7

English
Quarter 2 – Module 1:
Listening Strategies based on
Purpose, Familiarity and Level of
difficulty of the text listened to
English – 7
Alternative Delivery Mode (ADM)
Quarter 2 – Module 1: Listening Strategies based on Purpose, Familiarity and Levels of
difficulty of the text listened to
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

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

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Alona A. Doronila, Marichel P. Ferren
Editor: Dolores L. Carreon
Reviewers: Evelyn C. Frusa PhD, Delia B. Mabalot, Rolex H. Lotilla, Arvin M. Tejada
Illustrator:
Layout Artist: Rolex H. Lotilla
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Belen L. Fajemolin PhD – CID Chief
Evelyn C. Frusa PhD – Division EPS In charge of LRMS
Bernardita M. Villano - ADM Coordinator

Printed in the Philippines by Department of Education

Office Address: Ground Floor, Bonifacio Bldg., DepEd Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8631-4985
E-mail Address: [email protected] * [email protected]
 7

English
Quarter 2 – Module 1:
Listening Strategies based on
Purpose, Familiarity and Levels of
difficulty of the text listened to
Introductory Message
For the facilitator:

Welcome to the English -7 Alternative Delivery Mode (ADM) on Listening Strategies

based on Purpose, Familiarity and Level of difficulty of the text listened to. This
module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the English-7 Alternative Delivery Mode (ADM) on Listening Strategies

based on Purpose, Familiarity and Level of difficulty of the text listened to

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

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 What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Listening Strategies. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into three lessons, namely:

Lesson 1 – Listening Strategies based on Purpose
Lesson 2 – Listening Strategies based on Familiarity
Lesson 3 – Listening Strategies based on the level of difficulty of the text
listened to

After going through this module, you are expected to:

1. respond to questions about the topic, main ideas, details & opinions
2. display the behaviors of effective, active listeners
3. listen effectively
4. note down the gist of the text
5. predict the outcome of the listening text
6. follow instruction
7. develop listening skills
8. understand what is implied thru listening
9. recognize the speaker’s mood or attitude in the listening text

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 What I Know

Recall some of your previous listening tasks. You learned that listening is paying
attention to what you consider important. It is trying to get the meaning of what you
hear. To listen successfully to spoken language, you need to be able to work out what
speakers mean when they use particular words in particular ways in particular
situations. The important thing about listening is receiving the message and
interpreting it.

Pre-listening: Tuning in
Draw this image in your paper and say something by giving a word on each arrow
indicated.

https://www.washingtonpost.com/graphics/2020/health/coronavirus-sars-cov-2-structure/

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 Lesson Listening Strategies based
1 on Purpose of the text
listened to

Listening strategies are techniques or activities that contribute directly to the

comprehension and recall of listening output. They can be classified by how the
listener processes the input. Let us begin this lesson with this task.

What’s In

The following keywords are found in the text to be listened to. Before listening to
the text, fill in the blank under Pre-listening with the words you can think of, that
are related to the given keywords. Fill in the post-listening column after the text
has been listened to.

Keywords Pre-listening Post-listening

1. viruses _______________ ______________

2. illness _______________ ______________

3. severe _______________ ______________

4. circulating _______________ ______________

5. infection _______________ ______________

6. symptoms _______________ ______________

7. strain _______________ ______________

8. transmitted ________________ ______________

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 Notes to the Teacher
Encourage students to write any word which they think has a
relationship with the given keywords. This will be based on their
previous knowledge or idea.

What’s New

Listening comprehension involves a lot more than simply understanding the

vocabulary and expressions used.

During-Listening
Activity
Reading the passage: (by the teacher)
Listen carefully as I read the passage about Covid-19. Be guided by the questions
and the keywords. Take down notes on the important details.

1. Have you heard about Corona Virus?

2. If yes, where and when did you hear this information?
3. Can you share what this is all about?
4. Is it important for us to know what COVID-19 is?
5. What and how can we avoid or prevent Corona Virus?

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 About Covid-19
Coronaviruses (CoV) are large family of viruses that can cause illness ranging from
the common cold to more severe diseases such as Middle East Respiratory Syndrome
(MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV). A novel coronavirus
(nCoV) is a new strain that has not been previously identified in humans.
Coronaviruses are zoonotic, meaning they are transmitted between animals and
people. Detailed investigations found that SARS-CoV was transmitted from civet cats to
humans and MERS-CoV from dromedary camels to humans. Several known coronaviruses
are circulating in animals that have not yet infected humans.
Common signs of infection include respiratory symptoms, fever, cough, shortness
of breath and breathing difficulties. In more severe cases, infection can cause pneumonia,
severe acute respiratory syndrome, kidney failure and even death.
Standard recommendations to prevent infection spread include regular hand
washing, covering mouth and nose when coughing and sneezing, thoroughly cooking meat
and eggs. Avoid close contact with anyone showing symptoms of respiratory illness such
as coughing and sneezing.

Source: http//www.emro.who.int/health-topics/corona-virus/about-covid-19.html

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 What is It

After listening to the text being read, go over the Pre and Post listening Chart
above. Now, fill out the Post listening column. You can retain your answer from the
pre- listening column.

Below are questions that you are going to answer. State the details of your answer
in a complete sentence.

1. What is corona virus?

____________________________________________________________

2. What causes COVID-19?

____________________________________________________________

3. Can animals get infected with SARS-CoV?

____________________________________________________________

4. When is a person infectious?

____________________________________________________________

5. What are the symptoms of COVID-19 infection?

____________________________________________________________

6. Who are more vulnerable or at risk of being infected with CORONA Virus?

____________________________________________________________
7. State three preventive measures to prevent infection spread.

____________________________________________________________
8. Why is social distancing important?
_____________________________________________________________

9. In what way can face masks effective in protecting against COVID-19?

State one.
_____________________________________________________________

10. What should we do if we develop symptoms of COVID-19?

_____________________________________________________________

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 What’s More

After going through these tasks, you will have a vivid picture of how to think actively
when listening.

Did you hear about book marks? Look at the pictures below. These are book
marks. They are strips of leather, cardboard, or other material used to mark one's
place in a book. Try making one by listening to the guide as it is read.

Activity: BOOK MARK MAKING (Audio only)

So, I’m going to teach you how to create glorious…pieces of paper… that you will
cherish forever (or until you lose/tear/ eat them)

1. Collect your materials

Scissors (some with design), Card, Glue, patterned paper, (not pictured)
decorating pens

2. Cut out the basic shape

Bookmarks need to fit in books (obviously) so don’t make them too wide or tall.
Get a book for reference if necessary, and feel free to round the corners and play
with the shape.

3. Select your nice patterned paper

You can use flower prints, and other paper designs.

4. Cut out and glue the patterned paper

Use the bookmark base as a width reference. Choose the shape and details that
you want and cut carefully. I used two flower patterns.
5. Decorate with any and all pens at your disposal
Make it shimmer and shine and look interesting.

6. You are mostly done!

Enjoy your bookmark, and have fun reading. Some extra ideas: cover the
bookmark with wide sellotape so that it is more lasting, punch a hole in the top
and add a ribbon, make it double sided… whatever you think will look good.
https://weavingwaveswords.wordpress.com/2015/02/25/how-to-make-a-bookmark-in-easy-steps/

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Here are more samples of bookmarks. Design and beautify your own bookmark.

How was it? Do you have fun making your bookmark? How did you get the
instruction? Were able to follow? Your output can tell how good you are as a
listener.

Now in your bookmark, find or create a very simple slogan/quote/sayings on

how to prevent COVID-19. See sample slogan below.

Slogan – a short phrase that is easy to remember.

Example:
 An apple a day keeps the doctor away
 Health is precious – Protect It

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 What I Have Learned

Share your learning by discussing your ideas on the following questions.

A. Why do you think some students don’t listen in class?

In your own words, wrap it up in 5 sentences.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

B. What particular value is displayed when listening takes place.

Give only one and elaborate.

_____________________________________________________________

_____________________________________________________________

What I Can Do

So you are almost done with this module, let us review what you can do more by
arranging the given steps after listening to an instruction.
Activity: Listening for a Sequence (Ten Steps on how to develop effective listening)
What to do?
1. The Ten Steps on How to Develop Effective Listening will be read.
2. Listen carefully.

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3. Arrange the following sentences to show the correct steps on how to develop
effective listening. Number them 1-10. Use separate sheet.

Ten Steps on How to Develop Effective Listening

facFac
Face the speaker and maintain eye contact ___
Keep an open mind ___
Be attentive but relax ___
Wait for the speaker to pause to ask clarifying questions. ___
Ask questions only to ensure understanding. ___
Try to feel what the speaker is feeling. ___
Give the speaker regular feedback. ___
Listen for the words ___
Assessment
Pay attention to what isn’t said. (non -verbal cues) ___
Don’t interrupt and don’t impose your solution ___

https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-
listening/#4b12a95f3891

Finally, listening means paying attention not only to the story, but how it is told.

Now, ask yourself, how well do you listen? To have a glimpse of your listening skill,
do the last activity for this lesson.

Activity: A story is to be read. (BIG SISTER by Consorcio Borje)

This will test what you hear and what you remember. Fill in the “performance
checklist for listening comprehension” while listening to a short passage to be read
thrice for you.

Checklist for Listening Comprehension

Questions After 1st listening Before 2nd listening After 2nd listening
(Guess? Reason? (Other possibilities) (Did I miss anything?)

Where
When
Who
How
What
Why

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 Additional Activities

You are almost done with this lesson. You come to believe that listening skills are
an important part of effective communication. To raise the level of your listening
skills, do this activity.

You are going to listen to an interview between an interviewee (applicant) and the
interviewer (manager). Take note of the detailed responses from the interviewee and
fill out her/his bio data below.

Bio Data

Name: ___________________________________________ Age: ______ Sex:_______

Address: _____________________________________________________________________
_____________________________________________________________________
Birthday: ____________________________________________________________________
Height: ______________________________________________________________________
Weight: ______________________________________________________________________

Father’s Name: _______________________________________________________________

Occupation: __________________________________________________________________
Mother’s Name: ______________________________________________________________
Occupation: _________________________________________________________________
No. of Siblings: ______________________________________________________________

Position Applied for: __________________________________________________________

Course/Degree: ______________________________________________________________
School: ______________________________________________________________________

Work Experience:
______________________________________________________________________________

Listening Strategies based

Lesson
on Familiarity and level of
15
 difficulty of the text
2 listened to

Lesson 1 was about listening strategies based on purpose. Let’s continue with
another listening strategy which is based on familiarity and levels of difficulty of the
text listened to.

What I Know

Listening plays a significant role in the lives of people. Of the four major areas of
communication skills and language development - listening speaking-reading and
writing- the most basic is listening. It is evident that children listen and respond to
language before they learn to talk. Familiarity makes listening easier for the
listeners.

Pre-listening Activity: Picture Analysis

Here are two different pictures. Find a word that will describe each.

________________________ ______________________

Https://www.123Rf.com/photo_68628393_Stock-Vector-Grocery-Store-Shop-Interior-Black-White-
Graphic-Sketch-Illustration-Vector.Html. 2020. Image

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 What’s In

Familiarity with the subject makes listening easier for the listener as he/she can
connect to his/her own background knowledge. So being familiar with the 2
pictures shown you can easily tell what those pictures are:

1. CORNER
2. STORE

The text that you are about to listen to is “The Corner Store.”
In 1-2 sentences share your thoughts on these questions.

1. What made you say it is a CORNER? a STORE?

__________________________________________________________________________

2. What helped you identify the images easily?

___________________________________________________________________________

3. How did your previous knowledge help you get the right word?

___________________________________________________________________________

4. If you were to guess the content of the story, what could it be?

___________________________________________________________________________

5. Do you think you will like the story? Why?

___________________________________________________________________________

Notes to the Teacher

Motivate students to explain their ideas clearly in simple
and meaningful sentences.

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 What’s New

You are about to listen to a Descriptive Essay.

A descriptive essay is a text that paints a mental picture of a person, object or

situation.
Let’s listen.

THE CORNER STORE

By Eudora Welty

“Our Little Store rose right up from the sidewalk; standing in a street of family houses, it
alone hadn’t any yard in front, any tree or flower bed. It was a plain frame building covered
over with brick. Above the door, a little railed porch ran across on an upstairs level and
four windows with shades were looking out. But I didn’t catch on to those. Running in out
of the sun, you met what seemed total obscurity inside. There were almost tangible smells-
licorice recently sucked in a child’s cheek, dill pickle brine I that had leaked through a
paper sack in a fresh trail across the wooden floor, ammonia-loaded ice that had been
hoisted from wet crooker sacks and slammed into the icebox with its sweet butter at the
door, and perhaps the smell of still untrapped mice.

Source: https// literary devices.net/descriptive essay/

What is It

Did you like the story? What made you say so? Can you retell it into your own
words? Let’s see how active you are as a listener. In a separate sheet, copy and
answer the following questions.

Comprehension Check

1. Where is the corner store located?

_________________________________________________________________.

2. What makes a building/room a store?

_____________________________________________________________________.

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3. Does the location help convince the customers?

_____________________________________________________________________.

4. What is in a store? __________________________________________________

5. As a customer, how do you choose a store?

_____________________________________________________________________.

6. If you are planning to put up a store what would you need to consider?
_________________________________________________________________________

_________________________________________________________________________

What’s More

Are you familiar with the song Roar by Katy Perry? You are going to listen to a
certain portion of that song to be played twice. Sing the song while filling up the
missing words. Choose the words inside the box.

ROAR

I used to________ my tongue and hold my breath

Scared to rock the boat and make a ________
So I sat _________, agreed politely
I guess that I forgot I had a choice
I let you ________ me past the breaking point
I stood for nothing, so I fell for ________
You held me down, but I got up
Already __________ off the dust
You hear my_________, Your hear that sound
Like ________, gonna shake the ground
You held me down, but I ________
Get ready ‘cause I had __________
I see it all, I see it now.

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Choose your answer from the box below. Do this on a separate sheet.

enough bite hey brushing

mess push thunder got up
everything quietly voice

What I Have Learned

Listening is the gateway to understanding and communicating and therefore, is

absolutely critical for language learners of all skills.

Complete the sentences by filling in the appropriate idea/word.

1. Taking down notes or note taking is important because

________________________________________________________.

2. Listening with instruction will give you correct ______________.

3. When you are listening, you are receiving language through the __________.

What I Can Do

Now that you did well in the above activities, share some of what you have learned
by discussing your answers to these questions. Do this in 1 whole sheet of paper.

 “Why is active listening important?” Cite a real life scenario/experience

where you considered/realized that listening is important and discuss how
is it so.

_____________________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________

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 Assessment

Listening therefore, is not only about identifying the language of the text but also
with what the listener already knows about the topic.
To end this lesson, do this activity

Heard what I’ve Said? Vowel Discrimination

Listen to the word as I say and on the opposite side of each word, write /ae/
for sound as in (“bat”) and /ei/ sound as in “bay”). Let’s begin.

No. Words /ae/ or /ei/

1. hand _____

2. gray _____

3. eight _____

4. pass _____

5. have _____

6. beige _____

7. chief _____

8. back _____

9. after _____

10. family _____

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 Additional Activities

You finished the lesson well on your own. Here is a conversation at a party. Listen
and provide answers to the questions below.

1. Who is the first speaker in the group?

______________________________________________________________________

2. What was the 1st line of Conny?

_______________________________________________________________________

3. Jenny said, you’re playing ___________.Why didn’t you call me? So_______!

4. Who uttered this line? No, no, no, no! I’d love you to be. So 11:00, then?

_______________________________________________________________________

5. How many are in the conversation? ___________________________________

Give the names:

_________________________________________________________________________
_________________________________________________________________________

_________________________________________________________________________

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 23
What’s In
KEYWORD PRE-LISTENING POST LISTENING
1.Virus Germs, disease, Germs, disease,
illness illness
2.illness Sickness, ailment Ailment, sickness, condition
3.severe Serious, suffering Serious, suffering, very bad
4. circulating Spread, transmit Spread, transmit
5. infection affect affect
6. symptoms Sign, threat Sign, threat
7. strain Very hard, pressure Very hard, pressure, tension
8. transmitted Transferred, passed Transferred, passed, spread
Answer Key
 24
Assessment What I Have What’s More
Learned
1. ei 1. Bite
2. ∂ℓ 2. Mess
1.helps you to
3. ei 3. Quietly
4. ∂ℓ remember information
4. Push
5. ∂ℓ > helps you to 5. Everything
6. ei concentrate
7. ∂ℓ 6. Hey
8. ∂ℓ > helps you to maintain 7. Brushing
9. ∂ℓ a permanent record 8. Voice
10.ei 9. Thunder
2. information 10. Got up
3. ears
11. enough
Lesson 2
What I Can Do
1. 1
2. 3
3. 2
4. 6
5. 7
6. 8
7. 9
8. 4
9. 10
10.5
References

2020. https://www.washingtonpost.com/graphics/2020/health/coronavirus-sars-
cov-2-structure/.
"WHO EMRO | About COVID-19 | COVID-19 | Health Topics".
2020. Emro.Who.Int. http://www.emro.who.int/health-topics/corona-virus/about-
covid-19.html

Shanti, View. 2020. "How To Make A Bookmark In 6 Easy Steps". Virtually Read.
https://weavingwaveswords.wordpress.com/2015/02/25/how-to-make-a-
bookmark-in-easy-steps/.

"10 Steps To Effective Listening". 2020. Forbes.

https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-
listening/#4b12a95f3891.
Https://Www.123Rf.Com/Photo_68628393_Stock-Vector-Grocery-Store-Shop-
Interior-Black-White-Graphic-Sketch-Illustration-Vector.Html. 2020. Image
.
"Descriptive Essay - Examples And Definition Of Descriptive Essay". 2020. Literary
Devices. https://literarydevices.net/descriptive-essay/.

"Unit 4: Listening For Communication: Language Functions | Open Resources For

English Language Teaching (ORELT) Portal". 2020. Orelt.Col.Org.
http://orelt.col.org/module/unit/4-listening-communication-language-functions.

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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: [email protected] * [email protected]

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