
and scrub for at least 20 seconds. Use alcohol-based hand sanitizer when possible.
Avoid animals and animal markets. The only current treatment for Coronavirus
being offered is supportive in nature. If you notice any of these signs and
symptoms, please contact your nearest Professional Healthcare setup. Help spread
this information to everyone (Source: https://www.youtube.com/watch?v=FC4soCjxSOQ).

8
Task 4: LET’S TALK. Finish the dialog based on the information taken from the
listening text.

Matthew: Mom, will you please help me with my assignment? Our teacher asked
us to look for information about coronavirus.
Mother: I think I can help you with it. I have listened to news about coronavirus
recently.
Matthew: What was the news all about, mom?

1. Mother: _______________________________________________________. A guidance on

the symptoms of the virus was also released.
Matthew: Who released the guidance on the symptoms of the virus?

2. Mother: _______________________________________________________.
Matthew: To whom do you think is the information intended for, mom?

3. Mother: _______________________________________________________.
Matthew: Please tell me about the signs and symptoms of coronavirus. I become
more curious about it.

4. Mother: _______________________________________________________.
Matthew: How, then, can we protect ourselves from coronavirus?

5. Mother: _______________________________________________________.
Matthew: Thank you so much for the information, mom.
Mother: It’s my pleasure to help, Mat.

WHAT I HAVE LEARNED

Based from what you have learned in this lesson, finish the given lines.

This lesson enabled me to learn that ___________________________________.

It made me realize that ________________________________________________.

I, therefore, commit to _________________________________________________.

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 WHAT I CAN DO

Task 5: MY BROCHURE. Using the information given in Task 3, create a brochure

that would highlight the prevention of coronavirus. Use the rubric below as
your guide.

Brochure Grading Rubric

CATEGORY 5 4 3 2 1

The brochure The

The brochure
has The brochure brochure The brochure
has some
Attractive- exceptionally has attractive has limited has no
formatting
ness & attractive formatting formatting formatting
and
Organiza- formatting and well- and and
organization
tion and well- organized organization organization
of
organized information. of of material.
information.
information. information.
Use of facts Use of facts Use of facts
Use of facts
and the and quantity and Use of facts
Content - and quantity
quantity of of information quantity of and quantity
Accuracy/ of
information is good but information of information
Quantity information
is not is present is limited.
is very good.
exceptional. consistent. but limited.
Writing – Brochure has Brochure has Brochure has Brochure Brochure has
Organiza- exceptional very good good has limited no
tion organization. organization. organization. organization organization.
Grammatical
There are
There are There are mistakes are
There are no several
very few some so numerous
Writing - grammatical grammatical
grammatical grammatical that the
Grammar mistakes in mistakes in
mistakes in mistakes in readability of
the brochure. the
the brochure. the brochure. the brochure
brochure.
is impaired.
Graphics go Graphics do
Graphics go Graphics go
well with the not go with
well with the well with the
text, but there the
text and text, but Graphics are
Graphics/ are too few accompa-
there is a there are so not present in
Pictures and the nying text or
good mix of many that the brochure.
brochure appear to be
text and they distract
seems "text- randomly
graphics. from the text.
heavy". chosen.
Careful and Careful and Careful and
Sources are
accurate accurate accurate
not Sources are
records are records are records are
documented not
kept to kept kept
accurately documented
document documenting documenting
Sources or are not accurately or
the source of the source of the source of
kept on are not kept
all of the most of the some of the
many facts on any facts
facts and facts and facts and
and and graphics.
graphics in graphics in graphics in
graphics.
the brochure. the brochure. the brochure.

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 ASSESSMENT

Directions: Read each item carefully and use your notebook to write your
answers. (Note: Answers for every part can be in any order.)

A. Name the four (4) purposes of listening.

1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________

B. Give three (3) benefits of listening.

5. _________________________________
6. _________________________________
7. _________________________________

C. List down the five (5) key active listening techniques used to help one become
a more effective listener.
8. _________________________________
9. _________________________________
10. ________________________________
11. ________________________________
12. ________________________________

D. Provide three (3) ways on how to provide feedback.

13. _________________________________
14. _________________________________
15. ________________________________

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 GLOSSARY
The following terms used in this module are defined as follows:

conversation – (noun) oral exchange of sentiments, observations, opinions, or

ideas
defer – (verb) to submit to another's wishes, opinion, or governance usually
through deference or respect
feedback – (noun) the transmission of evaluative or corrective information about
an action, event, or process to the original or controlling source
immune system – (noun) the bodily system that protects the body from foreign
substances, cells, and tissues by producing the immune response and that
includes especially the thymus, spleen, lymph nodes, special deposits of
lymphoid tissue (as in the gastrointestinal tract and bone marrow),
macrophages, lymphocytes including the B cells and T cells, and antibodies
listening – (verb) hearing something with thoughtful attention: giving
consideration
persuade – (verb) to move by argument, entreaty, or expostulation to a belief,
position, or course of action
pneumonia – (noun) an acute disease that is marked by inflammation of lung
tissue accompanied by infiltration of alveoli and often bronchioles with
white blood cells (such as neutrophils) and fibrinous exudate, is
characterized by fever, chills, cough, difficulty in breathing, fatigue, chest
pain, and reduced lung expansion, and is typically caused by an infectious
agent (such as a bacterium, virus, or fungus)
symptom – (noun) subjective evidence of disease or physical disturbance
technique – (noun) a method of accomplishing a desired aim

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 13
ANSWER KEYS
WHAT I KNOW
A. B.
1. d 2
2. c 3
3. d 5
4. a 6
5. c 8
WHAT’S IN
Task 1. YOU COMPLETE ME
There's a place in your (1.) heart
And I know that it is (2.) love
And this place could be much
Brighter than (3.) tomorrow
And if you really try
You'll find there's no need to (4.) cry
In this (5.) place you'll feel
There's no (6.) hurt or sorrow
There are (7.) ways to get there
If you (8.) care enough for the living
Make a little (9.) space
Make a better (10.) place
WHAT’S NEW
Task 2: TEST YOUR UNDERSTANDING (Answers may vary)
Possible answers:
1. The song is all about healing our world by giving love to everyone.
2. People can heal the world by sowing love to their fellowmen.
3. One difficulty I encountered while answering the tasks is identifying the exact
words used by the artist.
4. I was able to overcome the difficulties in answering the tasks by actively listening
to the song.
5. We can use the information we listened to in our everyday conversation and
exchanges.
6. Listening is getting the message of what we hear.
We listen by actively focusing our attention to the listening material.
 14
WHAT’S MORE
Task 4. LET’S TALK (Answers may vary)
Possible answers:
1. The news was all about coronavirus and how to protect ourselves from it.
2. The guidance on the symptoms of the virus was released by the The Centers for
Disease Control and Prevention, the expert body on coronavirus.
3. The information is intended for the general public and healthcare professionals.
4. The signs and symptoms of Coronavirus include fever, lower respiratory illness,
and coughing.
5. We can protect ourselves from coronavirus by trying to avoid contact with people
who display symptoms similar to those of pneumonia or the common cold, like
coughing or a runny nose, not touching our eyes, nose, or mouth with
unwashed hands, washing our hands frequently with soap and water, and
scrubbing for at least 20 seconds, using alcohol-based hand sanitizer when
possible, and avoiding animals and animal markets.
WHAT I CAN DO
Task 5. MY BROCHURE
Design and content vary.
ASSESSMENT
A.
1. We listen to learn.
2. We listen for enjoyment.
3. We listen to understand.
4. We listen to obtain information.
B.
5. improve productivity
6. improve ability to influence, persuade and negotiate
7. avoid conflict and understandings
C.
8. Respond appropriately
9. Pay attention
10. Show that you're listening
11. Provide feedback
12. Defer judgment
D.
13. summarizing
14. asking questions/clarifying points
15. paraphrasing
Other answer: reflecting
 REFERENCES
“Active Listening.” Accessed on July 12, 2020 from
https://www.mindtools.com/CommSkll/ActiveListening.htm.

“Brochure Grading Rubric.” Accessed on July 12, 2020 from

https://www.gresham.k12.or.us/site/handlers/filedownload.ashx?moduleins
tanceid=573&dataid=1819&FileName=Brochure%20Rubric_1.pdf.

Cabbab, Julita and Fred Anthony Cabbab. Speech Com Manual. Philippines:
Bookmark Inc., 1994.

Flores, Carmelita S. and Evelyn B. Lopez. Effective Speech Communication, Fifth

Edition. Philippines: National Book Store, 2008.

“Heal the World Lyrics.” Accessed on July 12, 2020 from

https://www.letssingit.com/michael-jackson-lyrics-heal-the-world-8614bvx.

“Heal the World.” Youtube.com. Accessed on July 12, 2020 from

https://www.youtube.com/watch?v=BWf-eARnf6U.

“Michal Jackson - Heal the World” - a song activity with different tasks worksheet.
ESL Printables.com. Accessed on July 12, 2020 from
https://www.eslprintables.com/worksheets_with_songs/michael_jackson/hea
l_the_world_michael_jackson/Michal_Jackson_Heal_the_worl_364481/.

“What is Coronavirus and How to Protect Yourself?” Accessed on July 12, 2020
from https://www.youtube.com/watch?v=FC4soCjxSOQ.

15
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros

Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net

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