Unesco - Als - LS1 - English - M05 (V1.2)

SECONDARY
JHS
LEARNING STRAND 1
COMMUNICATION SKILLS IN ENGLISH
MODULE 5: WHAT IS THE MEANING OF THIS? (DRAWING
GENERALIZATIONS)
ALS Accreditation and Equivalency Program: Junior High School
GOVERNMENT PROPER
NOT FOR
SALE
LEARNING STRAND 1
WHAT IS THE
MEANING OF THIS?
DRAWING GENERALIZATIONS
COMMUNICATION SKILLS IN ENGLISH

MODULE 5
ALS Accreditation and Equivalency Program: Junior High School
Learning Strand 1: Communication Skills in English
Module 5: What is the Meaning of This? (Drawing Generalizations)
Published in 2020 by the United Nations Educational, Scientific and Cultural Organization
UNESCO Office, Jakarta
Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia
and
Department of Education
DepEd Complex, Meralco Avenue, Pasig City, Philippines
Copyright © UNESCO and DepEd 2020
This publication is available in Open Access under the Attribution-Share Alike 3.0 IGO (CC-BY-SA) 3.0
IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this
publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository
(http://www.unesco. org/open-access/terms-use-ccbysa-en).
The designations employed and the presentation of material throughout this publication do not imply the
expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any
country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or
boundaries.
The selection and presentation of the material contained in this publication, as well as the opinions expressed
herein are the sole responsibility of the authors and not necessarily those of UNESCO, nor do they commit
the organization in any way.
This educational resource material was developed and printed through the project “Better Life for Out-
of- School Girls to Fight Against Poverty and Injustice in the Philippines” with financial support from
Korea International Cooperation Agency (KOICA).
Printed by APC Printers Corporation

Printed in Makati City, Philippines
ISBN 888-888-8888-88-8
DEVELOPMENT TEAM
Jenelyn Marasigan Baylon Master Teacher I, ALS Task Force (On-detail)

Kristine Lee S. Lumanog
Education Program Specialist II, ALS Task Force (On-detail)
Judy R.
Project Development Officer III, Bureau of Learning Resources
Mendoza Reyangie V.
Education Program Specialist II, Bureau of Learning Resources
Sandoval Josephine
Senior Education Program Specialist, Bureau of Curriculum Development
C. Intino
Senior Education Program Specialist, Bureau of Learning Resources
Eric U. Labre
Supervising Education Program Specialist, ALS Task Force
Roderick P. Corpuz
Chief Education Program Specialist, Bureau of Learning Resources
Daisy Asuncion O.
Director III/Head, ALS Task Force
Santos Marilette R.
Officer-In-Charge, Office of the Director IV, Bureau of Learning Resources
Almayda
Assistant Secretary for Alternative Learning System Program
Ariz Delson Acay D. Cawilan
and Task Force
G. H. S.
Undersecretary for Legislative Liaison Office, External Partnership
Service and Project Management Service
Ambat Tonisito M. C.
Secretary
Umali Leonor Magtolis
Briones
Author
Content Expert
Admin and Finance Staff
Project Lead
Jaime
President
Daroy Elizabeth
Reyes
Bernadette Sison
Mildred Parbo
Ma. Teresita Medado
Content and Language Evaluators and Instructional Design Reviewer

Jonathan V. De La Salle University – Dasmariñas
Gochuico Julie Regional Office XII – SOCCSKSARGEN, Department of
Lumogdang Maria Education Schools Division Office of Kalinga, Department of
Teresa E. Prieto Education
Djamhur
Ade
Marmon Abutas Pagunsan Remegio Alquitran
Sandra Rusyda
Maria Karisma Bea Agarao
Mee Young
Admin and Finance Assistant
Choi Shahbaz
Project Assistant
Khan
National Project Consultant
National Project Officer
National Programme Coordinator
Head of Education Unit
Director and Representative
User’s Guide
For the ALS Learner:
Welcome to this Module entitled What is the Meaning of This? (Drawing Generalizations) 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:
This will give you an idea of the skills or competencies you are expected to
Let’s Get to Know
learn in the module.
This part includes an activity that aims to check what you already
Pre-assessment know about the lesson. If you get all the answers correct (100%), you may
decide to skip this module.
This section provides a brief discussion of the lesson. This aims to help you
Setting the Path
discover and understand new concepts and skills.
This comprises activities for independent practice to solidify your

Trying This Out 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
This includes questions that process what you learned from the lesson.
What You Did
Sharpening This section provides an activity that will help you transfer your new
Your Skills knowledge or skill in real-life situations or concerns.
Treading the This is a task which aims to evaluate your level of mastery in achieving
Road to Mastery the given learning competency.
Don’t Forget This part serves as a summary of the lessons in the module.
In this portion, another activity will be given to you to enrich your knowledge
Explore More
or skill of the lesson learned. This also tends retention of learned concepts.
This part will assess your level of mastery in achieving the learning
Reach the Top
competencies in each lesson in the module.
Answer Key This contains answers to all activities in the module.
This portion gives information about the meanings of the specialized words
Glossary
used 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 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!
Let’s Get to Know 1
Pre-Assessment 2
LESSON 1: I See, Yet I Don’t See 3
Setting the Path 3
Trying This Out 4
Understanding What You Did 5
Sharpening Your Skills 13
Treading the Road to Mastery 15
LESSON 2: I Therefore Conclude 16
Setting the Path 16
Trying This Out 17
Understanding What You did 18
CONTENTS

LESSON 3: I am the Cause 28
Setting the Path 28
Trying This Out 29
Understanding What You Did 30
Don’t Forget 40
Explore More 41
Reaching the Top 42
Answer Key 43
Glossary 49
References 50
CONTENTS
MODULE 5
LET’S GET TO KNOW
M edia viewing is a fun and exciting activity. In this module, we
shall have a short review on getting the main idea of a message -
whether
written, delivered speech, or viewed material. The technique is basically the
same: watch out for the most important idea first, then, get the supporting
details. This is followed by distinguishing examples and situations
that illuminate the main idea or message.
Getting the main idea

is pretty simple if it is directly
stated. However if it is not
directly stated, then, we have
to make inferences and draw
conclusions from indirect or
implied statements. Learning
BREAKING to make inferences and draw
NEWS conclusions is also very useful
in determining the meaning
of unfamiliar words and
phrases. It is a good practice
for critical thinking. Don’t
immediately turn to the
dictionary yet!
Lastly, there are ways of organizing information gathered from viewed

materials. From noting details in materials, to noting sequences involved, the
last lesson involves arranging actions chronologically. Don’t forget to note
details when using description and determine cause and effect—the ultimate
in describing sequential events.
DRAWING GENERALIZATIONS 1
MODULE 5
PRE-ASSESSMENT
DICTIONARY
Do you remember the first thing you did when confronted with
unfamiliar terms?
Check the dictionary, of course (whether electronic or not).

There’s a long cut to the short cut. It’s called looking for context clues.
Well, you’ll probably say ‘But it’s just a waste of time!’ It may be. However, it
contributes to what we call critical thinking.
Clues are present. If only we’d take the time to search for it. It
takes practice, this thing called looking for context clues. And it takes
getting used to, this thing called critical thinking. Think about it.
2 WHAT IS THE MEANING OF THIS?

LESSON 1
SETTING THE PATH
I SEE, YET I DON’T SEE

At the end of this lesson, you will be able to:
determine the key message conveyed in the

material viewed (LS1CS/EN-V-PSC-JHS-
19); and
infer thoughts, feelings, and intentions

from a material viewed (LS1CS/EN-V-PSC-
LE/JHS-14).
LESSON 1
TRYING THIS OUT
Directions: Write T if the statement is true; write F if it is false. Write your
answers on a separate sheet of paper.
1. The main idea is the author’s message.

2. The key idea is the author’s message.
3. The author’s main idea is the key message.
4. The author’s main idea are oftentimes directly stated.
5. Inferences are made from directly stated ideas.
6. Inferences are made from indirectly stated ideas.
7. Making an inference involves “reading between the lines.”
8. It is easy to identify a main idea when it is inferred or implied.
9. Inferences are using clues from the text, coupled with
own experiences to draw logical conclusion.
10. Several sentences in a paragraph can imply the main idea by
introducing facts about the topic before stating the topic.
The author’s main idea, or key idea, is also the author’s

key message. Oftentimes, the author’s key message is directly
stated. There is no room for doubt on what the author is
trying to say. Sometimes, ideas are indirectly stated. They are not
clearly spelled out. In that case, it calls for making inferences.
Inferences are made from indirectly stated ideas. It involves
reading between the lines or looking for what is hidden or
implied in indirectly stated ideas.

LESSON 1
UNDERSTANDING WHAT YOU DID
NEWSPAPER
FINDING THE KEY MESSAGE

The main idea of a given text—be it a passage from a novel, an
item from a newspaper, or a film clip—is also the author's key
message about the topic. It is often expressed directly. It may also be
expressed indirectly (implied). This can sometimes be a challenge to the
viewer.
Where are the main ideas found?

Ideas directly stated
It is easy to identify a main idea that is directly expressed or explicitly

stated in a given text. Even if this module is on viewing media, we shall use
the term text—often associated with what’s written—as an encompassing
term that includes all messages transmitted by a sender.
· Main ideas are often found at the beginning of paragraphs. The first
sentence often explains the subject being discussed in the passage.
· Main ideas are also found in the concluding sentences of a paragraph.
The main idea can be expressed as a summation of the information in
a paragraph. It can also serve as a link to the information in the
next paragraph.
LESSON 1
Ideas indirectly stated
At times, the main idea is not always clearly stated. This is

referred to as an idea that is implicitly stated. You have to make an
inference to understand implicitly stated ideas.
It is more difficult to identify a main idea when it is implied. It can be

implied through other words in the paragraph.
An implied main idea can be found in several ways:
· Several sentences in a paragraph can imply the main idea by

introducing facts before stating the topic.
· Implied ideas can be drawn from facts, reasons, or examples that give
hints or suggestions concerning the main idea or message. This
is called inference making.
These hints will be clues leading you to discover the main idea in the
selected text. Try the passage on page 7 to see if you can pick out the main
idea of this online news item.

LESSON 1
“Downpour topples 2 electric posts, cuts power in Sta. Rosa City”

By: Maricar Cinco - Reporter
Inquirer Southern Luzon / 05:11 PM October 02, 2019
SAN PEDRO CITY — Heavy rains on Wednesday

afternoon toppled two electric posts, cutting power supply in the
city proper of Sta. Rosa, Laguna.
Lt. Col. Eugene Orate, Sta. Rosa City police chief, said in
a phone interview that no one was reported injured, although
photos of the scene shared by netizens showed a motorcycle
covered with electric wires from a toppled post on the road.
Orate said the posts fell around 2:45 p.m. both in Barangay
Malusak, where the city hall was located nearby.
As of 4 p.m., he said power remained out.
Source: https://newsinfo.inquirer.net/1172630/heavy-downpour-topples-2-electric-posts-cuts-
power-in-sta-rosa-city#ixzz61Be6rRIc
Use the hints below to determine the main idea of this paragraph.
After reading a paragraph ask, “What is the point that the author is
trying to make in this passage?”
'
ASKING THE FOLLOWING QUESTIONS

WILL START YOU ON THE RIGHT
TRACK:
1. What. Does the passage talk about a particular event?

2. Who. Does this passage refer to a person or group of people?
LESSON 1
3. When. Does the information contain a reference to time or situation?

4. Where. Does the text name a specific place?
5. Why. Do you find a reason or explanation for the passage written?
6. How. Does this passage state a fact or an opinion?
ACTIVITY
Directions: Let us answer each item as concisely as possible:
1. What - Does the passage talk about a particular event?

Yes. It is about the toppling of two electric posts.
2. Who - Does this passage refer to a person or group of people?

If yes, who?
The Sta. Rosa Police Chief is the resource person regarding
the situation.
Now it’s your turn to answer.
3. When - Does the information contain a reference to time

or situation? If yes, when?
4. Where- Does the text name a specific place? If yes, where?
5. Why - Why did the power supply cut off?
6. How- Does this passage state a fact or an opinion? If yes, how?

LESSON 1
Inference : The police chief was not being entirely truthful.

Reason : Probably, to lessen the fears or worries of the
residents.
So, with all these answered questions, which do you think is the
article’s main idea?
A. The local Police Chief doesn’t have a “real” grasp of the situation.
B. The toppled posts are near the City Hall.
C. Heavy rains in Sta. Rosa, Laguna resulted in toppled posts and power
outage.
If you chose letter C, you are correct. Remember the statement earlier?
Let’s go back to it:
· ‘Main ideas are often found at the beginning of paragraphs.’

Let’s see if this case applies to the news article. Let’s quote the
beginning of the article:
‘SAN PEDRO CITY – ‘Heavy rains on Wednesday

afternoon toppled two electric posts, cutting power supply in the
city proper of Sta. Rosa, Laguna.’
Are the bits of information found in letter C found in the quoted part?
· Yes. So indeed, the general rule that ‘main ideas are often found at
the beginning of paragraphs’ applies to this news article.
LESSON 1
LET'S PRACTICE
Directions: Give the main idea of the following paragraphs. Write

your answers on a separate sheet of paper.
1. As bats fulfill their ecological roles, they provide many

economically important services. For example, bats serve
as essential pollinators for various types of commercially
valuable crops, including bananas, mangos and guavas. In
addition, bats consume many crop-eating insects and thereby
reduce farmers' need for pesticides.
Source: Research News Lily Whiteman, National Science Foundation (703) 292-
8310 [email protected]
2. Severe weather including hail storms, tornadoes, floods, and

hurricanes cause billions of dollars in damage in the
United States every year. When big storms hit, many
families find themselves disorganized and unprepared. When
preparing for a storm, it is important to have a storm plan
and make sure everyone in your home knows the plan, in case
of emergency.
Source: https://www.stormdamagecenter.org/preparing-for-a-storm/
3. Smoking harms nearly every organ in your body, including your

heart. Smoking can cause blockages and constrict your arteries,
which means less blood and oxygen flow to your heart. When
cigarette consumption in the U.S. decreased, so did the rates of
heart disease. Yet, heart disease remains the number one cause
of death in the U.S. Because smoking affects your arteries, it can
trigger a stroke.
Source: https://www.lung.org/research/sotc/by-the-numbers/10-worst-diseases-smoking-
causes

LESSON 1
LESSON 1
MAKING INFERENCES FROM IDEAS
Making an inference involves using what you know to make a guess

about what you don't know. This is what is known as “reading between
the lines.”
Those who make inferences use the clues in the context, along
with their own experiences and stock knowledge, to help them figure out
what is not directly said. It also makes the experience open to the reader’s
personal thoughts and feelings.
Examples of real-life inferences:
1. A person uses words like “medication,” “emergency” and “operation.”

You can infer that this person works in the medical field.
2. A police investigator enters the house, which has been broken into. He
sees blood on the floor, and things have been ransacked.
You can infer that a crime has occurred in the house.
3. Your friend walks by and doesn’t smile. She wipes a tear away
from her eye, and looks at her report card.
You can infer that your friend did not have good grades on her report card.

LESSON 1
4. A boy attends school. He goes outside and puts on a raincoat and get
an umbrella.
You can infer that it is raining.
5. You go to school, but it’s closed. Nobody is there.
You infer classes have been suspended. (Or it’s a holiday, and you just
forgot!)
Making sense of these real-life scenarios gives you a concrete way to

practice combining context clues with background knowledge.
Understanding What You Did
• The main idea is the author’s message.

• The author’s message can be directly or indirectly stated.
• Making an inference involves using what you know
to make a guess about what you don't know.
LESSON 1
SHARPENING YOUR SKILLS
Write your answers on a separate sheet of paper.
I. Read the passage below and answer the questions that follow.
Retirement as a Recent
Concept
The very idea of retirement is relatively new. For most

of human history, people worked until they died or they
worked until they were too weak. They worked and
worked, day and night, until they could no longer do so. It
was the German statesman Otto Von Bismarck who first
brought up the concept of retirement in 1883. He proposed
people who are no longer working over the age of 65 be
given a pension.
Retirement as a government policy began to be adopted

by countries during the late 19th century and the 20th century.
Those countries took Bismarck’s remarks seriously when he said
at that time: “Those who are disabled from work by age
and invalidity have a well-grounded claim to care from the
Choose the main idea from the statements below.
A. People worked until they were too weak.
B. People worked until they died.
C. The idea of retirement is relatively new.
Make inferences from the text:
A. Why do you think Bismarck brought up the concept of retirement?

B. Why do you think other countries adopted the concept of
retirement?
C. At what age do you think people should retire? Explain why.
LESSON 1
II. Make an inference by identifying ( ) and what it represents.
1. I took my ( ) for a walk. He likes to bark at people and keeps

pulling on the leash.
()=
2. Anita took out her ( ) since it started to rain. She doesn’t like to get
wet. ( ) =
3. I brought my ( ) with me and I am going to eat it at the cafeteria,

not in the classroom.
()=
4. Oh no. I forgot my ( ) and ( ). Now I think I will have to eat with

just using hands.
()=
5. My pet dog ran after the ( ) again, which ran straight up a tree.
()=

LESSON 1
TREADING THE ROAD TO
MASTERY
Directions: Answer the following questions and write your answers on a
separate sheet of paper.
1. What are ideas that are directly stated?

Clues: easy to identify, directly expressed, explicitly stated
2. What are ideas that are indirectly stated?

Clues: not clearly stated, implicit expression, inference
3. What is the relationship between indirectly stated ideas

and making inferences?
Clues: hints, implied, making conclusions
LESSON 2
SETTING THE PATH
I THEREFORE CONCLUDE
determine the meaning of unfamiliar words

or expressions from the material viewed
(LS1CS/EN-V-PSC-JHS-10);
express insights based on the ideas presented

in the material viewed (LS1CS/EN-V-
PSC- JHS-25); and
draw generalizations and conclusions based

on the materials viewed (LS1CS/EN-V-PSC-
JHS-26).

LESSON 2
TRYING THIS OUT
Directions: Identify which of the following statements are True and which
are False. Write your answers on a separate sheet of paper.
1. You draw conclusions by using information that is implied or inferred.

2. Information that is implied or inferred means they are not directly stated.
3. You can determine the meaning of unfamiliar words through inference.
4. The meaning of a word may be implied by the general sense of its context.
5. The meaning of a word may not be implied by giving specific examples.
All the statements above are true, except number 5. It is

not true that the meaning of a word may not be implied by giving
specific examples. Aside from the general sense of its context, the
meaning of a word may be inferred from given examples.
LESSON 2
DRAWING CONCLUSIONS AND GENERALIZATON

Drawing conclusions and generalizations is using information
that is implied or inferred to make meaning out of what is not clearly
stated. Writers give readers hints or clues that help them read between the
lines. Not everything is explicitly stated or spelled out all the time.
Drawing conclusions refer to information that is implied or

inferred. This means that the information is never clearly stated. Writers
often tell you more than they say directly. They give you hints or clues that
help you “read between the lines.”
Using these clues to give you a deeper understanding of your reading

is called inferring. When you infer, you go beyond the surface details
to see other meanings that the details suggest or imply (not stated). When
the meanings of words are not stated clearly in the context of the text, they
may be implied—that is, suggested or hinted at. When meanings are
implied, you may infer them.

LESSON 2
INFERENCE AND CONCLUSIONS

Inference is just another word
for conclusion.
INFERENCE
If you infer that something has
GUESS
happened, you do not see, hear,
feel, smell, or taste the actual event.
But from what you know, it makes
sense to think that it has happened.
You make inferences every day. Most
of the time you do so without
thinking about it.
Here are three ways to help

you draw conclusions from what an
author
may be implying. The following are descriptions of the various ways to
aid you in determining the meaning of unfamiliar words or
expressions, and therefore, reach a conclusion.
1. General Sense
The meaning of a word may be implied by the general sense of
its context. Let’s infer the meaning of the word vital in the
following sentence:
“All animals share the same vital needs, such as food, water, and
shelter.”
You may infer the meaning of vital by answering the question:

What do we know about food, water, and shelter and their
relationship with animals?
What have you inferred as the meaning of the word vital? If you
answered important or necessary for they can’t live without food,
water, and shelter, you've correctly inferred the meaning of vital.
LESSON 2
2. Examples
When the meaning of the word is not implied by the general sense of
its context, it may be implied by examples. For instance,
“Celestial bodies, including the sun, moon, and stars, have fascinated
man through the centuries.”
You may infer the meaning of celestial by answering the question:
Where can you find the sun, moon, and stars?
What have you inferred as the meaning of the word celestial? If

you answered something placed in the sky or relating to heaven, you
correctly inferred the meaning of celestial.
3. Antonyms and Contrasts

Antonyms are words that have opposite meanings, such as thin
vs. thick.
When the definition of a word is not understood by the examples or

background provided, an antonym or a contrasting thought in context
may be used to infer the definition of the word.
Antonyms are words with opposing meanings. For example,
“Arthur is gregarious, but his brother Anton is timid.”
You may infer the meaning of timid by answering the question:
If Arthur is gregarious (therefore, likes to socialize with other

people,) and Anton is very different from Arthur with regard to facing
other people, then what word describes Arthur’s brother?
What have you inferred to be the opposite or antonym of gregarious?

If you answered shy, then you are correct.

LESSON 2
ACTIVITY
Directions: Infer the meaning of the unfamiliar words by

choosing from the two options. Write your answers on a separate
sheet of paper.
1. Exercising regularly, eating healthy foods, and lessening stress

can have salubrious effects.
Salubrious means beneflcial or non-beneflcial?
2. Not exercising regularly, eating fatty foods, and letting stress

rule your life can all lead to deleterious health.
Deleterious means harmful or harmless?
3. Crustaceans, such as lobsters, crabs and shrimps, are delicious

but can be expensive.
Crustaceans means hard-shelled seafoods or underground
vegetables?
4. Somnambulists are not even aware of the fact that they

walk around while they are asleep.
Somnambulist means sleepwalker or sleep talker?
5. Nocturnal animals, as opposed to those active at daytime, can

see very well at night so they can hunt prey.
Nocturnal means active at night or asleep at night?
LESSON 2
Expressing own ideas, insights and opinions
Here are some suggested guidelines to follow if you want to give

your opinion:
1. First, make sure that opinion is asked for. There are many cases where
keeping quiet would be a better option than voicing what you think.
2. Reflect on whether you are the best candidate for the job. People
are always welcome to seek your advice. However, it is possible
that someone else is more suitable to respond. In certain situations,
endorsing someone else rather than voicing out your own viewpoint
increases your personal credibility.
3. Listen with the intent to understand. Make sure to listen before

expressing your own thoughts so you will understand exactly what's
expected of you. In the process, you might discover more about
the problem. If necessary, ask questions politely and without
interrupting. This can make the individual who is asking to be more
interested and responsive to what you will likely say.

LESSON 2
4. Think before saying anything. Consider your words before

voicing them. Take into account your tone and make sure your word
choices are precise. This gives as little potential for misinterpretation as
possible. Maintain a courteous demeanor and be aware of your body
language.
5. Do your research and know the facts first. Make sure you have
all the information first before expressing your opinion. The
more factual foundation you have for what you know, the easier it will
be to communicate into words what you mean. You also develop
credibility when your opinion is backed up by facts and evidence.
6. Say what you think in a detailed, straightforward manner.

Provide as many relevant specifics as possible when you give an
opinion. This guarantees that people really understand your point of
view. Ensure to include details of the who, what, when, and where
of the situation.
7. Own your words by using “I” in your statements. “I” sentences

are effective for expressing your own thoughts, observations, and
opinions. You can start articulating your opinion by stating “I
believe...” or “In my experience...”.
8. Provide the reasons for your point of view. Provide reasons and
build a case to support your point of view. Your opinion gains
credibility when it’s backed up with solid data.
Useful Expressions to Voice Opinion
· In my opinion, ... · My view/opinion/belief...

· To my mind, ... · I would say that ...
· As far as I am concerned, · My impression is that
· ... From my point of view, · ... I have the feeling
· ... · that ... I have no doubt
As for me... that ...
LESSON 2
Disagreeing Politely
· I see, but that’s different ... ·
Yes, but don’t you think
· ·
Sorry, I don’t agree with you … ...? On the contrary ...
· That’s partly true but ... ·
Well, I’m not so sure
· I see your point but ... about
that ...
· I'm sorry to disagree with you ·
Well, I think it’s not as
but ...
simple as that ...
LET'S PRACTICE
Directions: Complete the statements below by choosing the

appropriate expressions listed above. Write your answers on
a separate sheet of paper.
1. “Books are a thing of the past. The future is in online

publications.” “ —a lot of people still prefer to have a
book in their hands rather than read on a screen.”
2. “Globalization is just another way for rich countries to
exploit poor countries.” “ . I think it’s a
mutually beneficial relationship, and in fact a lot of developing
countries have benefited quite a bit.”
3. “I think we should completely change the packaging of our
product—it really needs a more modern look.”
“ . If we change our product’s appearance,
our current customers won’t recognize it anymore.”
Source: https://www.espressoenglish.net/practical-english-speaking-how-to-disagree-politely/

LESSON 2
• Drawing conclusions is using information that is implied

or inferred to make meaning out of what is not explicitly
stated.
• You can determine the meaning of unfamiliar words
or expressions through drawing conclusions.
• You can give your own insights and opinions through
the use of common start-up phrases.
LESSON 2
I. Derive conclusions from the following.
1. Sally arrives at home at 5:30 and knows that her mother gets off
of work at 5. But Sally also notices that the lights are off in their
house.
Conclusion:
2. Jennifer hears her gate close and her dog bark.

Conclusion:
3. Julia works at a pet store and owns four cats, two dogs, and a rabbit.
Conclusion:
4. We have an appointment at 4:00 PM. You arrive at 4:15 and I am

not there yet.
Conclusion:
5. A man talking on the cellphone suddenly starts laughing.

Conclusion:
II. With the topics below, practice disagreeing politely.
1. Dogs are better pets compared to cats.

2. Breakfast is not the most important meal of the day.
3. Females are better students than males.
4. When learning English, listening is more difficult than speaking.
5. People should be older than twenty to have a driver’s license.

LESSON 2
LESSON 2
MASTERY
Directions: Write your answers on a separate sheet of paper.
1. What does it mean to draw conclusions?

Clues: hints, clues, reading between the lines
2. What does it mean to make inferences?

Clues: hints, clues, reading between the lines
3. Is there a connection between drawing conclusions and making

inferences? Explain.
4. Can you determine meanings of unfamiliar words through

making inferences? Explain.

LESSON 3
SETTING THE PATH
I AM THE CAUSE
organize information from material viewed

(LS1CS/EN-V-PSC-JHS-13);
note details in materials

viewed (LS1CS/EN-V-PSC-JHS-
15); and
sequence events based on materials viewed

(LS1CS/EN-V-PSC-JHS-16).

LESSON 3
LESSON 3
TRYING THIS OUT
Directions: Try answering the following questions as best as you can. Write your
answers on a separate sheet of paper.
1. What does organizing information in chronological order mean to you?

2. Do you include details when you do description?
3. What do you call the sequencing of events where an action produces
a reaction?
Organizing information in chronological order means

arranging what happens from the start, middle, then to the
last. Arrangement through time occurrence is crucial here.
When you describe, you give the general appearance, the general
account, or illustration of something. Plus, you include details to give
specifics on the general account. Speaking of organizing
information chronologically, the sequencing of events to produce a
reaction from an action is called cause and effect.

LESSON 3
ORGANIZING INFORMATION
There are many ways of organizing information from viewed materials
and turning them into written form. They basically involve writing
down ideas and then making connections. Three of the most common
are:
CHRONOLOGICAL ORDER: Arranged Action

You develop the paragraph by arranging the information
chronologically from start to finish. This format presents the facts in
the order in which they happened. Many case histories, feature
stories, and biographies are written this way.
A A A
Chronological order is a way of arranging actions, events, or

things according to the time they occurred. It is demonstrated by
showing what happened first, what went on next, what came about in
the succeeding occurrences, and until what took place last.
LESSON 3

LESSON 3
Sequential Order
This manner of presentation is also called time or linear order.
This technique is crucial in history and social studies. Events are presented
from how something began until how it ended. Biographies of key
people are often arranged from childhood up to one’s passing. Sequential
order is also essential in how-to videos, recipes, do-it-yourself projects, and
other articles that need step-by-step guide.
Let us say you want to show someone how to cook hot cakes. You can
present it this way:
1. First, prepare all the

ingredients such as all-purpose
flour, baking powder, salt,
sugar, milk, egg, and butter.
2. Second, strain all the dry

components in a large bowl.
3. Then, pour in the rest of

the fixings.
4. Mix all together until smooth.

5. After that, heat a lightly oiled frying pan over medium-
high temperature.
6. Scoop one-fourth cup of batter onto a hot, metal plate.
7. Cook until brown on both sides, and
8. Finally, serve hot.
Giving detailed instructions chronologically makes it easier for a

person to follow the procedure and produce a desirable outcome.
LESSON 3
LET'S PRACTICE
I. Below are the steps in washing the dishes. Arrange the steps
on a separate sheet of paper.
· Fill - get some clean, hot, soapy water.

· Rinse - wash off all suds and residue.
· Dry - air dry or towel dry.
· Wash - scrub them, under the water.
· Preparation-scrape off food.
II. Inside the box are steps in scientific research from
Sciencing. com. These steps are not arranged in sequence.
Arrange these steps in logical order. Write your answers on a
separate sheet of paper.
Asking a Making Gathering

Observation
question conclusions information
Forming a Reporting and Testing the

hypothesis evaluating hypothesis
Source: https://sciencing.com/what-are-the-8-steps-in-scientific-search-12742532.html

LESSON 3
DESCRIPTION: Noting Details

In a description, you give
a general definition, then you
provide specific details about
the topic, discussing its
distinguishing characteristics.
Start with a generalization—a

theme you want to support or a
point you want to make—then
supply with details. Give as
many facts and observations as
possible.
Description is a very important, effective, and widely used technique in

writing which allows the writer to “paint a picture with words” for the reader.
Instead of simply telling the reader how something looked, the writer shows
the reader by using the various types of description techniques, such as
What types of things can be described?
· Things and objects. Tell their size, shape, color, material, weight, and so on.
· People. Describe their physical characteristics, their personalities, and
attitudes.
· Places. Describe the physical attributes of the location and the
emotional responses that it evokes in you.
· Emotions. Try to let the audience in on your innermost feelings at a
time when you experienced one emotion very strongly.
What is the main technique used in description?

Use specific details. By its very nature, description must use lots
of specific details. Try to answer the questions of who, what, when, where,
why, and how as you write. Use exact numbers or estimated figures,
rather than general statements.
LESSON 3
ACTIVITY I
Directions: Note details on this selection by matching Column A

with Column B. Write your answers on a separate sheet of paper.
Exercise is defined as any movement that makes your

muscles work and requires your body to burn calories. There are
many types of physical activity, including swimming,
running, jogging, walking and dancing, to name a few.
Being active has been shown to have many health benefits,

both physically and mentally. It may even help you live
longer. Exercise has been shown to improve your mood and
decrease feelings of depression, anxiety, and stress. It
produces changes in the parts of the brain that regulate
stress and anxiety. It can also increase brain sensitivity for
the hormones serotonin and norepinephrine, which relieve
feelings of depression. Additionally, exercise can increase the
production of endorphins, which are known to help produce
positive feelings and reduce the perception of pain.
1. Exercise A. running,
2. Types of exercise walking, and
3. Benefits of exercise dancing
4. Brain hormones B. endorphins
5. Produce positive C. serotonin and
feelings norepinephrine
D. increase the
production of
endorphins
E. any movement that
makes your muscle
work
Source: https://www.healthline.com/nutrition/10-benefits-of-exercise#TOC_TITLE_HDR_2

LESSON 3
LESSON 3
ACTIVITY II
1. Pick any object within the classroom. Describe it in terms

of size, shape, color, etc.
2. Describe the person seated next to you. If you know the person
well enough to describe the personality and attitudes, even better.
3. Describe a place with an emotional meaning to you.
CAUSE AND EFFECT: Events Sequencing

Cause and effect is another common way to organize
information into writing. Paragraphs structured as cause and effect
explain reasons why something happened. It shows the effects of
something. This shows the relationship between things, or a sequence of
events, where one is the result of the other. Below are examples of cause and
effect sentences.
Cause and Effect Examples in Sentences
Because the alarm was not set, we were late for work.
CAUSE EFFECT
John made an unpleasant comment, so Elise hit him.

CAUSE EFFECT
I had to get the mop since I spilled my juice on the floor.

EFFECT CAUSE
Take note that in the above examples, causes are underlined once
while effects are underlined twice.

LESSON 3
ACTIVITY III
Identify which one is a cause and which one is an effect. Write

your answer on a separate sheet of paper.
1. Tsunamis happen when tectonic plates shift.

2. Because of changes in classifications, Pluto is no longer
a planet.
3. The weather forecast called for rain, so he took his
umbrella with him.
4. Because of a price increase, sales are down.
5. The children shrieked because of the loud thunder.
USE LINKING LANGUAGE

Make your cause and effect organization more coherent with
linking language or sentence connectors. They make the
relationships between causes and effects crystal clear. Here are some
signal words that may indicate that information in a paragraph is
organized as cause and effect: because, as a result, resulted, caused,
affected, since, due to, effect, etc.
USE OF CONJUNCTIVES FOR TRANSITION

Use the following conjunctives to smoothly transition from one
idea to the next in your cause and effect writing: also, too, in addition
to, thus, therefore, consequently, etc.
LESSON 3
ACTIVITY IV
Directions: Draw an inference based on the given details to

complete each statement. Write your answers on a separate sheet
of paper.
1. Since I didn’t take breakfast this morning .

2. I didn’t go home last night, that’s why .
3. I overslept last time, thus .
4. As a result of my working too hard .
5. Because of my love for my family .

•
Chronological order is a way of arranging actions,
events, or things according to the time they occurred.
•
In a description, you give a general definition, then
provide specific details about the topic.
• Cause and effect shows the relationship between things,

where one is the result of the other.

LESSON 3
I. Do the following.
1. Describe in chronological order your morning

activities from waking up to going to school.
2. In strict chronological order, describe how hard-boiled
eggs are cooked.
II. Do the following.
1. Describe yourself. Include your physical characteristics,

your personality, and attitudes.
2. Describe your best friend. Include the physical
characteristics, personality, and attitudes.
3. What do you think are the effects of too much social media
usage?
4. What do you think are the effects of finishing ALS?

LESSON 3
MASTERY
Directions: Write your answers on a separate sheet of paper.
1. What are the three ways to organize information from viewed material?
2. Briefly describe each.
A. Chronology
B. Sequence
C. Description
MODULE 5
DON’T FORGET
“ • Not everything is explicitly stated or spelled out all the

time. By drawing conclusions, you use information that
is implied or inferred to make meaning out of what is
not clearly or explicitly stated. Inference is just another
word for drawing conclusion. There are ways to help
you draw conclusions from what an author may
be implying.
• There are various ways to aid you in determining

meaning of unfamiliar words or expressions, and
“
the
therefore, reach a conclusion. You could infer the
meaning of unfamiliar words and expressions through
the general sense, examples, or through antonyms and
contrast.

MODULE 5
EXPLORE MORE
Inference from songs. Look into the lyrics of your favorite
song. Infer meaning based on what you know about the
songwriter, the text, and your personal connection to the text. Be
guided through the rubrics below.
PERFORMANCE TASK RUBRIC

POINTS INDICATORS
Develops thoughtful interpretations, and/or conclusions about the

4
song with depth and understanding.
May develop interpretations, and/ or conclusions about the song

3
with minor errors.
Attempts to make an interpretation or draw a conclusion about

2
the song.
No evidence of inference (interpretation or conclusion) about the

1
song.
MODULE 5
REACH THE TOP
Write a short autobiography. Follow the turn of events
chronologically. Start to where and when you were born, where you
spent your elementary years, up to the present. Be guided through
the rubrics below.
PERFORMANCE TASK RUBRIC

POINTS INDICATORS
Events are placed in a logical order and the way they are
4
presented effectively keeps the interest of the reader.
Events are placed in a logical order, information is clear and

3
easy to follow.
2 Some events are not in a logical order, and distracts the reader.
Most of the events are not in a logical order. There is little sense
1
that the writing is organized.

ANSWER KEY
LESSON 1: I SEE, YET I DON'T SEE
TRYING THIS OUT PAGE 4

1. T 6. T
2. T 7. T
3. T 8. F
4. T 9. T
5. F 10. T

ACTIVITY PAGE 8
1. Yes. It is about the toppling of two electric posts.
2. The Sta. Rosa Police Chief is the resource person
regarding the situation.
3. The toppling of the posts happened Wednesday, Oct. 2, 2019
at 2:45 PM.
4. Yes. Barangay Malusak, Sta. Rosa, Laguna.
5. The toppling of posts was a result of the heavy rains.
6. Although the toppling of the posts is factual, the Police Chief
’s assurance that no one was injured was contradicted
by a netizen’s photo showing otherwise.

ACTIVITY I
PAGE 13
Choose the main idea from the statements below
A. People worked until they were too weak.
B. People worked until they died.
✓ C. The idea of retirement is relatively new.
ANSWER KEY
Make inferences from the text: Open-ended answer
· Why do you think Bismarck brought up the concept

of retirement?
· Why do you think other countries adopted the concept of
retirement?
· At what age do you think people should retire? Explain why.
ACTIVITY II PAGE 14
1. dog
2. umbrella, raincoat, or rain gear
3. lunch
4. spoon, fork
5. cat
TREADING THE ROAD TO MASTERY PAGE 15

1. What are ideas that are directly stated?
These are ideas directly expressed, or explicitly stated in
a given text.
2. What are ideas that are indirectly stated?
These are ideas not clearly stated. These are also referred to as
implicitly stated ideas (ideas not explicit).
3. What is the relationship between indirectly stated ideas
and making inferences?
Making inferences involves using what you know from
indirectly stated ideas, making a guess, and coming up
with conclusions.

ANSWER KEY
LESSON 2: I THEREFORE CONCLUDE
TRYING THIS OUT
PAGE 17
1. T 2. T 3. T 4. T 5. F

ACTIVITY
PAGE 21
1. beneficial
2. harmful
3. hard-shelled sea foods
4. sleepwalker
5. active at night
LET'S PRACTICE
PAGE 24
All expressions listed above on disagreeing politely are the
possible answers for items 1 to 3.

ACTIVITY I
PAGE 26
1. Sally’s mother hasn’t arrived yet from work.
2. The mailman has just delivered something.
3. Julia is an animal lover.
4. I may be late for our appointment.
5. The person he is talking to said something very funny.
TREADING THE ROAD TO MASTERY

PAGE 27
1. Drawing conclusions and generalizations is using information
that is implied or inferred to make meaning out of what is not
clearly stated.
2. When you infer, you go beyond the surface details to see
other meanings that the details suggest or imply (not
stated).
3. Inference is just another word for conclusion. If you infer that
something has happened, you do not see, hear, feel, smell, or
ANSWER KEY
taste the actual event. But from what you know, it makes
sense to think that it has happened.
4. The meaning of a word may be implied by the general sense
of its context. Writers often tell you more than they say
directly. They give you hints or clues that help you “read between
the lines.” Using these clues to give you a deeper understanding
of your reading is called inferring.
LESSON 3: I AM THE CAUSE

TRYING THIS OUT PAGE 29
1. You develop the paragraph by arranging the
information chronologically from start to finish. This
format presents facts in the order in which they
happened.
2. In a description, you give a general definition, then provide
specific details about the topic, discussing its distinguishing
characteristics.
3. Cause and effect.
UNDERSTANDING WHAT YOU DID PAGE 32

LET'S PRACTICE I
1. Preparation – scrape off food.
2. Fill – get some clean, hot, soapy water.
3. Wash – scrub them, under the water.
4. Rinse – wash off all suds and residue.
5. Dry – air dry or towel dry.
LET'S PRACTICE II
1. Observation 5. Testing the hypothesis
2. Asking a question 6. Making conclusions
3. Gathering information 7. Reporting and evaluating
4. Forming a hypothesis

ANSWER KEY
ANSWER KEY
ACTIVITY I PAGE 34
1. E 4. C
2. A 5. B
3. D
ACTIVITY II PAGE 35
1. Pick any object within the classroom. Describe it in terms of
size, shape, color, etc.
2. Describe the person seated next to you. If you know
the person well enough to describe the personality and
attitudes, even better.
3. Describe a place with an emotional meaning to you.
ACTIVITY IV PAGE 37
Suggested answers
1. Since I didn’t take breakfast this morning…
I couldn’t concentrate in class because I was very hungry.
2. I didn’t go home last night,
that’s why I was not able to have a change of fresh clothes.
3. I overslept last time, thus…
I was late for class again.
4. As a result of my working too hard…
I suffered a nervous breakdown.
5. Because of my love for my family…
I worked very hard to be successful and make them proud of me.
SHARPENING YOUR SKILLS PAGE 38

ACTIVITY I
1. Describe in chronological order your morning activities—from
waking up to going to school.
2. In strict chronological order, describe how to make a
hard- boiled egg.

ANSWER KEY
ACTIVITY II
1. Describe yourself. Include your physical characteristics,
your personality, and attitudes.
2. Describe your best friend. Include the physical characteristics,
personality, and attitudes.
3. What do you think are the effects of too much social
media usage?
4. What do you think are the effects of finishing ALS?
TREADING THE ROAD TO MASTERY

What are the three ways to organize information from viewed PAGE 39
material? Briefly describe each
· Chronological order is a way of arranging actions, events,

or things according to the time they occurred. It is
demonstrated by showing what happened first, what went on
next, what came
about in the succeeding occurrences, and until what took
place last.
· In a description, you give a general definition, then

provide specific details about the topic, discussing its
distinguishing characteristics.
· Cause and effect is another common way to organize

information into writing. Paragraphs structured as cause
and effect explain reasons why something happened. It shows
the effects of something. This shows the relationship between
things, or a sequence of events, where one is the result of the
other.
ANSWER KEY

GLOSSARY
Cause and Effect Cause and effect shows the relationship between
two events, or a sequence of events, where
one phenomenon is the result of another.
Conclusions and
Generalizations Drawing conclusions and generalizations is using
information that is implied or inferred to
make meaning out of what is not clearly
stated.
Conjunctives
Conjunctives are used to smoothly
transition from one idea to the next in cause
and effect writing. Examples are also, too, in
addition to, thus, therefore, consequently, etc.
Description
In a description a general definition of the topic
is given, then provided with specific details while
discussing its distinguishing characteristics.
Inference
Making an inference involves using what is
known to make a guess about what is not
known. Inferences make use of clues in the
context, along with the viewer’s own
experiences and stock knowledge, to help
them figure out what is not directly said.
Key Message
The main idea of a given text—be it a passage from
a novel, an item from a newspaper, or a film
clip
Sequential Order —is also the author's key message about the topic.
Chronological order is a way of arranging

actions, events, or things according to the
time they occurred.
ANSWER KEY

REFERENCES
Baraceros, Esther L., Ph.D. Improving Students’ Study Skills and
Reading or Thinking Strategies. Manila: Rex Book Store,
Inc. 2014.
Hermosa, Nemah H. The Psychology of Reading. Quezon City:

UP Open University, 2002.
The development and printing of this learning resource was made possible
with the cooperation of Asia Paciflc 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 flnancial 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 : [email protected]; [email protected]

Unesco - Als - LS1 - English - M05 (V1.2)

Uploaded by

Copyright:

Available Formats

Unesco - Als - LS1 - English - M05 (V1.2)

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unesco - Als - LS1 - English - M05 (V1.2)

Uploaded by

Copyright:

Available Formats

SECONDARY

ALS Accreditation and Equivalency Program: Junior High School

COMMUNICATION SKILLS IN ENGLISH

Copyright © UNESCO and DepEd 2020

Printed by APC Printers Corporation

Jenelyn Marasigan Baylon Master Teacher I, ALS Task Force (On-detail)

Content and Language Evaluators and Instructional Design Reviewer

This module has the following parts and corresponding icons:

This comprises activities for independent practice to solidify your

Answer Key This contains answers to all activities in the module.

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

Sharpening Your Skills 26

Getting the main idea

Lastly, there are ways of organizing information gathered from viewed

Check the dictionary, of course (whether electronic or not).

2 WHAT IS THE MEANING OF THIS?

I SEE, YET I DON’T SEE

determine the key message conveyed in the

infer thoughts, feelings, and intentions

1. The main idea is the author’s message.

The author’s main idea, or key idea, is also the author’s

4 WHAT IS THE MEANING OF THIS?

FINDING THE KEY MESSAGE

Where are the main ideas found?

It is easy to identify a main idea that is directly expressed or explicitly

Ideas indirectly stated

At times, the main idea is not always clearly stated. This is

It is more difficult to identify a main idea when it is implied. It can be

An implied main idea can be found in several ways:

· Several sentences in a paragraph can imply the main idea by

6 WHAT IS THE MEANING OF THIS?

“Downpour topples 2 electric posts, cuts power in Sta. Rosa City”

SAN PEDRO CITY — Heavy rains on Wednesday

As of 4 p.m., he said power remained out.

ASKING THE FOLLOWING QUESTIONS

1. What. Does the passage talk about a particular event?

3. When. Does the information contain a reference to time or situation?

Directions: Let us answer each item as concisely as possible:

1. What - Does the passage talk about a particular event?

2. Who - Does this passage refer to a person or group of people?

Now it’s your turn to answer.

3. When - Does the information contain a reference to time

4. Where- Does the text name a specific place? If yes, where?

5. Why - Why did the power supply cut off?

6. How- Does this passage state a fact or an opinion? If yes, how?

8 WHAT IS THE MEANING OF THIS?

Inference : The police chief was not being entirely truthful.

· ‘Main ideas are often found at the beginning of paragraphs.’

‘SAN PEDRO CITY – ‘Heavy rains on Wednesday

Directions: Give the main idea of the following paragraphs. Write

1. As bats fulfill their ecological roles, they provide many

2. Severe weather including hail storms, tornadoes, floods, and

3. Smoking harms nearly every organ in your body, including your

10 WHAT IS THE MEANING OF THIS?

MAKING INFERENCES FROM IDEAS

Making an inference involves using what you know to make a guess

Examples of real-life inferences: