SECONDARY

JHS
LEARNING STRAND 1
COMMUNICATION SKILLS IN ENGLISH
MODULE 1: I GET IT (RECOGNIZING THE MAIN IDEA)

ALS Accreditation and Equivalency Program: Junior High School

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 LEARNING STRAND 1

I GET IT
RECOGNIZING THE MAIN IDEA

COMMUNICATION SKILLS IN ENGLISH

MODULE 1
ALS Accreditation and Equivalency Program: Junior High School
Learning Strand 1: Communication Skills in English
Module 1: I Get It (Recognizing the Main Idea)

Published in 2020 by the United Nations Educational, Scientific and Cultural Organization
UNESCO Office, Jakarta
Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia

and

Department of Education
DepEd Complex, Meralco Avenue, Pasig City, Philippines

Copyright © UNESCO and DepEd 2020

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User’s Guide
For the ALS Learner:

Welcome to this Module entitled I Get It (Recognizing the Main Idea) under Learning Strand 1
Communication Skills in English of the ALS K to 12 Basic Education (BEC).

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

This module has the following parts and corresponding icons:

This will give you an idea of the skills or competencies you are expected to
Let’s Get to Know
learn in the module.

This part includes an activity that aims to check what you already know
Pre-assessment about the lesson. If you get all the answers correct (100%), you may decide
to skip this module.

This section provides a brief discussion of the lesson. This aims to help you
Setting the Path
discover and understand new concepts and skills.

This comprises activities for independent practice to solidify your

Trying This Out understanding and skills of the topic. You may check the answers to the
exercises using the Answer Key at the end of the module.

Understanding
This includes questions that process what you learned from the lesson.
What You Did

Sharpening This section provides an activity that will help you transfer your new
Your Skills knowledge or skill in real-life situations or concerns.

Treading the This is a task which aims to evaluate your level of mastery in achieving the
Road to Mastery given learning competency.

Don’t Forget This part serves as a summary of the lessons in the module.

In this portion, another activity will be given to you to enrich your

Explore More
knowledge or skill of the lesson learned. This also tends retention of learned
concepts.

This part will assess your level of mastery in achieving the learning
Reach the Top
competencies in each lesson in the module.

Answer Key This contains answers to all activities in the module.

This portion gives information about the meanings of the specialized words
Glossary
used in the module.
At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer the Pre-assessment before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your ALS Teacher/Instructional Manager/Learning Facilitator
once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your ALS
Teacher/Instructional Manager/Learning Facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep understanding of
the relevant competencies. You can do it!
 Let’s Get to Know 1
Pre-Assessment 2
LESSON 1: What’s the Big Idea? 3
Setting the Path 3
Trying This Out 4
Understanding What You Did 5
Sharpening Your Skills 9
Treading the Road to Mastery 11
LESSON 2: This is Where I Stand 1
3
Setting the Path 1
3
Trying This Out 1
CONTENT

4
Understanding What You did 1
5
Sharpening Your Skills 1
8
Treading the Road to Mastery 1
9
LESSON 3: Just Follow Me 2
1
Setting the Path 2
1
Trying This Out 2
S

2
Understanding What You Did 2
3
Sharpening Your Skills 3
2
Treading the Road to Mastery 3
4
 Don’t Forget 35
Reaching the Top 36
Answer Key 38
Glossary 45
References 46
CONTENT
S
 MODULE
LET’S
1 GET TO KNOW

L istening is the ability to accurately receive and interpret messages

in the communication process. Listening comprehension is key to a
productive communication. Without the ability to listen effectively,
messages are easily misunderstood. As a result of this, communication
might break down and both parties involved can become easily frustrated
at the failure of sending and receiving the message across accurately. If
there is one
communication skill you should aim to master first, it is listening.

This module on listening is divided into two parts. This first part
covers recognizing the main idea and its supporting details while the
second part discusses how to distinguish facts from opinions.
Determining and knowing where to find the main idea is important in
understanding the message of the communicator. It is also essential in
summarizing the writer’s or speaker’s message. Sequencing, a process of
extracting and organizing the ideas and its supporting information, is a key
component in your reading and listening comprehension. It allows you to
synthesize information and arrange it accordingly.

RECOGNIZING THE MAIN

IDEA 1
 MODULE
PRE-ASSESSMENT
1

When listening to someone speak, can you immediately tell what his/
her speech is about? Or do you listen first to the whole speech in order for
you to understand the speaker’s message?

As you listen to the speaker, you shall constantly ask yourself, what's
the big idea here?

2 I GET
IT.
 LESSON
SETTING
1 THE PATH

WHAT’S THE BIG

IDEA?
At the end of this lesson, you will be able to:

recognize main/key ideas (LSICS/EN-L-PSA-JHS 22);

recognize main points/key sentences and supporting

ideas/details in text listened to
(LSICS/EN-L-PSA-JHS-23);

identify and write the key ideas and supporting

details (LSICS/EN-W-PSE-JHS-17); and

identify supporting details

(LSICS/EN-W-PSE-JHS-18).

RECOGNIZING THE MAIN

IDEA 3
 LESSON
TRYING
1 THIS OUT
Directions: Which of the statements below best describe the main idea and the
supporting details of a written or spoken text? Write your answers on a separate
sheet of paper.

A. The main idea of a paragraph .

1. is the most important point of a text
2. is the least important point of a text
3. may be found in the title of the text
4. may be found as part of an introduction to a text

B. The supporting details .

1. support the main idea
2. support other supporting details
3. have exactly the same meaning as the main idea
4. may be found in additional data
5. may be found in further description

4 I GET
IT.
 LESSON
UNDERSTANDING
1 WHAT YOU DID
NEW
S

THE MAIN IDEA

Knowing how to listen for the main idea is key to understanding
what the other person is trying to say. The main idea is the most important
point of a written or spoken text.

It is usually found in three places: in the title, at the beginning, or at

the concluding part of a text or speech. You will also easily recognize the
main idea because commonly it is mentioned repeatedly in the text.

Supporting details, on the other hand, help clarify the main idea.
They may come in the form of examples or additional information given by
the writer or the speaker.

RECOGNIZING THE MAIN

IDEA 5
LESSON
1
The following are some of the effective ways or steps in finding the
main idea:

1. Look at the title.

Often, the title provides a good indication of the main idea of a
written or spoken text. It helps orient the reader or the listener on
what is being talked about in the text or speech.

2. Look at the first and last sentences.

Usually, the main idea is introduced in the first sentence of a written
or spoken text. Pay attention to what the first sentence is describing.
The main idea may also be found in the concluding part or summary
of a text. Read or listen carefully to what the last two or three
sentences are talking about.

3. Look for repeated words or phrases.

The frequency with which a word or phrase occurs is an indication of
its relative importance.

THE SUPPORTING DETAILS

The supporting details support the main idea. They can take the form
of facts, examples, data, and testimonies that can help you understand the
main idea better. They help clarify, illuminate, describe, and illustrate the
main idea.

To help you identify the supporting details, look for:

• statistical data
• further descriptions
• additional data
• expert testimonies
• examples
• clarifications, etc.

6 I GET
IT.
LESSON 1
ACTIVITY

Directions: Read the following paragraph. Notice how the

paragraph is analyzed in order to identify the main idea and its
supporting details.

Why Snakes Shed Skin

Snakes shed their skin to allow for further growth. The

top layer of a snake’s skin doesn’t grow, but its body does. So
as a snake gets bigger during its life, it has to get rid of the top
layer and leaves it behind. They scrape their bodies against
rocks, trees, the ground, and many other things until they can
slither out of their old skin. When they’re ready to shed the old
layer, they create a rip in the old skin, usually in the mouth or
nose area. They often do this by rubbing against a rough, hard
object, such as a rock or a log. The snake repeats this process of
skin shedding until it has stopped growing (Wonderopolis.org,
2020).

RECOGNIZING THE MAIN

IDEA 7
LESSON
1
Let’s look at the main idea and its supporting details:

Main Idea Why snakes shed skin

• As they grow, they get rid of the top skin and leave it
behind.
• They create a rip in the old skin, around the mouth
Three details
or nose area.
• They do this by rubbing against a rough, hard object,
such as a rock.
Back to main
So why does a snake shed its skin?
idea

Do you remember the effective ways when looking for the main idea?

Look at the title : It’s right there: Why Snakes Shed Skin
First Sentence : Snakes shed their skin to allow for further
growth.
Last Sentence : The snake repeats this process of skin
shedding until it has stopped growing.

Understanding What You Did

• The main idea is the most important idea of the

written or spoken text.
• The supporting details describe or support the main
idea.

8 I GET
IT.
 LESSON
SHARPENING
1 YOUR SKILLS
Directions: Identify the main idea and at least three of its supporting details in
the paragraphs below. Write your answers on a piece of paper.

Gina loves Sundays. In the morning, she goes out of the house to
check her plants. It makes her happy to see how they grow day by
day. She also spends time to play with her dogs. She is so busy
from Monday until Saturday that she can only have time for them
on Sundays. After playing with her beloved pets, she goes back
inside the house to prepare her breakfast. She takes time to eat and
relax on Sundays because she knows how she is always in a hurry
on the other days of the week. When evening comes, it is time to
prepare for another week ahead. Despite the challenges she faces
from Monday to Saturday, she manages to survive because she
knows she can always have her Sundays to look forward to.

RECOGNIZING THE MAIN IDEA

9
 LESSON
1

Storytelling is an important activity. It can be entertaining and

educational at the same time. We tell our younger siblings some
stories to help them go to sleep. We tell stories to our friends and
family when we get together. We also use stories to teach valuable
lessons in life. We use stories to make sense of our world and to
share that understanding with others (Rose, 2011). We may not
notice it, but the stories we heard while we were growing up had a
huge impact on who we are and what we believe in.

Follow the template below for your answers.

MAIN IDEA
SUPPORTING DETAILS A.
B.
C.

1 I GET
0 IT.
 LESSON
1 TREADING THE ROAD TO
MASTERY
Write your answers on a separate sheet of paper.

I. Read the following paragraph taken from a research conducted by S.

Thanuskodi in 2017. Identify the main idea and the supporting details using
the given format.

A modern saying goes, “Today’s readers are tomorrow’s

leaders.” One should read books and other materials to acquire
knowledge. Unless one reads and gets in touch with the mass
media, it is difficult to know what is going on around us. Not
only that, a student has to read books, other than his/her
textbooks, so that his/her area of thinking and acting will
become broader.

MAIN IDEA
SUPPORTING DETAILS 1.
2.
3.

II. Write a paragraph using the information below. As you develop your
paragraph, be guided by the rubric on page 12.

Main Idea: Exercising is good for your health.

Supporting Details: 1. Exercising prevents heart disease.
2. It keeps you fit.
3. It makes you happier.

RECOGNIZING THE MAIN IDEA

11
2 IT.
1 I GET

1
LESSON
EXCEEDING (5) MEETING (3) APPROACHING (2) BEGINNING (1)
CRITERIA

Presented contents Presented contents Presented contents in Presented few or no

extensively. The adequately. The a limited manner. The elements; The general
general content general content directly general content was content did not
CONTENT
excellently responded responded to the task confusing and weakly respond to the task
to the task given. given. responded to the task given.
given.
Communicated central Communicated central Communicated the Communicated the
message in a logical message in a logical central message with central message in no
and interesting order. order. Connection inconsistencies. The clear order.
ORGANIZATIO Connection between between ideas is flow of ideas at times
N ideas was well- observable. veered away from the
established in a clear main idea.
and detailed way.
 LESSON
SETTING
2 THE PATH

THIS IS WHERE I STAND.

At the end of this lesson, you will be able to:

summarize the information from a text heard;

summarize important points/information

discussed from various text types listened to
(LSICS-EN-L-PSA-AE/JHS-20); and

determine the stand of the speaker on a given

text listened to/explicit in statements made
(LSICS/EN-L-PSA-JHS- 31).

RECOGNIZING THE MAIN IDEA

13
 LESSON 2
TRYING THIS OUT
Directions: Write T if the statement is true, and F if false. Write your answers
on a separate sheet of paper.

1. The summary is longer than the original text.

2. The summary is shorter than the original text.
3. The summary and the original text are of the same length.
4. An explicit statement directly gives the speaker’s stand.
5. An explicit statement implies the speaker’s stand.

Summarizing comes after getting the main idea and its supporting
ideas. To summarize is to get the main idea and to express it using
your own words. But here is the thing to remember: the summary
is always shorter than the original text. If you are able to
summarize the main idea, you will be able to get the speaker’s
stand, especially if it is explicitly stated.

1 I GET
4 IT.
 LESSON
UNDERSTANDING
2 WHAT YOU DID
THE SUMMARY
A summary tells the main idea
of a piece of written or spoken text. It is
always shorter than the main text
because it leaves out supporting details
such as statistics, further description,
additional data, examples, or
testimonials.

To summarize a text or speech,

you must read or listen to a passage very
closely. You have to determine which are the main ideas and which are the
supporting details. Then you must briefly write down the main ideas in your
own words.

HOW TO WRITE THE SUMMARY OF A WRITTEN TEXT

OR A SPEECH

Step 1. Read the text or listen to the speech carefully.

Step 2. Underline or write down the ideas or points that you will
find or hear.
Step 3. Re-read the ideas or points you have written or underlined
and identify the main idea.
Step 4. Re-write the main idea in your own words.

REMEMB
ER

· A summary should be written in complete sentences.

· A summary should be written in your own words.
· A summary contains only the ideas of the original text.
· Do not insert any of your own opinions, interpretations,
or comments into the summary.

RECOGNIZING THE MAIN IDEA

15
 LESSON 2

EXPLICIT STATEMENTS AS MAIN IDEAS

Ideas can be expressed clearly and directly through explicit

statements. In these statements, ideas are exactly spelled out, leaving no
room for confusion or doubt on what is being said.

Often, authors or speakers express their stand about a certain topic

explicitly to make sure that their readers or listeners clearly understand
what they are trying to say. These statements can be helpful to you when
identifying the main ideas of a text. When reading a text or listening to a
speech, pay attention to explicit statements to locate the main ideas.

ACTIVITY

Directions: Read the paragraph below. Try summarizing it

using the steps that follow.

Good morning to
all of you. I am Mr. Santos.
Today, I will talk about the
great loves of my life. I am a
pet lover. I own three dogs
and a cat. They are so
special that they are
everything to me. My dogs’
names are Askal, Puti, and
Dilaw. My cat’s name is
Bowow. I treat
my pets like my own family members. They are not just
animals kept on a leash or in a cage. They are so special to me
that I look forward to each day when I can go home to be with

1 I GET
6 IT.
LESSON 2

Now, try to summarize the paragraph:

Step 1. Read the paragraph carefully.

Step 2. Underline the ideas or points that you find in the text or write them
on a separate piece of paper.

I am a pet lover.
I treat my pets like my own family members.
They are not just animals kept on a leash or in a cage.
I look forward to each day when I can go home to be with them.

Step 3. Re-read the underlined parts and identify the main idea.

In the paragraph, Mr. Santos’ explicit stand reveals the main idea. He
states it simply and clearly:
I am a pet lover.

Step 4. Re-write the main idea in your own words.

Mr. Santos loves his pets.

Understanding What You Did

• A summary tells the main idea of a piece of written

or spoken text.
• Speakers can give explicit statements as their main
idea.

RECOGNIZING THE MAIN IDEA

17
 LESSON 1
SHARPENING YOUR SKILLS
Directions: Write the summary of the paragraph below by answering the
questions that follow. Write your answers on a piece of paper.

Hi! I am Laura.
Recently, I learned to love
Mother Nature. I realized
how much she has provided
for our needs. Sadly, we
have been doing a lot of
things that hurt her like
not disposing our garbage
properly or not replacing the
trees that we cut. I also realized that when we do these things, we
are actually hurting ourselves. By not taking care of Mother Nature,
we are destroying the source of the things that we need to survive
like the air we breathe, the water we drink, and the land we live in. I
believe that we can do something about this in our own simple way.
Lately, I started waste segregation. I know it is challenging if you
are not used to it, but it is not impossible to do. If we change our
habits little by little each day, we can eventually make that
difference. I may be an ordinary citizen, but I play an important role
in helping save Mother Nature. You can, too.

1. What are the ideas or points that you have noted from
the paragraph?
2. Based on the points that you have noted, what do you think
is the main idea?
3. How would you write the main idea in your own words?
Re-write the main idea.

1 I GET
8 IT.
 LESSON
19 TREADING THE ROAD TO
MASTERY
Directions: Read the following paragraphs taken from the Keynote Speech of
Secretary Roy A. Cimatu during the 3rd Philippine Environment Summit
(www. denr.gov.ph, 2020). Try summarizing each paragraph by identifying the
main idea and the supporting details. Follow the format below:

MAIN IDEA
SUPPORTING DETAILS 1.
2.
3.
SUMMARY

Paragraph 1.

Our environment is what we make it. Unfortunately, we have

not yet achieved that level of united consciousness needed to save
our environment from the problems that humanity has caused.
Some simply don’t care. They dump their wastes anywhere
convenient or tolerate others who do so. They waste water,
mindless that many others lack access to water. Worse, some
oppose measures to enforce environmental laws, and belittle
government achievements in rehabilitating our damaged
environment—achievements that did not come cheap, because we
have lost the lives of forest rangers and other officials in the
process.

RECOGNIZING THE MAIN IDEA

19
 LESSON 2

Paragraph 2.

This 3rd Philippine Environment Summit hopes to address

this divisiveness—by building unity among all stakeholders of the
environment. Unity is crucial. This 3rd Environment Summit’s call
for unity is not new. It was made during the First Summit in
February 2016 in Metro Manila, and at the Second Summit in
March 2018 in Cebu City. Our envisioned unity is taking quite long
to achieve that is why we are intensifying this call.

Paragraph 3.

It must be stressed that environmental problems do not

choose their victims. Everyone is vulnerable, regardless of political
party, ideology, religion, gender, age, race, nationality, or ethnicity.
Hence, we should all join hands in facing these problems.

2 I GET
0 IT.
 LESSON
SETTING
3 THE PATH

JUST FOLLOW ME.

At the end of this lesson, you will be able to:

sequence a series of events/at least 3 events using

signal words/mentioned in the text listened to
(LSICS-L-PSA-BL/LE/AE/JHS 3);

follow a set of oral/verbal instruction/direction

(2-3 steps) in a process in everyday life situations
(LSICS-L-PSA-LE/JHS 15); and

sequence steps in stories read or events in written

materials (e.g., preparing land for planting,
following a recipe, arranging historical events,
and implementing a project) (LSICS-EN-R-PSD-
LE- JHS-19).

RECOGNIZING THE MAIN IDEA

21
 LESSON 3
TRYING THIS OUT
Directions: Choose the letter of the correct answer. Write your answers on a
piece of paper.

1. Complete the statement below:

Events in a sequence series appears .
A. chronologically
B. in any order
2. Which is not a term that denotes sequence?
A. Initially D. Thoroughly
B. At the beginning E. Finally
C. Subsequently F. Ultimately
3. Which of these sentences is in imperative form?
A. Are you quiet?
B. You be quiet.
C. You are quiet.
4. Complete the statement below:
The imperative form .
A. gives instructions
B. expresses a surprise
C. makes statements

Things or events, if they are to appear sequentially, has to

happen chronologically or in order. There are words used to signal
a sequence series, such as firstly and finally. Thoroughly is not a
sequence word. It does not signal an order of a sequence. It signifies
something to be done in depth. ‘You be quiet’ or ‘Be quiet’, ‘You
sit down’ or ‘Sit down’ are in the imperative form of the sentence.
They instruct you to do something.

2 I GET
2 IT.
 LESSON
UNDERSTANDING
3 WHAT YOU DID

SEQUENCING EVENTS
Sequence or arrangement of events is the order of events as they
occur in a process or narrative. To find the correct sequence of events, you
should think about what happens in the beginning, middle, and end. Once
you can identify each of these core components, you can retell the events in
the order in which they occurred. Sequencing is a key component in your
reading and listening comprehension. It also allows you to synthesize
information and arrange it accordingly.

Using Sequence Words

You should also look for transition words to better understand the order
of events. First and today are examples of sequence words found at the
beginning. These words are signals that tell you an event is starting. Then,
later, after, and suddenly are sequence words that might be found in the
middle of a narrative. They signal that a new event is being described.
Lastly and finally are two examples for ending the sequence of events.

RECOGNIZING THE MAIN IDEA

23
 LESSON
3
More sequence words as used in sentences:

· Earlier, I saw you sitting in the garden, but then you disappeared.
· In the end, it wasn’t meant to be. They finally went their separate
ways.
· Riding a bike is difficult at the beginning, but consequentially, it
becomes
very easy.
· I find that, every now and then, we should be thankful for what we
· have.
Ultimately, life is what we make of it.
· Now we are free, at last.

THE IMPERATIVE: Giving Verbal Instructions

The sentence which is used to give a command, a request, or a
warning is called an imperative sentence. They are also known as
directives because they provide direction to the one being addressed.

An imperative sentence usually ends with a period but depending

upon its delivery, it can also end with an exclamation mark or a question
mark. This type of sentence always takes the second person (you) for the
subject. Most of the time the subject remains hidden. Example: ‘(You)
Please take a seat.’

Some of the uses of the

imperative sentences are as follows:

a. To give an order:

· Pick up that piece of paper.

· Stop doing that!
· Please keep quiet and remain
seated.

2 I GET
4 IT.
LESSON
3

RECOGNIZING THE MAIN IDEA

25
LESSON
3
b. To give instructions:

· Don’t use this spray near

a burning flame.
· Apply the glue thinly and
leave it for ten minutes before
reapplying.
· Connect the dots.

c. To give advice or warnings:

· Don’t forget to take

your passport with you.
· Be careful with that sharp
knife!
· Don’t go near that dog.

d. To make an offer or extend

an invitation:

• Have a piece of cake

and some iced tea.
• Come drop by and see
me some time.
• Why don’t you stay longer?

RECOGNIZING THE MAIN IDEA

25
 LESSON
3
Simple Instructions With or Without Sequence Words When
used to give instructions, imperative sentences may include sequence words.

Example:

To change a light bulb...

Firstly, turn off the electricity.

Secondly, remove the busted light bulb.
Then, put in the new light bulb.
Finally, switch on the light.

Some imperative sentences used to give instructions do not include

signal words.

Examples:

1. Instructions found in cookbooks:

Cookbook
· Measure one cup of flour.
· Put the flour in a medium-sized bowl. FLOU
R
· Blend but do not overmix the flour.
2. Instructions on how to operate a device:

· To change the ink cartridges in

your printer, first open the door
indicated on the diagram.
· Remove the empty cartridge.
· Replace it with a new one.
· Close the compartment lid.

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LESSON
3
3. When giving directions:
·Go straight on until you see the
hospital, then turn left.
·Turn right at the end of the road,
and my house is number 67.
·Enter the hospital opposite the
bus station.
·Check out the drug store in front
of the hospital.
· Stop by the shop between the drugstore and the fast-food chain.

ACTIVITY

Directions: Read the following steps in planting a tree. Take

note that these are not arranged in order yet.

Next, plant your tree in the hole.

Before anything else, find the right spot where your tree
can grow.
Then, put the soil back into the hole to cover the roots of
your tree.
After finding the right spot, dig a hole.
Finally, water your tree.
Once you have dug the hole, prepare the pre-planted tree
by detangling the roots.

Using the sequence words and other clues found in each

sentence, arrange the steps in the correct order.

RECOGNIZING THE MAIN IDEA

27
 LESSON
3
The first sentence in the sequence should be:

Before anything else, find the right spot where your tree can
grow.

The clue for this is the phrase, before anything else. This means
that there are no steps before this one.

The next in the sequence is:

After finding the right spot, dig a hole.

The words, after finding the right spot serve as hint that this step
follows the first step because it uses the sequence word after and
it mentions the previous step: find the right spot.

This is followed by the sentence:

Once you have dug the hole, prepare the pre-planted tree by
detangling the roots.

This sentence mentions the previous step, dig the hole and the
sequence word once, which gives the idea that this step can only
be done if the previous step is completed.

The fourth in the sequence is:

Next, plant your tree in the hole.

The sequence word next and the mention of the previously used
word hole, serve as clues that this step follows the step of
digging the hole.

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LESSON
3
The next sentence in the sequence is:

Then, put the soil back into the hole to cover the roots of your
tree.

Notice the words then, cover, hole, and tree. These words hint that
this step comes after the tree has been placed in the hole.

Finally, the last sentence in the sequence is:

Finally, water your tree.

The clue here is the sequence word finally that signals that nothing
follows this step.

RECOGNIZING THE MAIN IDEA

29
 LESSON
3
STE CREATE YOUR
2
P
ACCOUNT

Logi
n
STE STE

1
P P
3
Passwor
d

Get
started

Some Tips on Giving Verbal Instructions

Break down your instructions and give them one at a time.
Instructions are better understood if given in steps, and as few as possible.
For example, when giving instructions on how to send an email:

Step one, create an email account. Step two, log in to your email. Step
three, type in your recipient’s email address. Step four, type in your
message. Step five, press send.

Be direct and speciflc.

Make clear statements, not questions nor vague ideas. For example, “Please
sit down beside him.” instead of “Could you please sit down?” or “Wait for
three minutes.” instead of “Wait for a moment.”

Use positive language.

For example, say “Keep the windows closed.” instead of “Do not leave the
windows open.”

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LESSON
3
Ask the listener to repeat your instructions in their own words.
Do not assume that you are understood immediately. Encourage your
listener to state your instructions again.

Understanding What You Did

• The sequence of events is the order of events as they

occur in a narrative.
• Transition words, known as sequence words, help
understand the sequence of events.
• Giving verbal instructions also help in understanding
the order of events.

RECOGNIZING THE MAIN IDEA

31
 LESSON
SHARPENING
3 YOUR SKILLS
Write your answers on a piece of paper.

I. Complete the statements in the series below by providing the

beginning, middle, and ending events.

1. First of all, .
2. Then, all of a sudden, .
3. Finally, .

II. Insert the appropriate sequence words from the box below in the
following text. You can also use other sequence words that you know.
Be guided by the rubric on page 33.

Then Firstly Next

Secondly Thirdly Finally
Lastly Consequentially After

Here are simple steps to begin segregating waste at home:

1) , place two dustbins in your kitchen, one for dry waste and
the other for wet waste. 2) , mark the bins accordingly. In
the wet waste bin, place a black plastic bag. In the dry waste bin, place
a white plastic bag. 3) , throw your wet waste in the bin that is
marked as the wet waste bin. 4) , throw your dry waste in the
bin that is marked as the dry waste bin. 5) , empty both bins
on a daily basis (VCAN, 2020).

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 LESSON
3 TREADING THE ROAD TO
MASTERY
Directions: Insert the appropriate words from the box into the paragraph below.
Write your answers on a separate piece of paper.

bike dispose practice conserve

reduce reuse recycle plant

Here are ways you can help save the environment.

First, you can (1) to work. You can also (2)

your garbage properly and (3)
waste segregation. Then,
(4) water and (5) , ,
. Finally, a tree.

RECOGNIZING THE MAIN IDEA

33
 MODULE
DON’T
1 FORGET

“ • Knowing how to listen for the main idea is key to

understanding what the other person is trying to say.
The main idea is the most important point in a
spoken
or written text.

• Supporting details are any pieces of information

used to explain and expand upon the main idea. They
make the main ideas stronger and clearer.

• Speakers can give explicit statements as their main

idea. Then they can support this idea with supporting
details. A summary, meanwhile, tells the main idea
of
a piece of written or spoken text. However, it leaves
out supporting details.

“
• The sentence which is used to give a command, a
request, or a warning is called an imperative
sentence. Imperative sentences are also known as
directives—
giving directions or verbal instructions.

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MODULE
1

RECOGNIZING THE MAIN IDEA

35
 MODULE
REACH
1 THE TOP
Write your answers on a separate piece of
paper.

I. Read the following paragraph taken from the journal, Frontiers for Young
Minds. Identify the main idea and the supporting details. Follow the format
below.

We often forget how much humans depend on nature. Even

city-dwellers living in modern skyscrapers need air to breathe,
water to drink, and food to eat, all of which are provided by
nature. True, you can buy bottled water and ready-to-eat meals
in supermarkets, but they were not produced there. Some fruits
and vegetables, for example, only grow in tropical countries and
cross the globe in refrigerated ship containers, to arrive just ripe
to your local supermarket. All drinking water ultimately comes
from a natural source, since we still do not have the technology
to manufacture large amounts of water in the laboratory. The
same applies to the air we breathe, which is purified and
oxygenated by plants. So, when we speak about preserving
nature, we are really also talking about preserving ourselves.

MAIN IDEA
SUPPORTING DETAILS 1.
2.
3.

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 MODULE 1

II. Directions: Compose a summary of the paragraph using the main idea
and supporting details that you have identified in Part I.

SUMMARY

III. Directions: Complete the following statements using sequence words.

1. , the fruits and vegetables are grown in tropical

countries.
2. , they are shipped across the globe in refrigerated
containers.
3. , they arrive at the supermarket.

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ANSWER
KEY 1: WHAT’S THE BIG IDEA?
LESSON
TRYING THIS OUT
The main idea of the paragraph... PAGE 4
1. is the most important point.
3. may be found at the title.
4. may be found as part of an introduction.

The supporting details of the paragraph...

1. support the main idea.
2. support other supporting details.
4. may be found in additional data.
5. may be found in further description.

SHARPENING YOUR SKILLS

1. Main Idea: Gina’s favorite day is Sunday. PAGE 9
Supporting Details:
a. Every Sunday morning, she checks her plants and
plays with her pets.
b. She takes her time to eat and relax every Sunday.
c. She is always busy from Monday to Saturday.

2. Main Idea: Storytelling is important.

Supporting Details:
a. Storytelling can be entertaining and educational at
the same time.
b. We use stories to make sense of our world and to share
that understanding with others.
c. The stories we heard had a huge impact on who we are
and what we believe in.

RECOGNIZING THE MAIN IDEA

37
 ANSWER
KEYTREADING THE ROAD TO MASTERY
ACTIVITY I PAGE 11
1. Main Idea: One should read books and other materials to
acquire knowledge.
Supporting Details:
1. Today’s readers are tomorrow’s leaders.
2. Reading and getting in touch with mass media help us
know what is going around us.
3. Students should read books to broaden their area of
thinking and acting.

ACTIVITY II
Refer to the rubric on page 43 for the assessment of the paragraph
that you composed using the following information.

Main Idea: Exercising is good for your health.

Supporting Details:
1. Exercising prevents heart disease.
2. It keeps you fit.
3. It makes you happier.

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ANSWER
KEY 2: THIS IS WHERE I STAND
LESSON
TRYING THIS OUT
1. F PAGE 13
2. T
3. F
4. T
5. F

SHARPENING YOUR SKILLS

1. What are the ideas or points that you have noted from
the paragraph? PAGE 18
Laura recently learned to love Mother Nature.
She realized how much Mother Nature provided for us.
We have been doing a lot of things that hurt her.
When we hurt Mother Nature, we hurt ourselves too.
She started waste segregation.
We can make a difference if we change our habit little by
little each day.
Even ordinary citizens play an important role in helping save
Mother Nature.

2. Based on the points that you have noted, what do you

think is the main idea?
Main idea: Laura may be an ordinary citizen, but she plays
an important role in helping save Mother Nature.

3. How would you write the main idea in your own

words? Re-write the main idea.
Summary: We play an important role in helping save Mother
Nature even if we think we are just ordinary citizens.

RECOGNIZING THE MAIN IDEA

39
 ANSWER
KEYTREADING THE ROAD TO MASTERY
PAGE 19
Paragraph 1.
Main Idea: We are responsible for our environment.
Supporting Details:
1. We have not yet achieved united consciousness to save our
environment.
2. Some don’t care.
3. Some oppose measures to enforce environmental laws and
belittle government achievements.
Summary: We are responsible for our environment, but we are
not yet united enough to rescue it.

Paragraph 2.
Main Idea: Unity is crucial.
Supporting Details:
1. The Summit calls for unity.
2. The call for unity is being intensified.
3. The call for unity is not new.
Summary: Unity is very important, and it is promoted more
this time.

Paragraph 3.
Main Idea: We should join hands in facing these problems.
Supporting Details:
1. Environmental problems do not choose their victims.
2. Everyone is vulnerable.
Summary: Everyone should work together in solving
environmental problems because everyone is
affected.

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ANSWER
KEY

RECOGNIZING THE MAIN IDEA

41
 ANSWER
KEY 3: JUST FOLLOW ME
LESSON
TRYING THIS OUT
1. A PAGE 22
2. D
3. B
4. A

SHARPENING YOUR SKILLS

ACTIVITY I PAGE 32
Open-ended answers.
ACTIVITY II
1. Firstly,
2. Secondly
3. Thirdly
4. Then / Next
5. Finally

TREADING THE ROAD TO MASTERY

1. bike
2. dispose PAGE 32
3. practice
4. conserve
5. reduce, reuse, recycle
6. plant

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ANSWER
KEY
REACH THE TOP
ACTIVITY I
Main idea: Preserving nature means preserving ourselves. PAGE 35
Supporting details:
1. We depend on nature.
2. We need air to breathe, water to drink, food to eat.
3. All drinking water comes from natural source.

ACTIVITY II
Summary: Preserving nature means preserving ourselves PAGE 35
because we depend on nature for our basic needs in order for us
to survive.

ACTIVITY III PAGE 36

1. Firstly, the fruits and vegetables are grown in tropical
countries.
2. Then / Next / Secondly, they are shipped across the globe in
refrigerated containers.
3. Finally, they arrive at the supermarket.

RECOGNIZING THE MAIN IDEA

43
 ANSWER
KEY

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 LESSON 1: TREADING THE ROAD TO MASTERY — ACTIVITY II

KEY
ANSWER
EXCEEDING MEETING (3) APPROACHING (2) BEGINNING
CRITERIA (5) (1)
Content is presented Content is presented Content is presented in There is few or no
extensively. The adequately. a limited manner. The elements presented;
CONTENT general content The general content general content was the general content did
exemplarily responded directly responded to confusing and weakly not respond to the task
to the task given. the task given. responded to the task given.
given.
The central message The central message The central message is The central message is
is communicated in a is communicated communicated with communicated without
logical and interesting in a logical order. inconsistencies. The clarity.
ORGANIZATIO
N order. Connection Connection between flow of ideas at times
between ideas was ideas is observable. veered away from the
well-established in a main idea.
clear and detailed way.
43
RECOGNIZING THE MAIN IDEA
 GLOSSARY
Explicit
Statements These are statements that are directly and clearly
expressed by the speaker. These statements are
obvious and spelled out exactly as the speaker
means it.
Imperative
Sentence This is the type of sentence that is used to give a
command, a request, or a warning.

Main Idea This is the main point that the speaker is trying
to convey.
Sequence of
Events This is the chronological order of events as they
occur in a process or narrative. It is logically
expressed as the beginning, middle, and end.

Summary It is the shortened version of the original. It tells

the main idea of a piece of written or spoken
text, minus the supporting information.
Supporting
Details These are pieces of information used to explain
and expand upon the main idea. They can be in
the form of description, examples, additional data,
etc.
Verbal
Instructions
These are directives—directions or commands
issued verbally. Imperative sentences are
directives. They can give command, direction,
request, and warnings to do (or not do)
something.

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 REFERENCES
Budget Dumpster. (2018, July 19). How to Plant Trees in Your
Backyard. Retrieved from Budget Dumpster: https://www.
budgetdumpster.com/blog/how-to-plant-trees-in-5-steps/

Canopy. (2016, October 17). Eight Steps to Plant a Tree.

Retrieved from Canopy: https://canopy.org/blog/8-steps-
to-plant-a- tree/

Child Mind Institute, Inc. (2020). How to Give Kids Effective

Instructions. Retrieved from Child Mind:
https://childmind. org/article/how-to-give-kids-effective-
instructions/

Frazer, L. (2020). What are Sequence Words? Retrieved from

Study.com: https://study.com/academy/lesson/what-are-
sequence-words.html#:~:text=These%20words%20are%20
signals%20that,new%20event%20is%20being%20described.

Garden Staff. (2018, February 28). How to plant a tree in four

easy steps. Retrieved from Garden Gate: https://www.
gardengatemagazine.com/articles/how-to/plant/how-to-
plant-a-tree-in-four-easy-steps/

Hamp-Lyons, L., & Heasley, B. (2006). Study Writing: A Course

in Written English for Academic Purposes. New York:
Cambridge University Press.

Kittelstad, K. (n.d.). Imperative Sentence Examples. Retrieved

from Your Dictionary: https://examples.yourdictionary.
com/imperative-sentence-examples.htm

4 I GET RECOGNIZING THE MAIN IDEA

6 IT. 45
 REFERENCES
Muñoz, M., Valle, M., White, R., & Jaffé, R. (2019). How Can
We All Help Conserve Nature? Frontiers for Young
Minds, 1-8. Retrieved from
https://kids.frontiersin.org/article/10.3389/
frym.2019.00084

National Center for Families Learning. (2020). Why Do Snakes

Shed Their Skin? Retrieved from Wonderopolis: https://
wonderopolis.org/wonder/why-do-snakes-shed-their-skin

NOAA. (n.d.). Protecting Our Planet Starts with You. Retrieved

from National Oceanic and Atmospheric Administration:
https://oceanservice.noaa.gov/ocean/earthday.html

Rose, F. (2011). The Art of Immersion: Why Do We Tell

Stories? Retrieved from Wired:
https://www.wired.com/2011/03/ why-do-we-tell-stories/

Sweet, K. (2020). How to Give Verbal Instructions. Retrieved

from Classroom by Leaf Group:
https://classroom.synonym.com/ give-verbal-instructions-
2108584.html

Thanuskodi, S. (2017). Reading Habits among Library and

Information Science Students of Annamalai University: A
Survey. International Journal of Educational Sciences, 79-
83. Retrieved from https://www.tandfonline.com/doi/abs/
10.1080/09751122.2011.11890011

VCAN. (2020, May 10). Simple Steps to Segregate Your Waste.

Retrieved from V Citizens Action Network: https://
togethervcan.in/article/simple-steps-to-segregate-your-
waste/

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4 I GET
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The development and printing of this learning resource was made possible
with the cooperation of Asia Paciflc College. This is a component of the
project “Better Life for Out-of-School Girls to Fight Against Poverty and
Injustice in the Philippines” implemented by UNESCO Office, Jakarta in
partnership with the Department of Education. This initiative received a
generous flnancial support from Korea International Cooperation Agency
(KOICA).

For inquiries, please contact:

Department of Education, Bureau of Learning Resources (DepEd BLR)

Office Address : Ground Floor, Bonifacio Building, DepEd Complex,

Meralco Avenue, Pasig City, Philippines 1600
Telefax : +63-2-8631-1072; +63-2-8634-1054; +63-2-8631-4985
Email Address : [email protected]; [email protected]