10

English
Quarter 1 – Module 5

Department of Education • Republic of the Philippines

English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 5: Employing Analytical Listening in Problem Solving
First Edition, 2019

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 10

English
Quarter 1 –Module 5
Employing Analytical Listening in
Problem Solving

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

This module provides an opportunity for you as a facilitator to help learners to

keep up with the lessons provided in a normal classroom. As you utilize this module,
you are encouraged to read the lessons, tasks and activities given. Communicate also
with the parents or elder siblings of the learner and give them insights about the sections
of this module to keep the learner well guided and supported. Remind the learner that
s/he may use separate sheets in answering pre-test, self-check exercises (tasks) and
posttest.

For the learner:

I hope you are excited because in this module, you will be learning new lesson to
improve your English language skills, particularly your listening comprehension skills.
You will be given opportunities to practice your listening skills in an authentic
environment. This will also help you activate your analytical and critical thinking skills
as this module guides you in using your analytical listening skills in solving problems.

About this module:

This module is composed of the following essential parts:

INTRODUCTION
This part contains the learning competencies (MELC or Most Essential Learning
Competencies) and the learning outcomes, expounding on previous experiences and
core knowledge of the learners, purpose of the lesson, core contents and relevant
samples. This is composed of the following subparts:

What I Need to Know. This part presents the content of the lesson, learning
objectives and targets founded on KSAV principles.

What’s New. This part provides preliminary activity that introduces initial
concepts on the learning targets. The activity will allow learners to maximize their
initial knowledge as regards content and skills required for the lesson.

DEVELOPMENT
This part contains activities, tasks, and contents of value and interest to the
learners. These activities and tasks allow and expose learners what they know, what
they know but did not understand and what they do not know. This is composed of the
following subparts:

What I know. This part provides an initial assessment and what learners know
about learning – content and objectives. The initial assessment will help learners
and teachers in identifying the strengths of the learners to be enriched and the
weak points to be developed.

What’s In. This presents the introductory background discussion on the learning
targets. The initial information presented in this part bridges learners’

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 background knowledge as identifies in What I Know? to the KSAVs to be
developed in What is it?

What is It. This part deals with concept presentation necessary in developing
these KSAVs anchored to the learning target. In here, the learning gaps will be
addressed.

ENGAGEMENT
This part exposes learners to real life situations that ignite their interest to meet
the expectations, make their performance satisfactory or produce a product or
performance. This is composed of the following subparts:

What’s More. This part deepens learners KSAVs by applying what they have
learned in the Development phase.

What I Can Do. This part provides life-related activities that allow learners meet
the learning expectations. These real-life or authentic activities allow them to
perform particular tasks or produce products in various forms making them more
engaged as to the learning targets.

What Other Enrichment Activities I Can Engage In. This part helps learners
to be engaged in learning and further understanding their learned concepts
through real-life activities.

ASSIMILATION
This part gives learners opportunities to develop ideas, interpretations, mindset
or values and create pieces of information that will form part of their knowledge in
reflecting, relating or using it effectively in any situation or context. This part encourages
learners to create conceptual structures giving them the avenue to integrate new and
old learnings. This is composed of the following subparts:

What I Have Learned. This part brings the learners to a process where they shall
demonstrate ideas, interpretation, mindset or values and create pieces of information
that will form part of their knowledge in reflecting, relating or using it effectively in any
situation or context.

What I Can Do (Assessment). This part further assimilates learners learned

concepts from other phases.

References. All the relevant sources used in this module are cited in this section
for further studies.

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INTRODUCTION:

What I Need to Know

In this lesson, you will be focusing on the following most essential learning
competency:
Listening Comprehension:

• Employ analytical listening in problem-solving.

In order to master how to employ analytical listening in problem solving, you are
expected to have a grasp on the following enabling/prerequisite learning competencies:
Listening Comprehension:

• Determine the implicit and explicit signals, verbal, as well as non-verbal, used by
the speaker to highlight significant points
• Determine the roles of discourse markers (e.g. conjunctions, gambits, adverbs) in
signaling the functions of statements made

After going through this module, you are expected to:

a. Identify the implicit and explicit, verbal and non-verbal signals used by the
speaker in highlighting significant points.
b. Recognize the function of discourse markers in the statements made by the
speaker.
c. Understand what analytical listening is and its relevance in solving problems
d. Practice your analytical listening skills through Situation-Problem-Solution
approach
e. Appreciate the value of an objective approach in solving real-life problem or
issue by listening analytically and critically.

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 What’s New

In the previous lessons that you learned, it was emphasized that you are exposed
to a lot of information that you need to manage properly to avoid infobesity. As a
student, you are exposed to many kinds of messages not just those related to your
academic life but also those that you receive through advertisements, gossips, jokes,
song lyrics, online and text messages, political discourse, news and a lot more.

Yes, you understand that they are not the same. But, is it really clear to you how
to separate the truth from the messages that are misleading or even blatantly false? Can
you determine which messages are intended to help you and which ones are merely self-
serving the speaker?

To evaluate the messages that you receive as a listener, it must be first clear to
you that communication goes beyond expressing words. Mostly what is communicated
when having a conversation apart from the verbal sounds that we produce when talking
are non-verbal cues, gestures and expressions. Thus, as a listener, you should
understand the differences among explicit, implicit, verbal and non-verbal signals used
by the speaker.

Before you proceed to the target essential competency of this lesson, let us have
a quick overview on explicit, implicit, verbal and non-verbal signals used by the speaker.

Task 1: Explicit, Implicit, Verbal and Non-Verbal Signals Used by the Speaker

Instructions: Take time to listen to this dialogue. Audio link is available at

https://www.esl-lab.com/intermediate/identity-theft/. If in any case that you cannot access this
link, ask your siblings or two of your family members to read the following audio
transcript while you are listening to them. As they read them for you, you should listen
to them attentively.

Woman: Hey, Brandon. What are you doing?

Man: Oh, You'll like this. It's a new Web site that helps you improve your writing
skills for free.

Woman: Really? Yeah. That would be really helpful.

Man: Yeah and I'm signing up right now.

Woman: Wow. Let me see that.

Man: Yeah. It's easy. You just enter your name, your birthday, your address,
your bank information. [ What? ] Your credit card number.

Woman: Wait, wait, wait. [ What? ] I thought you said it was free.

Man: It IS free.

Woman: Then, why do they need your bank and credit card information?
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 Man: Well, you know, it's just, you know, just . . . just to check your identity or
something like that. But, but it's all free. What?

Woman: That doesn't sound free to me.

Man: Well, you don't understand.

Woman: It sounds pretty fishy to me. How do you know that this is a trusted
website. Look. That doesn't look like a secure URL.

Man: Well, you don't understand. Look. It says right here on their page. Right
here: "Our goal is help you learn. Trusting us. We knows how to help you in 15
days or below." What? What?

Woman: That's terrible English. Who wrote this? What country are they in? You
need to help THEM with their English. I mean, this is a sure sign that they are
trying to probably steal your personal information and your identify.

Man: No, no, no, and look. Here is a picture of some of their staff. And they look
honest. Hey . . .

Woman: You're so gullible.

Man: Hey, hey. What are you doing?

Woman: I'm shutting down your computer. I can't watch my own brother fall
for a scam like this.

Man: You just don't understand.

Source: Randall’s ESL Cyber Listening Lab (https://www.esl-lab.com/intermediate/identity-theft/)

Now, let us test your listening skills by answering the following questions based
on the dialogue. Write your answers on a separate sheet of paper.

1. Which of the following personal information about the man was not asked by the
website?
a. credit card number
b. birthday
c. address
d. age
2. What is the purpose of the website as mentioned in the dialogue?
a. To offer financial loans
b. To improve your writing skills for free
c. To offer online courses
d. To sell car accessories
3. How did you know that the man and the woman talking are siblings?
a. It was directly stated by the woman.
b. It was obviously expressed by their actions.
c. They are not really siblings.
d. It was not mentioned but the way they talk shows that they are siblings.
4. Which of the following statements of the woman shows that she does not want
her brother to get involved in the “website scam”?
a. It sounds pretty fishy to me.

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 b. I'm shutting down your computer.
c. I can't watch my own brother fall for a scam like this.
d. All of the above
5. Read the following: "Our goal is help you learn. Trusting us. We knows how to help
you in 15 days or below." What does this imply according to the woman?
a. The webpage is not credible because of the terrible English.
b. The website is created by a non-English speaker.
c. It is an obvious sign that the website is just trying to steal one’s personal
information and identity.
d. All of the above

To check your answers, you may refer to page 33 for the correct answers.

How well did you perform in this activity?

Well done. If in case you did not perform well, you may always refer to the audio
transcript for review.

What are Explicit, Implicit, Verbal and Non-Verbal Signals Used by the
Speaker?

In the sample dialogue that you listened to, you learned that communication goes
beyond expressing words. Mostly what is communicated when having a conversation
apart from the verbal sounds that we produce when talking are non-verbal cues,
gestures and expressions. Of course, in listening, you do not see these non-verbal
signals.

What are these non-verbal signals?

Non-verbal signals are all the communication between people

that do not have a direct verbal translation. They may include body,
movements, facial expressions, nuances of the voice like tone and
pitch, and even movement of objects. These non-verbal signals can
give clues and additional information and meaning and above spoken
communication.

Additional reading source (optional):

Read more at: https://www.skillsyouneed.com/ips/nonverbal-communication.html

These non-verbal signals can also be implicit. Since all of these communicate
something without the use of oral and written language (verbal), it is really difficult to
sense its meaning. Implicit describes some information that a person hints at but
doesn’t say directly. Implicit signals are hidden messages. They are not so obvious; they
are inferred.
Some good examples of these implicit signals based on our sample dialogue are:
• It sounds pretty fishy to me.
• I'm shutting down your computer.
• I can't watch my own brother fall for a scam like this.

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 The woman might not directly say to her brother to avoid that web page but based
on her statements, it was obvious that she believed that it was a website scam.
Implicitly, the website is not credible as revealed by its tagline stating: "Our goal is help
you learn. Trusting us. We knows how to help you in 15 days or below."
Other examples:
She didn’t say she would not accept our research paper, but she did say, “It would
be better if you don’t attend my class anymore,” in a menacing way.

There was no rule in the student handbook against boys and girls with dyed hair.
But there was still an implicit understanding among the students that the school
administration wouldn’t accept it.

The teacher told the student, “Stop. Or else.” Although the teacher didn’t directly
say what the punishment would be, the student understood the implicit meaning
that the punishment would be severe.

On the other hand, anything that someone tells in clear and direct language
without any question about the meaning is explicit. Explicit signals are obvious, clear,
specific, and detailed. They leave little room for interpretation. Anything that is verbally
said without creating any ambiguousness in the meaning of the message is explicit.

In the sample dialogue, some explicit information were the personal information
about the man being asked by the website, purpose of the website and the relationship
between the man and woman. These information were directly stated in the dialogue.

Other examples:

I have a feeling that he will not accept our research paper because it was submitted
late. I know it for certain. I know because he explicitly said that he would during
our last meeting.

I’m not guessing that my friend is bisexual. I know he is because he said that he
is.

You absolutely can’t drink any alcohol at all while you’re driving! That’s not a
suggestion; that’s an explicit law!

Roles of Discourse Markers

Apart from determining the explicit, implicit, verbal and non-verbal signals used
by the speaker, it is also important that you as a listener can identify the so-called
discourse markers used by the speaker in order to analyze the messages that you hear.
What are discourse markers and what do you think are their roles in signaling
the statements made by the speaker?
Discourse markers are those parts of the language that connect one
piece of discourse, or extended speech/writing to another, such as an
introductory phrase or one that raises a new point or counterpoint.
In other words, they are signals that provide the direction of the
conversation or writing. They are like signposts telling the listener
what information is preceding and coming up next.

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 Task 2: Discourse Markers
Examples of Discourse
Instructions: Choose the letter of the
Markers most appropriate discourse markers to
use to complete the statements.

1. you know: I'm going to tell 1. …so yeah the movie was really great…you
you some information you should definitely see it – oh ________, someone
already know. called for you when you were out?
You know, I really don’t want a. by the way
to go to the party? b. mind you
c. basically
2. actually: I'm going to give
Hint: You need a discourse marker that means:
you some surprising
'I'm going change direction to talk about
information or I'm going to
something that's not connected to the main
correct some information.
conversation topic - and this isn't it'.
Actually, it was a never-
2. I know you think I am terrible at singing, but
ending discussion.!
___________ I have a pretty good voice.
3. mind you: I've had an a. by the way
afterthought and it contrasts b. actually
what I've just said. c. come to think of it
I hate Math…mind you, I go Hint: You need a discourse marker that means:
the highest score in the test. I am going to give you some surprising
4. as I was saying: I'm going information – and this isn’t it.
to return to the topic I was 3. I can’t believe it rained every day on holiday
talking about before. ____________ we did go on holiday during
As I was saying, I quit playing summer.
online games... a. as I was saying
5. come to think of it: I'm b. by the way
c. mind you
going to add something I've
Hint: You need a discourse marker that means:
just remembered/thought of
'I've had an afterthought and it contrasts what
at the moment of speaking. I've just said - and this isn't it'.
Come to think of it, I almost 4. So, _____________, what I am saying is: we are
forgot his birthday. not making any money and we have to close
6. basically: I'm going to down the business.
summarize my points now. a. mind you
So basically, only you passed b. basically
the entrance exam. c. come to think of it
7. Anyway: I'm going to Hint: You need a discourse marker that means:
change topic, go back to the 'I'm going to summarize my points now - and this
original topic or finish what isn't it'.
I'm saying. 5. “How’s Erine”? “She’s fine, I think, but
______________ I haven’t heard from her in a
Anyway, I enjoy chatting with
while.
you. I will speak to you again
a. by the way
soon. b. anyway
8. By the way: I'm going c. come to think of it
change direction to talk about Hint: You need a discourse marker that means:
something that's not 'I'm going to add something I've just
connected to the main remembered/thought of at the moment of
conversation topic. speaking - and this isn't it'.
By the way, I am leaving
tomorrow...

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DEVELOPMENT:

What I Know

PRE-TEST
Before you continue learning about employing your analytical listening skills in
solving problems, try to test yourself first. Do not worry about the results of this test
since this will only gauge your prior knowledge about the lesson.

Instructions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Explicit communication is:

a. very vague
b. using facial expressions
c. not expressed directly
d. straightforward and clear

2. Janine was getting ready to walk to school. She put on her coat and grabbed her
backpack. As she was leaving, her mother said, “I love you. Be careful.” Which of the
following is explicitly stated in the paragraph?
a. Janine lives close to the school.
b. Janine put on her coat and grabbed her backpack.
c. Janine is in Kindergarten or 1st grade.
d. Janine is never late to school.

3. Joseph wants to buy a new phone, but he does not have the money. Which question
from the list below would be considered explicit?
a. Why does he need a new phone?
b. Why can’t Joseph buy a new phone?
c. How is Joseph going to raise the money?
d. Where does Joseph plan to buy the phone?

4. One of the best ways to show the other person that you are listening is:
a. talking the person next to you
b. appropriate amount of eye contact.
c. frowning at him/her
d. asking him/her to repeat what s/he said

5. Which of the following qualifies as a gesture?

a. Wave
b. “Hi there!”
c. A sad expression
d. Goodbye

6. If someone says 'It's finished!' with a smile, this implies that the person is:
a. Glad to be done
b. Upset that it is done
c. Pensive about it being done

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 d. None of the above
7. When you ask a friend to taste your baked macaroni and she smiled and nodded,
what could she mean with her facial expressions?
a. she might not like it
b. she might like it
c. she was indifferent about it
d. she was upset for disturbing her

8. When listening to someone, what should you be doing?

a. slouching
b. talking
c. paying attention and asking questions
d. sleeping

9. When a person gazes around the room rather than look at the speaker or he shifts
positions frequently, he might feel ____________.
a. excited
b. bored
c. afraid
d. disgusted

10. Which of the following is an example of explicit communication?

a. An individual who has his hands folded across his chest
b. A person who avoids making eye contact
c. An individual who ignores another person
d. A person who gives a detailed demonstration of a procedure

11. If Ana wanted to get into a good nursing school then, she needs to study hard and
talk to people who are already nurses so that she can know what to expect from nursing
school. What information from the text is explicit?
a. Why she chose to go into nursing.
b. Who she will talk to about nursing school.
c. Where the nursing school is.
d. What kind of school does Ana want to attend.

12. Implicit communication is:

a. not expressed directly
b. used to communicate detailed instructions
c. easy to interpret
d. straightforward and direct

13. Why can listening be considered a critical thinking activity?

a. We listen to try to absorb as much of what is being said as possible.
b. We listen in the hopes of being able to retell what is being said to someone else.
c. We listen because the message has specific meaning to us.
d. We listen to analyze the speaker's message and motives to assess his or her
message for authenticity and truth.

14. Your friend just told you he's upset that his boss cut his hours. You respond, “So,
it sounds like you're really frustrated that your boss is going to reduce your schedule.”
This is known as:

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 a. using gestures, nods, and facial expressions to respond to the speaker.
b. paraphrasing or restating, in your own words, the message you think the
speaker just sent.
b. repeated use of questions.
c. paraphrasing or restating, in your own words, the message you think the
speaker just sent.
d. none of the above

15. Analytical listening involves__________________.

a. scrutinizing what is being said and to make a judgment
b. establishing relationships between and among items in a given text.
c. deciding whether to accept or reject what one has told
d. All of the above

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 Lesson Employing Analytical
Listening in Problem Solving

What’s In

After having a grasp on the varied explicit, implicit, verbal and non-verbal signals
used by the speaker and knowing the roles of discourse markers in signaling the
statements made by the speaker, you have realized that understanding and evaluating
one’s messages require varied skills. You have learned when to use caution in evaluating
all these messages that you hear.

Your knowledge and skills in evaluating messages that you hear through all these
signals will also help you in maintaining the objectivity of your judgment in dealing with
people who try to influence or persuade you.

Have you noticed that whenever you are

listening to a friend asking for an advice, a
teacher giving lecture or a speaker talking in a
seminar, there are thoughts running through
your mind? You are making mental judgments
based on what you see and hear. As a listener,
it must be clear to you that your goal is to
evaluate the message that is being sent and
decide for yourself if the information is valid
and logical. If you are listening to all parts of
the message, analyzing them and evaluating
what you heard, then you are an analytical
listener.

In this lesson, you will learn what analytical listening is and why it is relevant to
employ this in solving problems. You will be guided in doing varied activities that would
enable you to hone your listening comprehension skills, especially your analytical
listening skills. By the end of this lesson, you will practice your analytical listening
skills through Situation-Problem-Solution approach. You are also expected to
appreciate the value of an objective approach in solving real-life problem or issue by
listening analytically and critically.

Are you ready? Let’s proceed now.

15
Pre-listening/Tuning up:

Task 3: Making Predictions

You are about to listen to a radio programme. But before that, predict what
the topic of this radio programme based on the sentence clues provided.

That feeling that you

haven't checked your
phone for two minutes
and can't relax until you
get your hands on it
again

Most of us spend Screen time is

hours a day with our affecting key aspects
heads bent over our
? of healthy child
smartphones. development.

I'm online most of the

day for work

Are these clues enough for you to guess what is being talked about in this radio
programme? What is your guess?

Today, you are going to listen to a radio programme on tech addiction.

Have you guessed it right?

Before you continue listening, familiarize yourselves first with the vocabulary
used in this radio programme.

Task 4: Crossword Puzzle

Have you tried answering a Crossword Puzzle? In this task, you are going to
complete a crossword puzzle entitled Vocabulary Tech Addiction. In this game, use the
definitions given to fill in the crossword puzzle with the correct terms.

16
 How well did you perform in the game? Did you get a perfect score?
Good job!

While Listening:

Do you consider yourself addicted to technology such as cellphone, social

media, video games etc.?

Take time to listen to this radio programme discussing about tech addiction.

Audio link is available at https://learnenglish.britishcouncil.org/skills/listening/advanced-

c1/tech-addiction

If in any case that you cannot access this link, ask somebody to read the following
listening text for you. Remember, it is a radio programme, you have to try listening to it
attentively so you can really practice your listening skills.

17
AUDIO TRANSCRIPT:

Presenter: The sound of kids hanging out together. Or, at least, how it sounded a few
years ago. Nowadays a group of, well, just about anyone – kids, teens, tweens, their
parents – might sound a lot more like this …

Most of us spend hours a day with our heads bent over our smartphones. Research
suggests teenagers spend as many as nine hours a day, while pre-teens spend up to
six.

Teen voice: I don't know, it's, like, the first thing I do in the morning, check in and
see who's posted anything overnight. It's my alarm clock so I kind of have to look at
it and then, you know, it's pretty hard not to scroll through.
Presenter: And it's not just teenagers and millennials, Generation X and even the
Baby Boomers are almost as bad.
Adult voice: I'm online most of the day for work and you'd think I'd be sick of screens
by the time I get home, but most of my news comes through Facebook and I'm really
into food so I'll hold my hands up to being one of those people who posts photos of
their meals.

Presenter: But are we addicted to our phones and apps? And does it matter? Former
Google and Facebook employees certainly think so. So they've set up a non-profit
organization, the Center for Humane Technology, to reverse the digital attention crisis
and promote safe technology for children.
Expert: Anyone who's seen queues round the block for the latest iPhone has to
wonder what these people are thinking. You've literally got people sleeping in the
street to get the newest device, probably not even talking to anyone else in the queue
because they're on social media, taking selfies in the queue to post to Instagram. If
that's not addiction, it's certainly obsession.
Presenter: A more formal definition of addiction describes it as a repeated
involvement with an activity, despite the harm it causes. Someone with an addiction
has cravings – that feeling that you haven't checked your phone for two minutes and
can't relax until you get your hands on it again. They may have a lack of self-control
and not realize their behavior is causing problems – like texting while cycling or falling
off a cliff taking a selfie. And, in case you're wondering, I read about both of those via
the news app on my phone, which updates every couple of minutes with the latest
stories … definitely addicted. So the 'Truth about Tech' campaign by Common Sense
Media and the Center

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 for Humane Technology couldn't come fast enough for most of us. But it's children
who are probably most at risk because of the effect tech addiction might be having on
their brain development. Professor Mary Michaels of the Atlanta Future Tech Institute
has been working with very young children. Mary, thanks for dropping by. What is
your research telling us?

Mary: Well, we know that screen time is affecting key aspects of healthy child
development, like sleep, healthy eating and what psychologists call 'serve and return'
moments, which are when parents respond to babies seeking assurance and
connection by making eye contact, smiling or talking. All perfectly normal things we
do and which help lay the foundations of babies' brains. It's much harder to engage
with a baby normally if you're looking at your phone. Or, even worse, if parents give
a crying child a phone to distract them instead of talking to them or hugging them,
and that might lead to them failing to develop their ability to regulate their own
emotions.

Presenter: And what about older children?

Mary: Again, we know that teenagers who spend a lot of time on social media are 56
per cent more likely to report being unhappy and 27 per cent more likely to suffer
depression. Teenagers are especially vulnerable because they're more sensitive to
highs and lows anyway, so we're looking at, potentially, higher instances of suicide,
schizophrenia, anxiety and addiction in teens which is exacerbated by dependence on
technology.

Presenter: It sounds like a vicious circle. They're more likely to get addicted to
smartphones and social media and that addiction itself makes them candidates for
other addictions.

Mary: Yes, that's right.

Presenter: Time to stage an intervention! Is there anything we can do to make tech
less addictive?

Mary: Setting devices to greyscale, which is basically black and white, might make
them less appealing. Scrolling through a newsfeed of boring, washed-out photos just
doesn't create the same rush as bright colours perhaps. And you can turn off the
notifications that are constantly pulling you back in to check your phone.
Presenter: So is it ...

Source: British Council Learn English (https://learnenglish.britishcouncil.org/skills/listening/advanced-

c1/tech-addiction)

19
 Task 5: Gap-filling

Instructions: As you listen to the radio programme, try filling out the gaps in
the paragraphs with the correct words or phrases. Write your answers on the
spaces provided.
1. The sound of ____________________ hanging out together. Or, at least, how it
sounded a few years ago. Nowadays a group of, well, just about anyone – kids,
teens, tweens, their parents – might sound a lot more like this …
2. Most of us spend hours a day with our heads bent over our ____________________.
Research suggests teenagers spend as many as nine hours a day, while pre-teens
spend up to six.
3. I don't know, it's, like, the first thing I do in the morning, check in and see who's
posted anything overnight. It's my ____________________ so I kind of have to look
at it and then, you know, it's pretty hard not to scroll through.
4. And it's not just teenagers and millennials, Generation X and even the
____________________ are almost as bad.
5. I'm online most of the day for work and you'd think I'd be sick of screens by the
time I get home, but most of my news comes through ____________________ and
I'm really into food so I'll hold my hands up to being one of those people who
posts photos of their meals.
6. But are we addicted to our phones and apps? And does it matter? Former Google
and Facebook employees certainly think so. So they've set up a non-profit
organization, the ____________________________________, to reverse the digital
attention crisis and promote safe technology for children.
7. Anyone who's seen queues round the block for the latest iPhone has to wonder
what these people are thinking. You've literally got people sleeping in the street
to get the newest device, probably not even talking to anyone else in the queue
because they're on ____________________, taking selfies in the queue to post to
Instagram. If that's not addiction, it's certainly obsession.
8. A more formal definition of ____________________describes it as a repeated
involvement with an activity, despite the harm it causes. Someone with an
addiction has cravings – that feeling that you haven't checked your phone for two
minutes and can't relax until you get your hands on it again. They may have a
lack of
9. ____________________ and not realize their behavior is causing problems – like
texting while cycling or falling off a cliff taking a selfie. And, in case you're
wondering, I read about both of those via the news app on my phone, which
updates every couple of minutes with the latest stories … definitely addicted. So
the
10. ____________________ campaign by Common Sense Media and the Center for
Humane Technology couldn't come fast enough for most of us. But it's
11. ____________________ who are probably most at risk because of the effect
12. ____________________ might be having on their brain development. Professor Mary
Michaels of the Atlanta Future Tech Institute has been working with very young
children. Mary, thanks for dropping by. What is your research telling us?
13. Well, we know that ____________________ is affecting key aspects of healthy child
development, like sleep, healthy eating and what psychologists call 'serve and
return' moments, which are when parents respond to babies seeking assurance
and connection by making
14. ____________________, smiling or talking. All perfectly normal things we do and
which help lay the foundations of babies' brains. It's much harder to engage with
a baby normally if you're looking at your phone. Or, even worse, if

20
 15. ____________________ give a crying child a phone to distract them instead of
talking to them or hugging them, and that might lead to them failing to develop
their ability to regulate their own emotions.
16. And what about older ____________________?
17. Again, we know that ____________________ who spend a lot of time on social media
are 56 per cent more likely to report being unhappy and 27 per cent more likely
to suffer depression. Teenagers are especially vulnerable because they're more
sensitive to highs and lows anyway, so we're looking at, potentially, higher
instances of suicide, schizophrenia, anxiety and addiction in teens which is
exacerbated by dependence on technology.
18. It sounds like a vicious circle. They're more likely to get addicted to
_______________ and social media and that
19. ____________________ itself makes them candidates for other addictions. Yes,
that's right. Time to stage an intervention! Is there anything we can do to make
tech less addictive?
20. Setting devices to greyscale, which is basically black and white, might make them
less appealing. ____________________ through a newsfeed of boring, washed-out
photos just doesn't create the same rush as bright colors perhaps. And you can
turn off the notifications that are constantly pulling you back in to check your
phone. So is it ...

Post-listening:
Task 6: Listening Comprehension Check

Instructions: Encircle the letter of the correct answer.

1. What is the main subject of the radio programme?

a. Technology addiction among almost all generations
b. Social media addiction among teenagers
c. How to make tech-less addictive
d. How technology affects child development
2. What does the sound at the beginning of the radio programme imply?
a. Before, children were still hanging out together.
b. Nowadays, children play online games
c. Parents and their children have no more bonding moment
d. Technology creates happiness among kids
3. Which of the following statements is true about tech addiction based on the radio
programme?
a. Millennials spend more time on smartphones than any other generation.
b. The presenter thinks most adults' behavior towards their phones and apps is
under control.
c. Babies' brain development is delayed because they’re looking at screens.
d. Some people who work in the tech industry are fighting against smartphone
addiction.
4. What were the identified manifestations that a person is addicted to technology?
a. feeling that you haven't checked your phone for two minutes and can't relax
until you get your hands on it again.
b. lack of self-control
c. Spending hours a day using smartphones
d. All of the above
5. What were the suggested interventions to make technology less-addictive?
a. Setting devices to greyscale

21
 b. Scrolling through a boring news feed
c. Viewing washed out photos
d. All of the above

6-8 Do you agree that technology addiction is possible and being experienced by
teenagers like you. If that is so:

Cite at least three manifestations that a person is technology-hooked?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

9-10 Suggest two ways on how you can prevent/solve technology addiction
______________________________________________________________________

______________________________________________________________________

Were you able to answer the questions correctly?

Congratulations!

22
 What is It

In the previous tasks that you did, you were able to practice your listening skills.
In fact, you had an opportunity to deal with a real-world problem that is being faced
nowadays which is tech addiction.

In the next section of this module, you will learn what analytical listening is and
how it aids you in solving a problem.

What is Analytical Listening?

Here are some important insights about what Analytical Listening is:

✓ goes far beyond just hearing a speaker's message. They involve analyzing the
information in a speech and making important decisions about truth,
authenticity and relevance
✓ establishing relationships between and among items in a given text.
✓ does not only mean understanding what the other person is saying and what they
mean to say, but also being able to divide difficult questions into separate parts
in order to get to the core.
✓ aims to quickly see logical connections, as well as detecting possible gaps in all
the information.
✓ aims to scrutinize what is being said and to make a judgment
✓ asking yourself questions such as, ‘what is the speaker trying to say?’ or ‘what is
the main argument being presented?’, ‘how does what I’m hearing differ from my
beliefs, knowledge or opinion?’
✓ when one has to decide whether to accept or reject what one has told.
✓ very evident when viewing ads, listening to persuasive or political speeches and
debates and in doing problem solving situations.

How to be an analytical listener?

✓ critically look at elements of a problem and apply models to them.

✓ distinguish main problems from partial problems, the analytic listener can collect
a lot of information, then research it. After collecting all of the data, the analytical
listener will be highly able to make logical connections, detect the actual cause,
and think of fitting solutions.
✓ understand, interpret, and assess what you hear in order to formulate
appropriate reactions or responses.
✓ organize the information that they hear, understand its context or relevance,
recognize unstated assumptions, make logical connections between ideas,
determine the truth values, and draw conclusions.
✓ analyze the speaker's message and motives to assess the messages
✓ analyze the speaking situation, or the context in which the message is being sent.
✓ analyze the speaker's ideas
✓ identify support for the claims
✓ evaluate the argument the speaker is making. Try to figure out whether the
speaker is using emotional appeals, a logical argument or actual evidence to state
his case

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ENGAGEMENT:
✓
What’s More

Task 7: Situation-Problem-Solution Chart

After listening to the radio programme talking about tech addiction,

please complete the Situation-Problem-Solution Chart. Use another
sheet of paper for your answers.
✓ In the Situation column, describe the current state/situation of
technology addiction based on the observation of the radio
announcer
✓ In the Problem column, identify the possible problems caused by
technology addiction’
✓ In the Solution column, suggest ways on how you can address the
problems presented.

SITUATION PROBLEM SOLUTION

(What is the current (What are the (How to solve the
state?) problems faced? problem?)

Your output will be graded based on the following rubric:

Points Description
20 Student’s understanding of listening text is clearly evident.
Student uses effective strategies to employ analytical listening in
understanding the situation and problem and in finding solution to
the problem.
Student uses logical and critical thinking skills to establish situation-
problem-solution relationships.
15 Student’s understanding of listening text is evident.
Student uses appropriate strategies to employ analytical listening in
understanding the situation and problem and in finding solution to
the problem.
Student shows logical and critical thinking skills to establish
situation-problem-solution relationships.
10 Student has limited understanding of listening text.
Student uses strategies that are ineffective.
Student attempts to show logical and critical thinking skills to
establish situation-problem-solution relationships.
5 Student has a complete lack of understanding of listening text.
Student makes no attempt to use any strategy.
Student makes no attempt to show logical and critical thinking skills
to establish situation-problem-solution relationships.

24
 What I Can Do

Task 8: Testing Your Listening Skills

Instructions: Ask 2-3 people in your house to read the dialogue for you
while you are listening. Tell them to stop if needed because there are
questions that you need to answer first before proceeding to the next dialogues. Listen
to every conversation carefully. Choose the most appropriate answer from the given
options. Write the letter of the correct answer on a separate sheet of paper.

In this situation, there is a a conversation between a man and a woman. The man
is a construction worker and the woman is on a car trying to get somewhere. A person
is asking the other person about direction to go somewhere.

PART 1:

Man: Sorry mam, this road is closed. You have to take the U turn from here.
Woman: Thanks. Actually, I want to go to a new Filipino restaurant. Can you tell
me how to go there?
Man: Actually, I really don’t know about any new Filipino restaurant but there
are few eating places near supermarket.
Woman: Okay, can you tell me the way to this supermarket?
Man: Go down this street for two blocks. Turn left. Keep going straight. You will
see a park. Make a left turn when you reach the park. The supermarket is
near a pharmacy. You can ask someone out there.
Woman: Okay, great. Thanks for your help.

Answer:
1. What was the woman eventually looking for?
a. restaurant
b. library
c. park
d. spa
2. Does the construction worker know about the new Filipino restaurant?
a. He is not interested in telling.
b. He makes a guess
c. He was sure about the restaurant
d. He does not know about the restaurant
3. What will the woman probably do next?
a. Ask another construction worker
b. Go to the same direction shown by the worker
c. Go to other direction
d. Go the restaurant

PART 2:

Woman: Can you help me? I want to go to the new Filipino restaurant
Man: Yeah, sure. I can guide you. I know where the new Filipino restaurant is.

25
Woman: I have been looking for a restaurant near the supermarket but I don’t see
any.
Man: The one I know is on Guevarra St. Do you want to go there?
Woman: No. I want to go to the new restaurant.
Man: Oh, that’s a problem. Can you tell me in which area or the street it is
located?
Woman: I think it is in the Congressional Road. Do you know where the
Congressional Road is?
Man: Yes. It is not far. First, you go to the supermarket and then second right
from then, you will see a museum. From there, you take a U turn. Go
straight off to two blocks. Turn left, keep going straight ahead. You will
see a park. That park is on the Congressional Road. And you can find
there your place.
Woman: Thank you for your help.

Answer:
4. Does the woman know about where the Congressional Road is?
a. No, she was not aware
b. She has been there many times
c. She was aware of it.
d. She was not sure about it.
5. Which statement is true?
a. The Thai restaurant is on the Ayala Ave.
b. The new restaurant is on the Puyat Ave.
c. The new Thai restaurant is on the Ayala Ave.
d. Park is on the Ayala Ave.
6. How should the woman go to the Ayala Ave.
a. She will walk for an hour.
b. She will take left from the third road
c. She will take U turn from the Museum
d. She will turn right from the park.

PART 3:

Woman: Excuse me, sorry to disturb you. I want to ask you about Congressional
Road. Can you tell me if this is Congressional Road?
Old woman: No problem dear. Yes, this is the Congressional Road.

Woman: Oh, thank you. Actually, I want to go to the new Filipino restaurant. Can
you please show me the way to the new Filipino restaurant?

Old woman: Yes sure. You just go straight and then turn right from the T junction.
After some time, you will see traffic lights. From lights again, turn right.
You will see the pizza point and the Filipino restaurant is right behind the
pizza point.

Woman: Thank you very much for your help. Have a nice day!
Old woman: One point more. You might face a parking problem there. You may park
at the pizza point parking.

Woman: Thank you for your information.

26
Answer:
7. What was the other woman informative about?
a. About the traffic lights
b. About the pizza point
c. About the parking problem
d. About the T junction
8. Had the woman reach the new Thai restaurant?
a. After parking the car near the park
b. After parking the car near the pizza point park
c. After parking the car at the T junction
d. After parking the car on the road

How was this activity?

Have you practiced you active listening by analyzing the given situation and
problem of the speaker (the woman in the dialogue)?

27
ASSIMILATION:

What I Have Learned

In this lesson you were able to:

• Identify the implicit and explicit, verbal and non-verbal signals used by the
speaker in highlighting significant points.
• Recognize the function of discourse markers in the statements made by the
speaker.
• Understand what analytical listening is and its relevance in solving
problems
• Practice your analytical listening skills through Situation-Problem-Solution
approach
• Appreciate the value of an objective approach in solving real-life problem or
issue by listening analytically and critically.
• Understand what analytical listening is and its importance in solving
problems.
• Hone your listening comprehension skills by dealing with each section of
the listening text, which is a radio programme.
• Practice your analytical listening skills using the Situation-Problem-
Solution approach.

Task 9: Reflect
As a final task, answer the following questions. Please use the
template below to form your response. Your answer should consist of
around 200-250 words.
• How does analytical listening help you in finding solution to a problem?
• What are your suggested ways to solve technology addiction among
students like you?

Paragraph 1:

Analytical listening helps me in finding solution to a problem by

_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________.

Paragraph 2:

In solving technology addiction among students, I suggest that

_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________

28
 What I Can Do (Assessment)

POSTTEST
Instructions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. A slouch can suggest:

a. Sadness
b. Relaxation
c. Tiredness
d. All of these

2. If someone avoids looking you in the eye and instead looks down at the ground, what
could it mean?
a. That he or she is disgusted with you or the situation
b. That he or she is feeling ashamed
c. That he or she wants you to look at the ground, too
d. That he or she lying

3. When you ask a friend to taste your baked macaroni and she smiled and nodded,
what could she mean with her facial expressions?
a. she might not like it
b. she might like it
c. she was indifferent about it
d. she was upset for disturbing her

4. Which of these is a sincere question?

a. "Why are you acting so weird?"
b. "Are you finally getting a promotion?"
c. "Do you still have a weight problem?"
d. "Can you help me understand why this is so difficult for you?'

5. Explicit communication is:

a. very vague
b. using facial expressions
c. not expressed directly
d. straightforward and clear

6. Joseph wants to buy a new phone, but he does not have the money. Which question
from the list below would be considered explicit?
a. Why does he need a new phone?
b. Why can’t Joseph buy a new phone?
c. How is Joseph going to raise the money?
d. Where does Joseph plan to buy the phone?

7. One of the best ways to show the other person that you are listening is:
a. talking the person next to you

29
 b. appropriate amount of eye contact.
c. frowning at him/her
d. asking him/her to repeat what s/he said

8. Which of the following qualifies as a gesture?

a. Wave
b. “Hi there!”
c. A sad expression
d. Goodbye

9. Which of the following is an example of explicit communication?

a. An individual who has his hands folded across his chest
b. A person who avoids making eye contact
c. An individual who ignores another person
d. A person who gives a detailed demonstration of a procedure

10. When listening to someone, what should you be doing?

a. slouching
b. talking
c. paying attention and asking questions
d. sleeping

11. When a person gazes around the room rather than look at he speaker or he shifts
positions frequently, he might feel ____________.
a. excited
b. bored
c. afraid
d. disgusted

12. If Ana wanted to get into a good nursing school then, she needs to study hard and
talk to people who are already nurses so that she can know what to expect from nursing
school. What information from the text is explicit?
a. Why she chose to go into nursing.
b. Who she will talk to about nursing school.
c. Where the nursing school is.
d. What kind of school does Ana want to attend.

13. Implicit communication is:

a. not expressed directly
b. used to communicate detailed instructions
c. easy to interpret
d. straightforward and direct

14. Why can listening be considered a critical thinking activity?

a. We listen to try to absorb as much of what is being said as possible.
b. We listen in the hopes of being able to retell what is being said to someone else.
c. We listen because the message has specific meaning to us.
d. We listen to analyze the speaker's message and motives to assess his or her
message for authenticity and truth.

15. Which is the best paraphrase of "I'm in such a rut; I'm unhappy with work and with
my relationship. Seems like everything's the same day after day after day."

30
a. "Why don't you jazz up your life by doing something different?"
b. "Seems like your problem is that you haven't put yourself in any new situations
lately."
c. "Sounds like you don't feel much excitement and you've become bored with the
routine."
d. All are equally good paraphrases

31
32
What I Know
16. D
17. B
18. B
19. B
20. A
21. A
22. B
23. C
Assessment 24. B
25. D
1. D 26. D
2. B 27. A
3. B 28. D
4. D 29. A
5. B 30. D
6. B
7. A
8. D
9. C
Task 5
10. B
11. D
Task 6:
1. Kids
2. Spontaneous 12. A 1. A
3. Alarm clocks 13. D 2. A
4. Bab boomer 14. A 3. D
5. Facebook 15. C 4. D
6. Center of 5. D
Humane 6. -8 revised
Technology 7. 10 revised
7. Social media Task 4
8. Addictive
9. Self-control 1. Baby boomers
10. Truth About
Technology 2. vulnerable
11. Children 3. exacerbate
12. Tech addiction Task 2
13. Screen time 4. greyscale 1. A
14. Eye contact
15. scrolling 5. drop by Task 1
2. B
16. Children
Parents 6. Scroll 1. D
3. C
17. Teenagers 2. B
7. Class 4. B 3. A
18. Smart phone
19. addiction 4. D
8. rush 5. C 5. D
20. scrolling
Answer Key
References:

Additional Resources:

Game Creation Online App: Bookwidgets:

https://www.bookwidgets.com/a/home

Audio Source: https://learnenglish.britishcouncil.org/skills/listening/advanced-

c1/tech-addiction

References:

Mulder, P. (2019). Analytical Listening. Retrieved [insert date] from toolshero:

https://www.toolshero.com/communication-
skills/analyticallistening/https://www.toolshero.com/communication-
skills/analytical-listening/
SkillsYouNeed (2017). Types of Listening. Retrieved from
https://www.skillsyouneed.com/ips/listening-types.html

For inquiries or feedback, please write or call:

Department of Education – City Schools Division of Dasmariñas

DASCA Compound Burol II, City of Dasmariñas

Telefax: (046) 432-9355

Email Address: [email protected]

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