English 8 Quarter 2 Module 1: Explaining Visual-Verbal Relationships

English Quarter 2- Module 1: Explaining Visual-Verbal Relationships

8

English

Quarter 2- Module 1: Explaining Visual-Verbal Relationships

[illustration: students studying outdoors and at a table, with a globe and a lamp]

CO_Q2_English8_Module1

English – Grade 8 Alternative Delivery Mode Quarter 2 – Module 1: Explaining Visual-Verbal Relationships First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book 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

Printed in the Philippines by

Department of Education – Caraga Region Learning Resource Management Section (LRMS) Office Address J.P. Rosales Avenue, Butuan City, Philippines 8600 Tel. no. (085) 342-8207 Telefax: (085) 342-5969 E-mail Address: caraga@deped.gov.ph

Development Team of the Module

Writer: Cris-An T. Gabing Editors: Tammy C. Catubig, Vanessa R. Natulla Reviewers: Gladys S. Asis, Maria Dinah D. Abalos, Imie Concepcion C. Valdez, Elsie Joy B. Leal, Venus Sheila O. Ayado, Carolina A. Curtina, Hazel P. Yabo, Genalyn M. Dispo, Mark Joseph T. Delima, Immanuel S. Nono, Joshua L. Albia Layout Artist: Anselmo S. Osores Jr. Management Team: Francis Cesar B. Bringas, Isidro M. Biol, Jr., Maripaz F. Magno, Josephine Chonie M. Obseñares, Bebelyn C. Corvera, Donald D. Orbillos, Israel B. Reveche

8

English

Quarter 2 – Module 1: Explaining Visual-Verbal Relationships

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 Teachers 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

[illustration: hand pressing a button icon]

The scope of this module permits it to be used in many different learning situations. The lessons are arranged to follow the standard sequence of the course.

After going through this module, you are expected to explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts (EN8SS-lle-1.2 MELC).

Specifically, you are to:

1. analyze visual-verbal relationships through tables, graphs, infographics, and information maps;
2. interpret information presented in a text; and
3. demonstrate appreciation and understanding of expository text through a concept map.

What I Know

[illustration: hand holding a pencil icon]

In this part of the module, you are going to answer the given activity by interpreting verbal-visual relationships using graphs, tables, and information maps.

Directions: Analyze closely the given verbal-visual presentations through graphs, infographics, tables, and information maps. Write the letter of the correct answer on a separate sheet.

[chart: concept map; Parts of Speech. Central node: “Parts of Speech”. Branches: Adjective, Adverb, Preposition, Conjunction, Interjection, Pronoun, Noun, Verb]

1. In the concept map above, which one is NOT a part of speech?
   a. adjective
   b. adverb
   c. modal
   d. verb

   
   

2. The map below shows that ______________________________.
   a. Europe is part of Asia
   b. Antarctica is the largest continent
   c. Australia is the smallest continent
   d. North and South America are considered as one continent

   
   

[chart: world map; labels printed on map: North America, Europe, Africa, Asia, South America, Australia, Antarctica. Values are not labeled on the chart.]

Source: “BALS: The World According To The Map”. 2014. Deped LR Portal. https://lrmds.deped.gov.ph/detail/6458

For items 3-4, please refer to the chart below.

[chart: pie chart; ANTHONY’S MONTHLY EXPENSES]

Expense	Percent
Education	19%
Food	38%
Clothing	8%
Electric Bill	12%
House Rental	23%

3. Which part of the pie has the biggest monthly budget of Anthony’s expenses?
   a. education
   b. electric bill
   c. food
   d. house rental

   
   

4. What percent is the budget for house rental?
   a. 8%
   b. 12%
   c. 19%
   d. 23%

   
   

For items 5-6, please refer to the table below.

Modalities of Learning	Grade 8: Section Rizal	Grade 8: Section Arellano	Total
Radio	1	2	3
Television	4	4	8
Online Learning	13	9	22
Modular Learning	23	26	49
Blended Learning	7	6	13
Total	48	47	95

5. How many students choose online learning?
   a. 8
   b. 13
   c. 22
   d. 49

   
   

6. Which learning modality do students like the most?
   a. modular learning
   b. online learning
   c. radio
   d. television

   
   

For items 7-8, please refer to the graph below.

[chart: bar graph; Votes for the Favorite Sports. Y-axis: Number of Votes (0 to 30, ticks every 5). X-axis categories: BADMINTON, CHESS, BASKETBALL, VOLLEYBALL. Values are not labeled on the chart.]

7. Which sport has the highest number of votes?
   a. Badminton
   b. Basketball
   c. Chess
   d. Volleyball

   
   

8. What conclusion can be drawn from the graph?
   a. All sports have the same votes.
   b. Basketball is the most favorite sport.
   c. People have the same interests in sports.
   d. Volleyball has the highest number of votes.

   
   

For items 9-11, please refer to the graph below.

[chart: line graph; Monthly Income of Ms. Dynah. Y-axis: MONTHLY INCOME IN PESO. X-axis: months JAN to DEC.]

Month	Monthly Income in Peso
JAN	400
FEB	850
MAR	900
APR	1500
MAY	2500
JUNE	3500
JUL	4000
AUG	3000
SEPT	2500
OCT	4000
NOV	4500
DEC	6000

9. In which month does Ms. Dynah earn the highest?
   a. July
   b. October
   c. November
   d. December

   
   

10. How much is the increase of Ms. Dynah’s income from May to June?
    a. P 500.00
    b. P 1,000.00
    c. P 1,500.00
    d. P 2,000.00

    
    

[transcriber’s note: item 11 is referred to under “For items 9-11” but is not printed on this page; it may appear on the next page]

11. Based on the given data in the graph, what will likely happen to the perfume business of Ms. Dynah?
    A. Her perfume business will boom.
    B. Her perfume business will be closed.
    C. Her perfume business will start to fail.
    D. Her perfume business will just break even.

For items 12-13, please refer to the flow chart below.

[chart: flow chart; Proper Hand Washing]

Source: “Get Ready For Disasters: Workbook For Intermediate Students”. 2016. Deped LR Portal. https://lrmds.deped.gov.ph/detail/11265.

12. How long does it take to wash one’s hands?
    A. 10 seconds
    B. 15 seconds
    C. 17 seconds
    D. 20 seconds

    
    

13. Which is NOT the main purpose of hand washing?
    A. to maintain proper hygiene
    B. to prevent the spread of viruses
    C. to spread the viruses and diseases
    D. to eliminate the presence of viruses

    
    

For items 14-15, please refer to the infographic below.

[chart: infographic; HOW TO MAKE DRINKING WATER SAFE]

“Clear water is not necessarily safe to drink. Purifying it by boiling or disinfection will make it potable”

1. Water must be filtered first to trap and remove large impurities. Any cloth or coffee filter can be used as a filter.
2. If the water is cloudy, stand it for half a day, after which clear water can be scooped and filtered.
3. Boiling water kills all potential germs you may get from contaminated water. Heat water and allow it to boil for two minutes then let it cool. *Boiled water that has been cooled can be used immediately.
4. Water can be disinfected by adding 2 drops of 5% chlorine solution (unscented bleach) for every one liter of refrigerated water. Allow to stand for an hour.
5. If faint chlorine smell is detected after an hour, then it is safe to drink. Repeat the procedure if you cannot detect the smell. *If it does not have the faint smell on the 3rd try, water must be discarded since it may contain germs.

Source: “How To Make Drinking Water Safe”. 2015. Deped LR Portal. https://lrmds.deped.gov.ph/detail/10578.

14. What is the BEST explanation why water must be filtered before it becomes drinkable or potable?
    A. to prevent us from dehydration
    B. to enjoy the benefits of the water
    C. to contain bacteria and microbes present in water
    D. to eliminate dirt, minerals, chemicals, and other impurities

    
    

15. Which of the following statements does NOT explain what the infographic is all about?
    A. The infographic illustrates the acidity of water.
    B. The infographic presents how to get drinking water.
    C. The infographic tells that ordinary water can be potable or drinkable.
    D. The infographic shows the step by step procedure of making water safe for drinking.

    
    

What’s In

You have learned from your previous lesson how to use a range of verbs, adjectives, and adverbs in expressing emotional responses and reactions to an issue.

Directions: Fill in the blanks in the concept map with the correct words from the box below to complete the idea of each sentence. Write your answers on a separate sheet.

definitely personally sad must delighted

[chart: concept map; no title printed]

• Central: Use a range of verbs, adjectives, and adverbs
• Adverb: _____, we had better followed the rules implemented during the pandemic or else the virus continue to spread.
• Adjective: As your friend, I will be _____ if you share your problems with me.
• Verb: Senior citizens and minors _____ stay at home during this COVID-19 pandemic.

You have learned from the concept map above about using a range of verbs, adjectives, and adverbs in expressing emotional responses and reactions.

A concept map is one example of visual-verbal illustration.

What’s New

Have you experienced having difficulty in presenting your ideas? If so, how did you do it?

What do you usually use in presenting your ideas?

Look at the illustrations below. Which of the two would you like to use in presenting the given idea? Copy the illustration number on a separate sheet and draw a [illustration: red heart] to your choice.

The term ‘cultural heritage’ has changed content considerably in recent decades, partially owing to the instruments developed by the United Nations Educational, Scientific and Cultural Organization (UNESCO). Cultural heritage does not end at monuments and collections of objects. It also includes traditions or living expressions inherited from our ancestors and passed on to our descendants, such as oral traditions, performing arts, social practices, rituals, and festive events.

Source: Anama, Gina, Anna Lea Davide, Ricardo Ador Dionisio, Lerma Flandez, Armi Victoria Fiangaan, Marcelino Ibañez, and Gizelle V. Laud et al. Voyages In Communication – Grade 8. 1st ed. Pasig City: Department of Education, 2013.

[chart: concept map; no title printed]

• Central: Cultural Heritage
• Oral Traditions
• Traditional skills
• Social Practices
• Monuments and collections of objects
• Festive Events & Rituals
• Performing Arts

Illustration 1. _____ Illustration 2. _____

• Why did you choose such illustration?
• What ideas are presented in the two illustrations? Are they the same?
• How are the ideas presented in the two illustrations?

The illustrations above are examples of visual-verbal illustrations.

What is It

As you continue in this module, you will learn the different types of visual-verbal illustrations to help you simplify the presentation of information in the expository texts.

What are visual-verbal illustrations?

Visual-verbal illustrations are the ways of presenting information in a simple and attractive manner to catch the readers’ interest. These illustrations help explain concepts easily using graphs, maps, tables, infographics, charts and the like.

Below are the commonly used visual-verbal illustrations.

1. Graph is a diagram that shows the relationships of information presented. The following are the different kinds of graphs.

   
   

   A. Line Graph is a kind of graph that presents information trend using data dots connected by straight line segments.

   
   

   [chart: line graph; COVID-19 CASES IN THE PHILIPPINES FROM MARCH-JUNE 2020]

   
   

   Vertical axis: NUMBER OF CASES (0, 10000, 20000, 30000, 40000)

   
   

Month	Number of Cases
MARCH	2084
APRIL	8488
MAY	18086
JUNE	37514

Source: “Home – COVID 19 PH Official Website”. COVID 19 PH Official Website, 2020. http://www.covid19.gov.ph/.

The line shows the increase of the number of COVID-19 cases from March – June 2020.

B. Bar Graph is a kind of graph that characterizes categorical data with rectangular bars of equal width.

[chart: bar graph; COVID-19 Cases in the Philippines from March-June 2020]

Vertical axis: Number of Cases (0, 10000, 20000, 30000, 40000); horizontal axis: MARCH, APRIL, MAY, JUNE.

Values are not labeled on the chart.

Source: “Home – COVID 19 PH Official Website”. COVID 19 PH Official Website, 2020. http://www.covid19.gov.ph/.

The bar graph above shows the increase of the number of COVID-19 cases from March-June 2020.

2. Table is an organized arrangement of data usually in rows and columns.

Enrollment of Kampupot National High School SY 2019-2020

Grade 8 Section	Enrollment Data: Male	Enrollment Data: Female	Enrollment Data: Total
Gumamela	20	30	50
Rose	25	20	45
Sampaguita	20	28	48
Total	65	78	143

The table shows the enrollment data of the three Grade 8 sections in which section Gumamela has the highest number of students (50), followed by section Sampaguita (48), and lastly, section Rose (45).

3. Map is a diagram or visual representation that shows the relative position of the parts of something. It could be a drawing or a photograph.

[illustration: outline map of the Philippines; labels: Luzon, Visayas, Mindanao]

The illustration shows the Philippine Map.

4. Concept map displays the organization and relationship of concepts and ideas.

[chart: concept map; no title printed]

• Central: Eight cities symbolizing the eight rays of the sun in the Philippine map
• Laguna
• Nueva Ecija
• Cavite
• Pampanga
• Bulacan
• Batangas
• Manila
• Tarlac

The concept map shows the eight cities symbolizing the eight rays of the sun in the Philippine map.

5. Chart is an illustration that presents information in a tabular or circular form.

These are the different kinds of charts.

a. Pie Chart is circular in form that presents how a whole is sliced into parts.

[chart: pie chart; COVID-19 CASES IN THE PHILIPPINES FROM MARCH-JUNE 2020]

Slices labeled: March, April, May, June.

Values are not labeled on the chart.

Source: “Home – COVID 19 PH Official Website”. COVID 19 PH Official Website, 2020. http://www.covid19.gov.ph/.

The pie chart above shows the increase of the number of COVID-19 cases from March-June 2020.

b. Flow chart is an illustration that shows step-by-step process.

[chart: flow chart; no title printed]

PROCESS OF ENROLLMENT → Get the Learner Enrollment and Survey Form (LESF) from school guard or from the barangay personnel. → Fill out the LESF completely and correctly. → Submit it to the school guard or barangay personnel. You can also drop it in the drop box provided.

The chart above shows the flow of enrollment through a drop box.

6. Infographic is a combination of visual images and text presentation of specific information.

[chart: infographic; Rainfall advisory]

Advisory	Rainfall	Flood condition	Response
RED RAINFALL ADVISORY	More than 30mm rain observed in 1 hour and expected to continue in the next 2 hours	Serious flooding expected in low lying areas	RESPONSE: EVACUATION
ORANGE RAINFALL ADVISORY	15-30mm(intense)rain observed in 1 hour and expected to continue in the next 2 hours	Flooding is threatening	RESPONSE: ALERT for possible evacuation
YELLOW RAINFALL ADVISORY	7.5-15mm(heavy)rain observed in 1 hour and expected to continue in the next 2 hours	Flooding is possible	RESPONSE: MONITOR the weather condition

Source: “Get Ready For Disasters: Workbook For Intermediate Students”. 2016. Deped LR Portal. https://lrmds.deped.gov.ph/detail/11265.

The infographic material contains rainfall advisory to prepare people’s appropriate response.

What’s More

This time, you will be practicing what you have learned on visual-verbal illustrations about tables, graphs, maps, information maps, and the like. Read and do what is asked in each activity below.

Activity 1. Match Me

Directions: Match the definition found in column A with the appropriate illustration found in column B. Write the letter of the correct answer on a separate sheet.

A	B
1. It is circular in form that presents how a whole is sliced into parts.	A. [chart: bar graph; Bar Graph] Axis values: 0, 2, 4, 6. Categories: Category 1, Category 2, Category 3, Category 4. Values are not labeled on the chart.
2. It displays the organization and relationship of concepts and ideas.	B. [chart: pie chart; Pie Chart] Slices labeled: 1st Qtr, 2nd Qtr, 3rd Qtr, 4th Qtr. Values are not labeled on the chart.
3. It is an organized arrangement of data usually in rows and columns.	C. [chart: concept map; Concept Map] Central oval with eight empty surrounding ovals. transcriber’s note: the nodes are blank in the original.

Assessment 1: Check Me

Directions: Put a check mark (✓) if the statement is true. Put an (X) mark if the statement is false. Write your answers on a separate sheet.

1. Chart is an illustration that presents information in a tabular or circular form.

   
   

2. Map is tabular in form that shows the relative position of the parts of something.

   
   

3. Flow chart is an illustration that shows step-by-step process.

   
   

4. Table is a circular arrangement of data usually in rows and columns.

   
   

5. Line Graph is a kind of graph that presents information trend using data dots connected by straight line segments.

   
   

6. Bar Graph is a kind of graph that characterizes categorical data with rectangular bars of equal width.

   
   

7. Pie Chart is circular in form that presents how a whole is sliced into parts.

   
   

8. Concept map displays the organization and relationship of concepts and ideas.

   
   

9. Graph is a diagram that shows the relationships of information presented.

   
   

10. Infographic is a combination of visual images and text presentation of specific information.

    
    

11. It is a kind of graph that presents information trend using data dots connected by straight line segments.

    
    

D. [chart: table; Table] Nutritional Status of Grade 8 Gumamela

Name	Underweight	Normal	Overweight

5. It is graph that characterizes categorical data with rectangular bars of equal width.

E. [chart: line graph; Line Graph] Categories: Category 1, Category 2, Category 3, Category 4. Legend: Series 1, Series 2. Axis values: 0, 2, 4, 6. Values are not labeled on the chart.

Activity 2: Be Ready

Directions: Read and take note of the important details mentioned in the selection below.

EARLY WARNING

There are some ways we can learn that a disaster is coming, like monitoring the weather, observing increasing water levels in rivers, or knowing that a tsunami often follows an earthquake.

There are different people who can keep you informed about what you should do and where you can go. This could be your family, neighbors, and the media. Sometimes, police or local officials will also inform you if you need to leave your home. You may even have a local RC 143 Disaster Management Team that will help you in these times, guiding you on when to evacuate, what to bring and where to go to stay safe in times of disaster. Your community may have a local warning system to announce if a hazard is approaching. This warning system could be a megaphone, a bell, a rain gauge, a colored flag, or a bamboo clapper. It’s important to listen, watch, and talk to people around you.

Source: “Get Ready For Disasters: Workbook For Intermediate Students”. 2016. Deped LR Portal. https://lrmds.deped.gov.ph/detail/11265.

Post Reading

• What should you do before, during, and after a disaster?
• What are the local warning devices used to announce the approaching disaster?
• Have you experienced a disaster? If yes, what was it?
• What precautionary measures did you do?

Assessment 2A: Concept Mapping

Directions: Based on the selection “Early Warning”, identify the people you can contact with in case of emergencies by filling in the concept map below. Write your answers on a separate sheet.

[chart: concept map; People you can contact with in case of emergencies] Central box: “People you can contact with in case of emergencies”. Six empty boxes connected to the center. transcriber’s note: the six boxes are blank in the original.

Assessment 2B: Connect Me

Directions: Below are pieces of information from the selection “Early Warning”. Arrange them based on how they are presented in the text by filling in the organizer. Write your answers on a separate sheet.

• The local warning system like a megaphone, a bell, a rain gauge, a colored flag, or a bamboo clapper is used to announce if a hazard is approaching.
• There are different people who can keep you informed like your family, neighbors, and the media.
• There are some ways we can learn that a disaster is coming, like monitoring the weather, and etc.
• It’s important to listen, watch, and talk to people around you.
• You may even have a local RC 143 Disaster Management Team.
• Police or local officials will also inform you if you need to leave your home.

[chart: flow chart; Early Warnings] Title: “Early Warnings”. Six empty boxes connected top to bottom by downward arrows. transcriber’s note: the six boxes are blank in the original.

Activity 3: Inform Me

Directions: Read and analyze the text below to complete the concept with ways to stop the spread of coronavirus. Write your answers on a separate sheet.

[illustration: red stop sign with a raised hand]

STAY HOME.SAVE LIVES.

Help stop the spread of Corona Virus

1. STAY home as much as you can.
2. KEEP a safe distance from people.
3. WASH hands often for 20 seconds.
4. WEAR face mask when going out and in public places.
5. COVER your mouth when sneezing or coughing.
6. CALL for an emergency assistance when symptoms arise.

“Advice For The Public On COVID-19 – World Health Organization”. Who.Int, 2020. https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public.

[chart: concept map; Ways to Stop the Spread of Coronavirus] Central oval: “Ways to Stop the Spread of Coronavirus”. Six surrounding ovals. The top oval reads “Stay home as much as you can.” The other five ovals are blank. transcriber’s note: only the top oval is filled in the original.

Assessment 3: I Care!

Directions: Fill in the concept map below with your tips on staying healthy in times of pandemic. Write your answers on a separate sheet.

[chart: concept map; My Tips on Staying Healthy in Times of Pandemic] Central oval: “My Tips on Staying Healthy in Times of Pandemic”. Five surrounding ovals, all blank. transcriber’s note: the five ovals are blank in the original.

What I Have Learned

What are your realizations as you journey through this lesson? Before moving forward, reflect on the important points that you found helpful and challenging by completing the sentences. Write your answers on a separate sheet.

I learned that_____________________________________________________________ _____________________________________________________________________.

I realized that __________________________________________________________ _____________________________________________________________________.

The most challenging part of this module is ___________________________________ _____________________________________________________________________.

What I Can Do

This time, you will be enriching what you have understood from the discussion. Below are expository texts which you will be using in presenting your ideas through visual illustrations such as concept maps, graphs, charts, flow chart, and the like.

Activity 1: Illustrate Me

Directions: Read and analyze the given expository texts. Choose at least two of the texts and make the needed appropriate visual illustration suggested for each. Use a separate sheet of paper for your illustration.

Expository text #1

In times of disaster, you may need to evacuate from your house and go to a safe place. At other times, you may need to stay indoors.

If you are asked to evacuate, it is best to have an evacuation map to get to a safe place. The map should be known to all members of the family. It should contain landmarks in the community (e.g. churches, schools, health centers, fire stations, police stations, barangay halls) and if possible, evacuation centers with routes that show how to get there.

Draw your house and the route to get to the evacuation center in your area. Mark all the roads as well as the buildings mentioned above.

In your community, where do you go in times of disaster?

Source: “Get Ready For Disasters: Workbook For Intermediate Students”. 2016. Deped LR Portal. https://lrmds.deped.gov.ph/detail/11265.

Suggested illustration: Map

Expository text #2

I was at school, and it was raining very hard. A warning had been issued on the radio that the area might be flooded. Our teacher told us that classes have to be cancelled because of the bad weather. We finished school two hours early, so everyone could go home safely.

As I arrived home, I saw mom and dad in the kitchen preparing some dinner. They had not heard the announcement! So, I told them about it.

Dad packed a first aid kit, some water, food, a whistle, a blanket, a flashlight, and my little sister’s medicine. Mom and I went next door to see if our elderly neighbor Anna knew about the evacuation. Anna had difficulty in hearing and she had not heard the warning on the radio. When mom told her that we need to leave, she got her survival kit from her closet.

Source: “Get Ready For Disasters: Workbook For Intermediate Students”. 2016. Deped LR Portal. https://lrmds.deped.gov.ph/detail/11265.

Suggested illustration: Concept Map or Chart

Expository text #3

The Earth is made up of three layers: the crust, the mantle, and the core. The outer layer, called the crust, is between 16 and 40 kilometers thick. It floats on a thicker layer known as the mantle, which is 2,895 kilometers thick. The core, which is 3,475 kilometers thick, is surrounded by the mantle. The innermost part is solid (the inner core) while the outer part is liquid (the outer core).

Source: Paulin, Senen. 2000. “PROBE S Or M, Anyone?”. Deped LR Portal. https://lrmds.deped.gov.ph/detail/564.

Suggested illustration: Concept Map or Chart

Expository text #4

As a young teen, Riz does not enjoy as much as other teenagers would. Her weekends are spent on looking for work so she can earn her allowance. She spends two hundred pesos a week. One hundred pesos for her lunch, eighty pesos for her fare and twenty pesos for classroom dues.

She earns more than what she needs for the week. On Saturdays, her routine would be to go to distant relative and wash clothes for a small earning of one hundred pesos. In the afternoon, she volunteers weeding at a neighbor’s garden for an hour and greatly receives fifty pesos for the work extended.

On Sundays after church, she would iron out her teacher’s uniform for a fee of one hundred pesos. Despite her weekend routine, she remains to be one of the smartest in class.

Source: Grade 7 English Learner’s Material. 1st ed. Pasig City, Philippines: Department of Education, 2017.

Suggested illustration: Pie Chart or Table

[transcriber’s note: the printed page numbers on these pages are 21 to 28 (footer “CO_Q2_English8_Module1”), not 25 to 32. The markers follow the page numbers you specified.]

Assessment

Let us now check your level of mastery in what you have learned from the lesson of this module.

Directions: Choose the letter of the correct answer. Write the chosen letter on a separate sheet of paper.

1. The map below shows that_______________________.
   a. Australia is part of Asia
   b. Asia is the largest continent
   c. Africa is the smallest continent
   d. North and South America are considered as one continent

[illustration: world map showing North America, South America, Europe, Africa, Asia, Australia, and Antarctica]

Source: “BALS: The World According To The Map”. 2014. Deped LR Portal. https://lrmds.deped.gov.ph/detail/6458.

2. In the concept map below, which one is NOT an example of figure of speech?
   a. hyperbole b. metaphor c. oxymoron d. verb

[chart: concept map; untitled. Center: “Figure of Speech”. Linked terms: Simile, Metaphor, Paradox, Hyperbole, Personification, Onomatopoeia, Oxymoron, Irony]

Assessment

[transcriber’s note: items 3 to 6 continue the Assessment on this page]

For items 3-4, please refer to the table below.

Modalities of Learning	Grade 8: Section Bonifacio	Grade 8: Section Jacinto	Grade 8: Total
Radio	3	2	5
Television	3	5	8
Online Learning	12	12	24
Modular Learning	7	5	12
Blended Learning	21	23	44
Total	46	47	93

3. How many students prefer modular learning?
   a. 8 b. 12 c. 24 d. 44

   
   

4. Which learning modality do students prefer the most?
   a. blended learning b. modular learning c. online learning d. television

   
   

For items 5-6, please refer to the graph below.

[chart: bar graph; Votes for the Favorite Television Show. Y-axis: Number of Votes (0 to 30, in steps of 5). Bars: ANG MORTAL, NILALANG, ANG LIHIM, MISYONARYO. Values are not labeled on the chart.]

5. Which of the shows has the highest number of votes?
   a. Ang Lihim c. Ang Mortal
   b. Misyonaryo d. Nilalang

   
   

6. What conclusion can you draw from the graph?
   a. All show the same votes.
   b. Ang Mortal is the most favorite show.
   c. Ang Lihim has the highest number of votes.
   d. People have the same interests in television shows.

   
   

For items 7-8, please refer to the graph below.

[chart: pie chart; ANNIE’S MONTHLY EXPENSES. Slices: Food 40%; Education 28%; House Rental 16%; Electric Bill 12%; Clothing 4%]

7. Which part of the pie has the smallest budget of Annie’s monthly expenses?
   a. clothing b. education c. electric bill d. house rental

   
   

8. What percent is the budget for house rental?
   a. 4% b. 12% c. 16% d. 28%

   
   

For items 9-11, please refer to the graph below.

[chart: line graph; Monthly Income of Ms. Lovely. Y-axis: MONTHLY INCOME IN PESO (0 to 7000). X-axis: months JAN to DEC. Values as printed on the points:]

Month	Monthly Income in Peso
JAN	400
FEB	850
MAR	300
APR	1500
MAY	2500
JUNE	4500
JUL	5500
AUG	4300
SEPT	4500
OCT	4000
NOV	4500
DEC	6000

9. In which month does Ms. Lovely earn the highest?
   a. July b. October c. November d. December

   
   

10. How much is the increase of Ms. Lovely’s income from April to May?
    a. P 450.00 b. P 1,000.00 c. P 1,200.00 d. P 2,000.00

    
    

11. Based on the given data in the graph, what will likely happen to the online business of Ms. Lovely?
    a. Her online business will boom.
    b. Her online business will be closed.
    c. Her online business will start to fail.
    d. Her online business will just break even.

    
    

For items 12-13, please refer to the infographic below.

[chart: infographic; REDUCE YOUR RISK OF CORONAVIRUS INFECTION]

How to protect yourself:

• Clean hands with soap and water or alcohol-based hand rub
• Avoid touching your eyes, nose, or mouth with unwashed hands
• Avoid close contact with anyone with cold or flu-like symptoms
• Avoid unprotected contact with live wild or farm animals

How to protect others:

• Cover nose and mouth when coughing and sneezing with tissue
• Clean and disinfect objects and surfaces
• Stay home while you are sick, and avoid close contact with others

RESEARCH INSTITUTE FOR TROPICAL MEDICINE INFECTION PREVENTION AND CONTROL COMMITTEE

Source: “Reduce Your Risk Of Coronavirus Infection | Research Institute For Tropical Medicine-Department of Health”. Ritm.Gov.Ph, 2020. http://ritm.gov.ph/reduce-your-risk-of-coronavirus-infection/.

12. Which among the statements should you NOT do if you have the symptoms of the coronavirus?
    a. Stay at home.
    b. Go shopping.
    c. Avoid contact with people.
    d. Disinfect objects and surfaces.

    
    

13. In what way can you reduce the risk of getting the coronavirus infection?
    a. wandering outside
    b. washing your hands with soap and water
    c. touching the parts of your face with unwashed hands
    d. allowing yourself to have a contact with stray animals

    
    

For items 14-15, please refer to the flow chart below.

[chart: flow chart; How to Apply First Aid Measures of a Bone Fracture. Steps in order:]

1. Check the signs and symptoms like the pain, tenderness bruising, swelling, and deformity.
2. Immobilize affected part and limit unnecessary movement.
3. Cover the wound with clean cloth.
4. Splint or sling the injury in position.
5. Bring the patient to the nearest health center or facility.
6. Consult the health workers for further treatment.

Source: “Key Health Messages For Emergencies And Disasters: Philippines”, 2016. Deped LR Portal. https://lrmds.deped.gov.ph/pdf-view/11075.

14. Which is a sign and symptom of having a bone fracture?
    a. perspiring b. salivating c. swelling d. trembling

    
    

15. Which among the measures should you NOT do in applying first aid to a bone fracture?
    a. Check the signs and symptoms.
    b. Splint or sling the injury in position.
    c. Tell the patient to avoid unnecessary movement.
    d. Carry the person without knowing the affected area.

    
    

Additional Activities

The following additional task shall give you more practice to enrich further your knowledge on explaining visual illustrations.

Interpret It!

Directions: Interpret the given data in the pie chart through writing a three-paragraph composition following the guide questions below. Write your composition on a short bond paper. For the complete guidelines, read the rubrics provided for you.

[chart: pie chart; untitled. Labels and values as printed:]

• March, 2084
• April, 8488
• May, 18086
• June, 37514

Source: “Home – COVID 19 PH Official Website”. COVID 19 PH Official Website, 2020. http://www.covid19.gov.ph/.

Data Interpretation (paragraph 1)

• What is the pie chart all about?
• What happened to the number of cases from March to June?

Explanations/Reasons (paragraph 2)

• Why do you think COVID -19 cases increased rapidly?
• What do you think are the reasons of the increase?

Probable Suggestions (paragraph 3)

• As a learner, you can be of great help. What advice can you suggest to your family and friends in preventing the spread of the virus?

Criterion	5	4	3	2	1
Content and Organization of Ideas	All the sentences are related to the topic with no error found either in spelling, punctuation, and grammar.	All the sentences are related to the topic with 1-2 errors found either in spelling, punctuation, and grammar.	All the sentences are related to the topic with 3-4 errors found either in spelling, punctuation, and grammar.	All the sentences are related to the topic with 5-6 errors found either in spelling, punctuation, and grammar.	All the sentences are related to the topic with 7 or more errors found either in spelling, punctuation, and grammar.

Answer Key

[transcriber’s note: the answer key table is printed upside down on this page; the sections below are reconstructed from it. Row 4 of “Assessment 1: Check Me” is hard to read.]

What I Know

1. c
2. c
3. c
4. d
5. c
6. a
7. b
8. d
9. d
10. b
11. a
12. b
13. b
14. d
15. d

What’s In

• delighted – Adjective
• definitely – Adverb
• must – Verb

What’s New

Answers may vary

Assessment

1. b
2. d
3. b
4. a
5. d
6. b
7. a
8. c
9. d
10. b
11. a
12. d
13. d
14. b
15. b

What’s More

Assessment 1: Check Me

1. ✓ 6. ✓
2. X 7. X
3. ✓ 8. ✓
4. X 9. ✓ [?]
5. ✓ 10. ✓

Activity 2: Post Reading

1. monitor the weather, observe the water levels in the rivers, know that a tsunami often follows an earthquake
2. megaphone, bell, rain gauge, colored flags, bamboo clappers
3. Answers may vary

Activity 3

Answers may vary

Assessment 2A: Concept Mapping

family, neighbors, media, police, local officials, disaster management team

Assessment 2B

1. There are some ways…
2. The police or local…
3. You may even have…
4. There are different people…
5. The local warning system…
6. It’s important to listen…

Assessment 3

Answers may vary

What I Have Learned

Answers may vary

What I Can Do

Answers may vary

Additional Activities

Answers may vary

References

Books

1. Anama, Gina, Anna Lea Davide, Ricardo Ador Dionisio, Lerma Flandez, Armi Victoria Fiangaan, Marcelino Ibañez, and Gizelle V. Laud et al. Voyages In Communication – Grade 8. 1st ed. Pasig City: Department of Education, 2013.
2. Grade 7 English Learner’s Material. 1st ed. Pasig City, Philippines: Department of Education, 2017.

Online Sources

1. “Advice For The Public On COVID-19 – World Health Organization”. Who.Int, 2020. https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public.
2. Paulin, Senen. 2000. “PROBE S Or M, Anyone?”. Deped LR Portal. https://lrmds.deped.gov.ph/detail/564.
3. “PROJECT EASE”. 2011. Deped LR Portal. https://lrmds.deped.gov.ph/detail/1925.
4. “Line Graph”. 2013. Deped LR Portal. https://lrmds.deped.gov.ph/detail/1376.
5. “BALS: The World According To The Map”. 2014. Deped LR Portal. https://lrmds.deped.gov.ph/detail/6458.
6. “MISOSO: Determining The Purpose Of The Author”. 2014. Deped LR Portal. https://lrmds.deped.gov.ph/detail/6661.
7. “How To Make Drinking Water Safe”. 2015. Deped LR Portal. https://lrmds.deped.gov.ph/detail/10578.
8. “Get Ready For Disasters: Workbook For Intermediate Students”. 2016. Deped LR Portal. https://lrmds.deped.gov.ph/detail/11265.
9. “Organizing data and constructing a circle graph”. 2014. Deped LR Portal. https://lrmds.deped.gov.ph/detail/7319.
10. “Home – COVID 19 PH Official Website”. COVID 19 PH Official Website, 2020. http://www.covid19.gov.ph/.
11. “Key Health Messages For Emergencies And Disasters: Philippines”, 2016. *Deped LR Portal.*https://lrmds.deped.gov.ph/pdf-view/11075.
12. Reduce Your Risk Of Coronavirus Infection | Research Institute For Tropical Medicine-Department of Health”. Ritm.Gov.Ph, 2020. http://ritm.gov.ph/reduce-your-risk-of-coronavirus-infection/.

For inquiries or feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex 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