English 9 Quarter 4 Module 5: Listen to Create Value Judgment on Critical Issues

English Quarter 4 Module 5 Listen to Create Value Judgment on Critical Issues that Demand Sound Analysis and Call for Prompt Actions

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[illustration: students reading and studying outdoors and at home, a globe on a desk, and a child working by lamplight]

CO_Q4_English 9_Module 5

English – Grade 9 Alternative Delivery Mode Quarter 4 Module 5: Listen to Create Value Judgment on Critical Issues that Demand Sound Analysis and Call for Prompt Actions First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

DEVELOPMENT TEAM

Author/s: Feliciano L. Cagas, Cerenia B. Baliling Evaluators/Editor: Rachel M. Tan, Joseph E. Estrada, Jr., Marchie B. Nadonza

Management Team: Arturo B. Bayocot, Victor G. De Gracia Jr, Roy Angelo E. Gazo, Shambaeh A. Abantas-Usman, Mala Epra B. Magnaong, Henry B. Abueva, Rustico Y. Jerusalem, Myra A. Ambalong, Meriam S. Otarra, Charlotte D. Quidlat

Printed in the Philippines by ____________________

Department of Education – Division of Iligan City Office Address: General Aguinaldo, St., Iligan City Telefax: (063)221-6069 E-mail Address: iligan.city@deped.gov.ph

[transcriber’s note: this page repeats the cover title]

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English Quarter 4 Module 5 Listen to Create Value Judgment on Critical Issues that Demand Sound Analysis and Call for Prompt Actions

Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

What I Need to Know

Following the track of your journey, you are to be guided by these objectives:

1. listen to create/give value judgment on critical issues that demand analysis and call for prompt actions;
2. judge the validity of the evidence listened to;
3. evaluate a listening text based on validity and relevance
4. explore opportunities for obtaining comprehensive information and varying perspective by listening to global and local issues

What I Know

Inquiring Minds Want to Know

We tend to think that most people are like us. Hold on- they’re not. In some aspects, they may look the same, but they think differently. They express different views, behave, and act differently.

In this activity and in the coming activities, you shall be giving your value judgement and evaluating the validity of one’s beliefs. Write P if you think the line suggests a positive outlook, and N if it suggests a negative outlook.

_____1. Why cry over a spilled milk? _____2. It’s a new day tomorrow. _____3. Life is a valley of tears. _____4. I may be down but not out. _____5. Life is not a bed of roses. _____6. Life is what you make it. _____7. Life is a game at which everybody loses. _____8. Never mind, every cloud has a silver lining. _____9. Man is headed for extinction like dinosaurs. ____10. While there is life, there is hope.

Sources: adopted from various literary pieces

The Force Be with You

Task 1. This activity is your initial step to take a stand on controversial issues which require sound analysis and judgment. Put a check mark (✔) on the yes column if you agree and (x) mark on the no column if you disagree. The pictures on the next page will help you analyze the situation

	yes	no	reason/s
1. Anti-terrorism bill will curb terrorism problem in the country
2. Balik-Probinsya program will decongest urban centers
3. ABS-CBN Franchise Closure is an economic loss.
4. Fighting COVID 19 in the Philippines has become complicated because of Filipino attitude issue.
5. Locally Stranded Individuals ( LSI’s ) have become carriers of COVID 19 in the provinces

[photo: five black-and-white photos showing people in a rescue or relief scene, protesters holding signs reading “DEFEND PRESS FREEDOM” and “STAND WITH ABS-CBN WORKERS”, performers in costume, a crowd of people at a relief distribution, and a bus with people beside it]

Source: https.google.com

Lesson 1 – Dealing With The Challenges Of Fast-Changing World

What’s In

Anyone got a Match

Task 2. In the previous activity, you have initially taken your stand against COVID 19 pandemic. This time explore and learn to associate COVID 19 with other issues.

Accordingly, “A picture is worth a thousand words “, but in this activity, it is the other way around. A word can be a picture of many things. Fill in the diagram with words/ phrases that you can associate with COVID 19.

[chart: concept web diagram; center box reads “COVID 19 PANDEMIC”; six empty ovals are connected to it for words or phrases]

Process Questions

1. What is your most touching and heart-breaking experience about the COVID-19 pandemic?
2. How should the Philippine Government and the world have responded to the challenges brought on by COVID-19?

Task 2.1 FACT OR OPINION

A Fact is a piece of information that can be proved with concrete evidence while an Opinion is a view or judgment about something that cannot be proved by evidence.

Read the following statements and validate these issues according to your own conviction and understanding of the Covid-19 pandemic.

Put a check mark (√) if you think the idea is FACT and (x) mark if the idea is an OPINION.

	FACT	OPINION
1. COVID 19 is not a virus but a bacterium.
2. COVID 19 is a laboratory product not from bat.
3. COVID 19 is viewed, considered, and related to “end of the WORLD scenario.”
4. World economy will collapse due to COVID 19 pandemic
5. COVID 19 pandemic would change the global political landscape.
6. The pandemic would change educational platform and career preference.

Process Questions

1. Do you have an interesting realization about the given issue? What is it?

Task 2.2 FICTION VS NONFICTION

FICTION refers to any narrative that is derived from the imagination – in other words, not based strictly on history or fact. NONFICTION is considered that which presents events and facts as having actually occurred.

Based from the given statements above, which statement could be ideal for a fiction narrative and which statement for a nonfiction narrative?

FICTION	NONFICTION

What’s New

Walk This Way – Balik Probinsya

Watch and listen to Balik-Probinsya Program https://www.youtube.com/watch?v=S-fjpWceA2c

[illustration: screenshot of a YouTube video page showing the Balik Probinsya, Bagong Pag-asa Program logo] Balik Probinsya, Bagong Pag-asa Program 2,204 views • Jun 15, 2020

Balik Probinsya is a government project designed to decongest urban centers like Metro Manila. It targets the informal settlers and the displaced workforce due to COVID-19 pandemic. In this activity, you will know the inter-mingling factors involving the program.

Task 3. Based from the video that you saw or have heard, what do you think is the importance of the issue talked about in the video to your own personal life? How can your family benefit from the program? Can your community develop with this program? Answer in your own words.

[illustration: two cartoon characters with thought bubbles reading “What’s in it for me?” and “How can my family benefit from this?”, with ruled lines for answers]

What is It

Agree to Disagree

Task 4. Take a few minutes and try to link industrialization with other issues such as COVID 19 pandemic, informal settlers in the urban centers, and displaced workforce locally (LSI) and internationally (OFW). To help you formulate your own ideas complete the text by supplying the missing words. The logically completed text will tell you how industrialization happened. Choose your answer from the pool of words.

An earthshaking phenomenon, which came as offshoot of industrialization, was _____. Persons in search of work _____ to the industrial sites where _____ were located. In time, this _____ into cities. The flocking to _____ areas resulted in _____ which in turn gave rise to problems of _____ and _____. With the _____ of more and more people _____ rural areas to the cities, the _____ became more and more _____ and when the _____ were _____ longer able to absorb into _____ work force all the persons the searching _____ a job, _____ rose and _____ areas and _____ Communities _____.

Source: Prototype Lesson Plan, Department of education

[transcriber’s note: the word pool is printed in a box in four columns; each row is shown below with its words in order from left to right]

squatter, factories, their, industries urbanization, unemployment, urban, housing slum, developed, no, acute flocked, for, overcrowding, sanitation congestion, from, mushroomed, exodus

Process questions

1. Do you agree with the ideas presented in the text?
2. Can you blame the exodus of job seekers going to the urban centers?
3. What are the negative sides of industrialization?
4. Is industrialization directly related with informal settlers’ formation in the urban centers?
5. Informal settlers and displaced workforce are one of the economic effects of the pandemic. How can the government help resolve these issues?

What’s More

Man the Battle Stations

Task 5. Industrialization has given so much comfort to mankind. However, urbanization which is developed because of industrialization brought critical issues and pressing needs for solution. Study the picture in each item and write your thoughts by answering the questions: 1. What do you think is the issue here? 2. How can you address such issue? 3. How can society prevent issues like this to arise?

1.

[photo: black-and-white photo of densely built informal houses with laundry hung on their walls and railings]

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2.

[photo: black-and-white photo of informal houses and people along a railway track, with debris on the ground]

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3.

[photo: black-and-white photo of informal houses built over water beside power lines]

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4.

[photo: black-and-white photo of a city skyline of tall high-rise buildings above lower buildings and houses]

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5.

[photo: black-and-white photo of a large crowd of people pressing together near a stairway]

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Source: Philippine News Agency

What I Have Learned

The Moment of Truth

Let’s be more realostic and be more xomprehensively informed. You might be wondering how fuel cost or how oil price is connected with industrialization. Actually, oil is the life support system od all the industries. Industrial machineries and other equipment for industrial processing are fueled with oil. Read the text below and take notice.

A. Why doesn’t the government subsidize fuel cost? It can be done lowering taxes on oil products/ This way, workers will not demand higher wages which we cannot afford to give anyway. We won’t be force to close shops, and everyone will be happy.

B. We do not dictate the price increase. We are just told of price changes and adjust our pumps accordingly. High gasoline prices affect us too because many people prefer to stay at home to save transportation if they can help it.

C. There is no other way except to increase oil prices. While we are aware of the hardships this will cause our fellowmen, we just have to accept the fact that we import oil and the seller sets the price. It is plain and simple – “Take it or leave it” That is how my teacher explained it to me and I feel he made sense.

D. We have to increase even if we know we are adding to the sacrifices of our people. World oils are controlled by few countries that supply a large percentage of our oil demands. Even if we know what the effects will be, the government cannot continue subsidizing oil prices. Everyone knows we do not have money anymore.

E. The ones most affected by this oil increase are daily wage earners like me who can hardly keep body and soul together. Wage inreases are slow in coming and if ever they come, they are hardly enough to meet the rising costs of everything I buy – food, medicine, etc.

Source: Meetimg My Needs for English, Department of education

Seek and Ye Shall

Task 6. The opinions you have just read are reactions on oil price increase of people coming from all walks of life. Complete the grid below with the information required in each column from the text above. One has been done for you.

SPEAKERS’ STAND

SPEAKERS	SPEAKERS’ STAND: Against	SPEAKERS’ STAND: Neutral	SPEAKERS’ STAND: For	SPEAKERS’ STAND: More Valid	SPEAKERS’ STAND: Less Valid
A. Businessman	✓				✓
B.
C.
D.
E.

Process Questions:

1. Do you think the businessman was true to his logic or just simply lay the responsibility to the government?
2. Is fuel cost subsidy economically viable for a country such as ours?
3. Who are really the actors on fuel costs drama?

What I Can Do

I Know It When I See It

Task 7. Be familiar with varying perspectives… Study the situations presented below and try to connect with its underlying messages.

[photo: aerial night view of a large domed superdome with lit surroundings] [photo: under-construction skyscraper with a tapering, spiked top] [photo: long cable-stayed mega bridge over water] [photo: pipe extending into water among corals] [photo: deforested land with cut trees and stumps]

[transcriber’s note: two of the photos carry small credit watermarks along their edges; they are partly illegible and are not transcribed]

Process Questions

1. What is the picture all about?
2. How would you reconcile the opposing situations depicted in the scenarios?
3. Which of the scenarios would you value the most?

The Words Game

Task 7.1 Find and circle the expressions as hinted below the box

S U N R I S E R S E S U N
C K O A N U T A U E H L A
A N Y M D R Y I G C O A T
R U N S U R E D A O W T U
C O R N C D I S R N E V R
I R O N N R A D I O R E E
T A L L B A A T E M A D E
Y R O A R I N P G Y E A R
E G G G O N E V E R G Y H
A E Y W E P R O G R E S S
M O D E R N I Z A T I O N

KEYWORD: skyscraper, mega bridges, progress, economy, modernization, scarcity, nature

Process Questions

1. Are you familiar with these expressions?
2. What make these expressions significant in our lives?

Inquiring Minds Want to know

Task 7.2 Exploring varying perspectives… In the previous activities, you learned the different facets attached to industrialization. This time, let us identify one more issue as our basis to render judgment as to validity after sound analysis has been done.

Economic growth in almost all aspects are not parallel. For instance, because of the advancement in technology, we gain so much success on the infrastructure development, but losing heavily on the protection and prevention of nature and its resources.

We are intoxicated by the great achievement ushered by technology. We are appalled by the majestic heights of the skyscraper, by the grandeur of the super hi-ways and arching flyovers, by the unparalleled arrogance of the mega bridges, and by the magnificence of the superdome. While we are enjoying the comfort in life that modernization has offered, we failed to hear the cries of MOTHER EARTH. We cut trees beyond the limit, resulting in climate change. We destroyed

watershed areas, drying rivers and wetlands. We produced so much chemical waste, polluting the seas and oceans. These are just a few of the many destructive activities we have done to nature in the guise of modernization.

Source: DC Jared Cagas @ Hoi Polloi.com

[transcriber’s note: in the original, the phrases “destructive activities we have done to nature” are underlined]

Listen, hear and Say

Task 7.3 Evaluate man’s achievements based on the text to determine which area we are gaining and losing. Put a check mark (√) corresponding the column of your choice after evaluating the situation.

	High	Poor
1. Infrastructure and technological development
2. Protection and conservation of natural resources
3. Provide job opportunities through industrialization
4. Industrial waste management system
5. Processing zones and industrial services
6. Environment, health and sanitation protocols

Process Questions

1. Which would you prefer better infrastructure or nature in short supply?
2. Is it possible to achieve balanced progress in infrastructure and nature?
3. Can we still turn back the hand of time for us to see nature at its best?

Summary

In this module you learned about the importance of formulating value judgment on critical issues that demand analysis and call for prompt actions. Below are the following key points:

• Being socially aware of current issues and promoting information drive are vital in this trying time.
• In the face of uncertainty, people will react and behave differently over various issues. This uniqueness is brought by several factors, one of which is their outlook.
• Taking a stand on social issues is a good example of partaking in the nation building. In order to make a stand one must first validate issues by researching and gathering verified data.
• In validation, having a good value judgment play a vital role.
• Value judgment is an assessment of something as good or bad in terms of one’s standards or priorities.
• Forming logic-based opinions should be preceded by comprehensively informing oneself first.
• One of the most important weapons in our arsenal when it comes to individual analysis is our ability to put ourselves in someone else’s shoes. It means we can see things from someone else view and perspective in life.

Assessment

We Share and Identify Their Wishes

Accordingly, one of the most important weapons in our arsenal when it comes to individual analysis is our ability to put ourselves in someone else’s shoes. It means we have the ability to see things from someone else view and perspective in life. In this activity, you are going to determine which view towards life is shown in the following lines below: fame, fortune, sensual pleasures, power, overcoming challenges or service. Write your answer on the blank provided before each number.

_____1. Whatever good I can do today, let me do it
For I may never pass this way again.

_____2. Eat, drink and be merry
For tomorrow may not come.

_____3. Lives of great men all remind us
We can make our lives sublime
And departing leave behind us
Footprints on the sands of time.

_____4. Money talks.

_____5. Do a good turn daily.

_____6. I am the master of my fate
I am the captain of my soul.

_____7. What are we in power for?

_____8. Oh, for a moment of glory.

_____9. In the fell clutch of circumstances
I have not winced nor cried aloud
Under the bludgeoning of chance
My head is blood but unbowed

_____10-. To the victor go for the spoils

Sources: adopted from various literary pieces

Answer Key

Diagnostic Task 4

transcriber’s note: this page is printed upside down; the answer-key blocks are transcribed in reading order below.

P or N	Word	Blank answer
1. P	1. urbanization	12. acute
2. P	2. Flocked	13. industries
3. N	3. factories	14. no
4. P	4. Developed	15. them
5. N	5. Urban	16. for
6. P	6. overcrowding	17. unemployment
7. N	7. housing	18. slum
8. P	8. sanitation	19. squatter
9. N	9. Exodus	20. mushroomed
10. P	10. from
	11. congestion

Assessment

1. service
2. sensual pleasure
3. fame
4. fortune
5. service
6. overcoming challenges
7. power
8. fame
9. overcoming challenges
10. power

Task 7.1

transcriber’s note: the word-search grid is printed upside down and is transcribed here in upright orientation. The highlighted cells are yellow in the original.

M	O	D	E	R	N	I	Z	A	T	I	O	N
A	E	Y	W	E	P	R	O	G	R	E	S	S
E	G	G	G	O	N	E	V	E	R	G	Y	H
Y	R	O	A	R	I	N	P	G	Y	E	A	R
T	A	L	L	B	A	A	T	E	M	A	D	E
I	R	O	N	N	R	A	D	I	O	R	E	E
C	O	R	N	C	D	I	S	R	N	E	V	R
R	U	N	S	U	R	E	D	A	O	W	T	U
A	N	Y	M	D	R	Y	I	G	C	O	A	T
C	K	O	A	N	U	T	A	U	E	H	L	A
S	U	N	R	I	S	E	R	S	E	S	U	N

Reference

DC Jared Cagas, @ Hoi Polloi. Com

Meeting My Needs for English, Department of Education

Prototype Lesson Plan , Department of Education

Shutterstock.com

Various Literary Pieces

For inquiries or feedback, please write or call:

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Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph