UNESCO ALS Learning Strand 1 Communication Skills in English PDF

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...

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 RTY PE O PR LE T SA EN R M FO N T E R V NO O G  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. Mendoza Project Development Officer III, Bureau of Learning Resources Reyangie V. Sandoval Education Program Specialist II, Bureau of Learning Resources Josephine C. Intino Senior Education Program Specialist, Bureau of Curriculum Development Eric U. Labre Senior Education Program Specialist, Bureau of Learning Resources Roderick P. Corpuz Supervising Education Program Specialist, ALS Task Force Daisy Asuncion O. Santos Chief Education Program Specialist, Bureau of Learning Resources Marilette R. Almayda Director III/Head, ALS Task Force Ariz Delson Acay D. Cawilan Officer-In-Charge, Office of the Director IV, Bureau of Learning Resources G. H. S. Ambat Assistant Secretary for Alternative Learning System Program and Task Force Tonisito M. C. Umali Undersecretary for Legislative Liaison Office, External Partnership Service and Project Management Service Leonor Magtolis Briones Secretary Jaime Daroy Author Elizabeth Reyes Content Expert Bernadette Sison Admin and Finance Staff Mildred Parbo Project Lead Ma. Teresita Medado President Content and Language Evaluators and Instructional Design Reviewer Jonathan V. Gochuico De La Salle University – Dasmariñas Julie Lumogdang Regional Office XII – SOCCSKSARGEN, Department of Education Maria Teresa E. Prieto Schools Division Office of Kalinga, Department of Education Ade Sandra Admin and Finance Assistant Rusyda Djamhur Project Assistant Marmon Abutas Pagunsan National Project Consultant Remegio Alquitran National Project Officer Maria Karisma Bea Agarao National Programme Coordinator Mee Young Choi Head of Education Unit Shahbaz Khan 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 know Pre-assessment 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 the Road to Mastery 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 contents Understanding What You did 18 Sharpening Your Skills 26 Treading the Road to Mastery 27 LESSON 3: I am the Cause 28 Setting the Path 28 Trying This Out 29 Understanding What You Did 30 Sharpening Your Skills 38 Treading the Road to Mastery 39  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 dictio nary 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). DRAWING GENERALIZATIONS 3  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. 4 what is the meaning of this?  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. DRAWING GENERALIZATIONS 5 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. 6 what is the meaning of this? 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? DRAWING GENERALIZATIONS 7 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? 8 what is the meaning of this? 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. DRAWING GENERALIZATIONS 9  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 10 what is the meaning of this? 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. DRAWING GENERALIZATIONS 11  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. 12 what is the meaning of this?  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 state.” 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. DRAWING GENERALIZATIONS 13  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. ()= 14 what is the meaning of this?  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 DRAWING GENERALIZATIONS 15  lesson 2 Setting the Path I Therefore Conclude At the end of this lesson, you will be able to: 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). 16 what is the meaning of this?  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. DRAWING GENERALIZATIONS 17  lesson 2 Understanding What You Did 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. 18 what is the meaning of this? 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. DRAWING GENERALIZATIONS 19  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. 20 what is the meaning of this? 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 beneficial or non-beneficial? 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? DRAWING GENERALIZATIONS 21  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. 22 what is the meaning of this? 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... · As for me... · I have no doubt that... DRAWING GENERALIZATIONS 23  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 about · I see your point but... that... · I'm sorry to disagree with you · Well, I think it’s not as simple but... 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/ 24 what is the meaning of this? Lesson 2 Understanding What You Did 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. DRAWING GENERALIZATIONS 25  lesson 2 Sharpening Your Skills Write your answers on a separate sheet of paper. 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. 26 what is the meaning of this?  lesson 2 TREADING THE road to 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. DRAWING GENERALIZATIONS 27  lesson 3 Setting the Path I Am The Cause At the end of this lesson, you will be able to: 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). 28 what is the meaning of this?  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. DRAWING GENERALIZATIONS 29  lesson 3 Understanding What You Did 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. 30 what is the meaning of this? 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. DRAWING GENERALIZATIONS 31  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 32 what is the meaning of this? 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. DRAWING GENERALIZATIONS 33  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, walking, 2. Types of exercise and dancing 3. Benefits of exercise B. endorphins 4. Brain hormones C. serotonin and 5. Produce positive 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 34 what is the meaning of this? 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. DRAWING GENERALIZATIONS 35  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. 36 what is the meaning of this? 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. Understanding What You Did 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. DRAWING GENERALIZATIONS 37  lesson 3 Sharpening Your Skills Write your answers on a separate sheet of paper. 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? 38 what is the meaning of this?  lesson 3 TREADING THE road to 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 DRAWING GENERALIZATIONS 39  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 the meaning of unfamiliar words or expressions, and therefore, reach a conclusion. You could infer the meaning of unfamiliar words and expressions through the general sense, examples, or through antonyms and contrast. “ 40 what is the meaning of this?  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. DRAWING GENERALIZATIONS 41  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 easy 3 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. 42 what is the meaning of this? 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 UNDERSTANDING WHAT YOU DID 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. SHARPENING YOUR SKILLS 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. DRAWING GENERALIZATIONS 43  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. 44 what is the meaning of this? answer key LESSON 2: I THEREFORE CONCLUDE TRYING THIS OUT PAGE 17 1. T 2. T 3. T 4. T 5. F UNDERSTANDING WHAT YOU DID 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. SHARPENING YOUR SKILLS 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 DRAWING GENERALIZATIONS 45  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 LET'S PRACTICE I PAGE 32 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 46 what is the meaning of this? 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. DRAWING GENERALIZATIONS 47  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 PAGE 39 What are the three ways to organize information from viewed 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. 48 what is the meaning of this? glossary Cause and effect shows the relationship between Cause and Effect two events, or a sequence of events, where one phenomenon is the result of another. Conclusions and Drawing conclusions and generalizations is using Generalizations information that is implied or inferred to make meaning out of what is not clearly stated. Conjunctives are used to smoothly transition Conjunctives from one idea to the next in cause and effect writing. Examples are also, too, in addition to, thus, therefore, consequently, etc. In a description a general definition of the topic Description is given, then provided with specific details while discussing its distinguishing characteristics. Making an inference involves using what is Inference 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. The main idea of a given text—be it a passage from Key Message a novel, an item from a newspaper, or a film clip —is also the author's key message about the topic. Chronological order is a way of arranging Sequential Order actions, events, or things according to the time they occurred. DRAWING GENERALIZATIONS 49  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. 50 what is the meaning of this? The development and printing of this learning resource was made possible with the cooperation of Asia Pacific College. This is a component of the project “Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the Philippines” implemented by UNESCO Office, Jakarta in partnership with the Department of Education. This initiative received a generous financial support from Korea International Cooperation Agency (KOICA). For inquiries, please contact: Department of Education, Bureau of Learning Resources (DepEd BLR) Office Address : Ground Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City, Philippines 1600 Telefax : +63-2-8631-1072; +63-2-8634-1054; +63-2-8631-4985 Email Address : [email protected]; [email protected]