Quarter 4 – Module 4

Listening Comprehension

Department of Education ● Republic of the Philippines

English - Grade 8
Alternative Delivery Mode
Quarter 4 –Module 4: Listening Comprehension
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Author/s: Esther Mae M. Baniga and Maryjane C. Mccary

Reviewers: Levie D. Llemit, PhD, Jucel Lou L. Bayucot

Illustrator: Raul A. Mabilen

Layout Artist: Maryjane C. Mccary

Management Team

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Schools Division Superintendent
Co-Chairpersons: Conniebel C.Nistal ,PhD
OIC - Assistant Schools Division Superintendent

Pablito B. Altubar
CID Chief

Members
Levie D. Llemit, PhD – EPS – I English
Leah L. Tacandong – Instructional Supervisor
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II

Printed in the Philippines by

Department of Education – Division of Gingoog City
Office Address: Brgy. 23,National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph
 8
ENGLISH
Quarter 4 - Module 4
Listening Comprehension

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Table of Contents

What This Learning Package is About ............................................................................................... i

What I Need to Know .............................................................................................................................. i

How to Learn from this Learning Package ..................................................................................... . i

Icons of this Learning Package ........................................................................................................... ii

What I Know ........................................................................................................................................... . iii

Lesson 1 :
Predicting what is to follow after a segment of a text listened to
What I Need to Know .................................................................................... 1
 What’s New
Activity 1: Picture Analysis ....................................................................... 1
What Is It ………………………………………………………………………… 2
What’s More
Activity 2: Try this! ..................................................................................... 2
Activity 3: Let’s predict! ………………………………………………………3
What I Have Learned
Activity 4: Test Time! ................................................................................. 4
What I Can Do
Activity 5: Let’s watch and predict! ………………………………………….4

Lesson 2:
Inferring thoughts and feelings expressed in a text listened to
What’s In
Activity 1: True or False?....................................................................... 5
What’s New
Activity 2: Picture Analysis ....................................................................... 5
What Is It ………………………………………………………………………… 6
What’s More
Activity 3: Explain it! .................................................................................. 7
Activity 4: Read it! …………………………………………………………… 7
What I Have Learned
Activity 5: Let’s practice some more! ........................................................ 9
What I Can Do ............................................................................................... 11

Lesson 3:
Raising questions about the text listened to
What’s In ........................................................................................................ 13
What’s New
Activity 1: Study the picture!..................................................................... 13
What Is It ………………………………………………………………………….14
What’s More
Activity 2: Let’s do some practice! ............................................................ 14
What Is It ………………………………………………………………………….15
What’s More
Activity 3: Predict, Infer and Summarize! .................................................. 16
What I Have Learned
Activity 4: Explain it! .................................................................................. 18
What I Can Do ............................................................................................... 18

Lesso n 4:
Summarizing information from the text listened to

What’s In…………………………………………………………………………..19
What I Need to Know .................................................................................... 19
What’s New
Activity 1: Background and knowledge check ......................................... 20
What Is It.…………………………………………………………………………20
What’s More
Activity 2: Listen and Summarize! ............................................................. 20
Activity 3: Comprehension check! ............................................................. 21
Activity 4: Summarize!............................................................................. 21
What I Have Learned
Activity 5: Reflection…………………………………………………………. 22
 What I Can Do
Activity 6: Be Vigilant!.............................................................................. 22
Lesso n 5:
Processing Speech delivered by making inference from what has been listened to

What’s In…………………………………………………………………………..23
What I Need to Know .................................................................................... 23
What’s New
Activity 1: Let us check! ........................................................................... 23
What Is It ……………………………………………………………………….…24
What’s More
Activity 2: Practice makes perfect! ............................................................ 25
Activity 3: Where am I? ............................................................................. 26
Activity 4: Listen and Infer!...................................................................... 26
What I Have Learned
Activity 5: Think of it!……………………………………………………...…. 27
What I Can Do
Activity 6: Be Aware!............................................................................... 28

Summary ............................................................................................................................29

Assessment: (Post-Test) ..................................................................................................30

Key to Answers .................................................................................................................................. ..32

References ........................................................................................................................................... ...33

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What This Module is About

Listening is one of the important skills that needs to be developed among students.
Through listening, one can grasp information and use it for processing knowledge.

On this module, the learner will predict, infer, raise questions, summarize, and process
information listened to from a certain topic.

What I Need to Know

At the end of this module, you should be able to:

1. Predict what is to follow after a segment of a text listened to.
(EN8LC-Iva-2.5)
2. Infer thoughts and feelings expressed in a text listened to.
(EN8LC-IVb-6.2)
3. Raise questions about the text listened to. (EN8LC-IVc-3.2)
 4. Summarize information from the text listened to. (EN8LC-IVe-3.14)
5. Process speech delivered by making inferences from what has
been listened to. (EN8LC-IVf-10)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
1. Carefully read all the lessons.
2. Take your time on going thru each lesson.
3. Answer the pretest honestly. The purpose of the pretest is for you to determine your prior
knowledge before going thru the lessons and activities.
4. If you have a hard time understanding the lessons and activities, please do take a break.
Having breaks between lessons and activities will give you some space where you can
absorb the lesson well.
5. You can use the internet if you need more information about the lesson.

i
Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through
various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson
 What I can do These are tasks that are designed to show-
case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
What I Know

I. Multiple Choice
Directions: Read and answer the questions below. Encircle only the letter of the
correct answer.

1. These are examples of text EXCEPT ________.

a. Song c. map
b. Advertisement d. wallpaper

2. What is the purpose of summarizing?

a. It is presenting of ideas and information in your own words.
b. The process of putting information into context.
c. It is to briefly present the key points of a text.
d. This is to state the meaning of something especially a word.

3. What is intended meaning?

a. The reader’s interpretation of the text.
b. The context clue that one finds while reading the text.
c. The definition of the words found in the text.
d. The author’s ideas that he tries to teach or convey.

4. The following are Inference Strategies that help students EXCEPT ______________.
a. Explore any supporting details
b. Find clues
c. Notice synonyms and antonyms
d. Interact with the questions and the passage.

5. What is listening comprehension?

a. The ability to hear and understand the words or the message.
b. It is attentively hearing the message of the speaker.
c. It is the least and last skill to develop.
d. It is retelling the message in your own words.
6. Making prediction means____.
a. making a guess c. making an inference
b. making an educated guess d. making clues
7. Good readers making predictions by ____.
a. using text features c. summarizing
b. reading the whole selection d. inferring
8. When reading a story, it is important to _____ or find the intended meaning.
a. ask questions about the characters
b. look for what the author is trying to teach us
c. make predictions about the next chapter
d. look for common themes.

9. What will you do when you try get the character’s thoughts and feelings in the story?
a. infer b. predict c. summarize d. guess
10. It is a strategy in which the readers use information from a text.
a. prediction b. inference c. summarizing d. guessing

True or False

Write T if the statement is true and correct and write F if it is false or wrong. Put your answer on
the space provided.
______ 1. A song is an example of text.
______ 2. Wallpaper is one of the examples of text.
______ 3. Intended meaning is the author’s ideas that he tries to teach or convey.
______4. One of the strategies to inference is to interact with the questions and the
passage.
______ 5. Listening comprehension is to attentively hearing the message of the speaker.
iii
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Lesson
Predicting what is to follow after a segment of
1
a text listened to

What I Need to Know

In this lesson, you will learn how to predict what is to follow after a segment of a text
listened to. You will also be given varied activities in order to master your listening
comprehension skill.

What’s New

Activity 1: Picture analysis

Directions: Study the series of pictures below.

Answer: ____________________________________________________________

1
 What Is It

Prediction is a strategy in which readers use information from a text (including

titles, headings, pictures, and diagrams) and their own personal experiences to
anticipate what they are about to read (or what comes next). A reader involved in
making predictions is focused on the text at hand, constantly thinking ahead and also
refining, revising, and verifying his or her predictions. Simply, prediction is thinking
what will happen next in the story. Source: https://bit.ly/2C3sdCG

Making predictions is a basic reading skill that requires higher level thinking.
To make a good prediction, readers must consider available information and make an
inference. Good readers make predictions based on textual evidence. Source:

https://bit.ly/37xUA7F

Story clues + Your experience = PREDICTION

You can make a prediction when you use clues from the story, together with what you
know from your own experiences, to figure out what will happen next. Being able to
make predictions shows that you fully understand the story or passage that you are
reading. It also helps develop one’s imagination and thinking skills. Source:
https://bit.ly/2N0Ijzd
Examples:
a. Jane loved biking. She had biked in all kinds of weather. She had been planning
this bike trip for weeks. Today is going to be great. She woke up early and looked out
the window. It was raining!

What would be your prediction?

Prediction Clues Experience
Jane will still go on She had biked in all kinds of When you really love to do
the trip anyway. weather. something, you won’t let a
little rain stops you.

What’s More
Activity 2: Try this!

Kervin always had trouble getting up in the morning. His mother usually had to call
him at least twice. He’d already been late for school three times this month. His mom
had already called him once and now headed up to his room and knocked on the
door.
When he didn’t respond she walked in and found him deeply asleep. What
would be your prediction?

Prediction Clues Experience

https://bit.ly/2N0Ijzd

2
Activity 3: Let’s predict!

Directions: Predict what is likely to happen after reading the text given below. Write
your answer on the space provided.

"Don't forget to lock the barn behind you, so the animals don't get out."
Farmer Green told his new farmhand, Danny. Danny nodded and went to work. He
fed all of the animals, and then he cleaned the stables. It was hard work, but Danny
was happy to have a job. At first Farmer Green watched him carefully, but gradually
he gave Danny some distance, showing him his trust. Danny was exhausted from a
hard day's work. He wiped the sweat from his brow and proceeded to exit the barn.
He left the lock in a pile of hay by the shovels and shut the door behind himself,
walking away from the unlocked door. Danny was off to see Farmer Green to find out
his next task...
https://bit.ly/37xUA7F

1. What event is most likely to occur next?

___________________________________________________________________
___________________________________________________________________

2. What evidence from the text supports your prediction?

Rex opened the can of peaches with his knife and cooked them over the fire. He
shared them with his buddy Dante and they told stories of stampedes and bandits until
they tired of talking. Rex took off his boots and unrolled his blanket. He didn't mind
sleeping under the stars. He put his hat over his face and fell asleep with his head on
his pack. During the night a scorpion found itself next to Rex. The scorpion was very
tired and, unlike Rex, the scorpion did not want to sleep under the stars. He liked
small dark places, like Rex's boot. He crawled into the front of Rex's boot and fell
asleep. When Rex awoke in the morning, he couldn't wait to get a jump on the day.
He put on his hat, clicked on his belt and gun holsters... (https://bit.ly/37xUA7F)

3. What event is most likely to occur next?

___________________________________________________________________
___________________________________________________________________

4. What evidence from the text supports your prediction?

3
 What I Have Learned
Activity 4: Test Time!

Directions: Write your prediction after each sentence below.

1. The children did not wash their hands before eating.

What do you think will happen?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Mia forgot her notebooks and books at school. The schedule of her exam will be tomorrow.
What do you think will happen?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. The day was bright. The sun was up. Everybody was busy preparing food. The people were
expecting a…
What do you think will happen?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I Can Do

Activity 5: Let’s watch and predict!

Watch this short video clip from Youtube and answer the questions below
https://www.youtube.com/watch?v=8AGgbIQyqR8 1. What is the video clip all
about?

___________________________________________________________________

2. What will happen when Sunny sees that her awards are scattered on the floor?

___________________________________________________________________

Lesson

4
 Inferring thoughts and feelings expressed
2 in a text listened to

What’s In
Let’s connect what you have learned in the previous lesson with the new
lesson.

Activity 1: True or False?

Directions: Write the word YES if the statement describes prediction and NO if it is
not.
______________1. Prediction is guessing what will happen next in the story or
passage.
______________2. Good readers do not make predictions based on text
evidence.
______________3. To make good prediction, reader should make an inference
based from the available information.
______________4. A good prediction is not based on text.
______________5. Being able to make good prediction means your partially
understand the passage or story.

What’s New

Activity 2: Picture analysis

Directions: Take a look at the picture below and answer the questions that follow after
it.

https://bit.ly/3i5vGBp

5
 1. What is the picture all about?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How can you describe the feelings of the people attending a burial?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. If you are one the persons in the picture, how do you feel?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What Is It

Making an inference involves using what you know to make a guess about
what you don't know or reading between the lines. Readers who make inferences use
the clues in the text along with their own experiences to help them figure out what is
not directly said, making the text personal and memorable. Helping students make
texts memorable will help them gain more personal pleasure from reading, read the
text more critically, and remember and apply what they have read.

https://www.teachervision.com/reading-comprehension/inferences

Remember, making an inference is not just making a wild guess. You need to make a
judgment that can be supported by evidences that can be found in the text or
passage that you read.
https://courses.lumenlearning.com/developmentalreading/chapter/makinginferences/

There are five (5) steps in making an Inference

1. Read/View the text.
2. Read the question.
3. List relevant/important details.
6
 4. Put details together.
5. Determine what they mean. https://www.smekenseducation.com/Follow-5-Steps-to-Make-an-Inference.html

What’s More
Activity 3: Explain it!

Directions: Answer the questions below.

1. Explain inference in your own words.

___________________________________________________________________
___________________________________________________________________

2. Is making inference simply making a guess? Explain your answer.

___________________________________________________________________
___________________________________________________________________

Activity 4: Read it!

Directions: Read the selection and supply in the box the necessary information about making
inference.

The Woodcutter and the Tiger Brother

(adapted from Rhee)
The tiger as the dutiful son
One day the woodcutter met a terrible tiger on the mountain. The woodcutter was frightened
because he thought the tiger was going to eat him.

The woodcutter said to himself, “I will try to trick the tiger so I don’t die.”
The woodcutter went to his knees and bowed to the tiger. He said, “Brother, brother, where
have you been?”

The tiger was surprised. “What are you talking about? Why do you call me brother?”
The woodcutter said, “Brother, don’t you remember me? You used to be a human
being. Don’t you remember? Let’s go home and ask mother.”

The confused tiger was speechless. The woodcutter went on. “Mother told me about
my big brother. She told me about him being lost in the mountains and becoming a
tiger. Mother was so deeply hurt that she became sick. She always told me that I had
to find my tiger brother who was very tall with a long tail. Her only wish has been to
see you again. Oh brother, let’s go home and see mother!”

7
 Listening to this story brought tears to the tiger’s eyes. He almost felt like he was
getting memories back that he had lost. “My little brother,” the tiger said, “please,
forgive me. I feel so ashamed. I cannot go to see mother like this. I am a big tiger
now. I will only frighten her. So please take good care of mother on my behalf until the
time comes.

The tiger felt sad as he left the woodcutter to go home to mother safely.
The next morning, a very strange thing happened in the woodcutter’s back yard. A
wild pig was left there for them to eat. And from then on at the beginning and the
middle of every month there would be another wild animal left for them to eat. The
woodcutter realized that these were gifts for his mother from the tiger. The woodcutter
said to himself, “The tiger really believed me. What a dutiful tiger he is!” He was
impressed with the devotion the tiger son had to his mother. The woodcutter served
his mother even more faithfully from then on.

Three years later, the woodcutter’s mother died. After that the gifts were not brought
any more. Because there had never been a time that the gifts hadn’t arrived since the
woodcutter met the tiger, the woodcutter assumed that the tiger knew of his mother’s
death.

A few days later, the woodcutter went to the mountain and met five little tigers playing
around his mother’s grave. Each baby tiger had a black ribbon on its tail. They ran
toward him. “Uncle, we have waited for you. Our father died a few days after
grandmother died. He used to be a human like you.”

The woodcutter now became very quiet. He realized now how very dutiful a son his
tiger brother had been to their mother. Now her grandchildren were showing respect
to her grave.
(https://www.koreasociety.org/images/pdf/KoreanStudies/Monographs_LessonPlans/Elementary/12%20Tigers%20A%20Look%20At%20Korea.p
df)

List down the

List down the words words that
Character Feelings/Emotions Characteristics
describe
that describe about
the about the
feelings/emotions of characteristics
character of the
character

Woodcutter

8
 Tiger

What I Have Learned

Activity 5: Let’s do some more practice!

Directions: Read each passage and then respond to the questions. Each question will ask
you to make a logical inference based on textual details. Explain your answer by referencing
the text.

a. Crack! Thunder struck and rain poured. Ryan stared blankly out the window, trying to
contain his emotions that raged like the weather. He was beginning to lose it. Dropping the
kite from his hand, Ryan broke out into full sobs. His mother comforted him, “There, there,

Ryan. We’ll just find something else to do.” She began to unpack the picnic basket that was
on the counter and offered him a sandwich. Ryan snapped, “I don’t wanna sand-mich!” A
flash from the sky lit up the living room. Boom! Mom sighed.

1. Why is Ryan upset?

_________________________________________________________________________

How do you know this?

2. What was Mom planning on doing today?

_________________________________________________________________________

What in the text supports your description?

b. Cassie rolled over in her bed as she felt the sunlight hit her face. The beams were
warming the back of her neck when she slowly realized that it was a Thursday, and she felt a
little too good for a Thursday. Struggling to open her eyes, she looked up at the clock.
“9:48,” she shouted, “OMG!” Cassie jumped out of bed, threw on the first outfit that she

9
grabbed, brushed her teeth in two swipes, threw her books into her backpack, and then ran
out the door.

3. What problem is Cassie having?

_________________________________________________________________________

How do you know this?

4. Where is Cassie going?

_________________________________________________________________________

How do you know this?

c. Zach ran into his house, slamming the door behind him. He threw his book bag on the
floor and sat onto the couch. After two hours of playing computer games on his phone, he
ate some pizza and fell asleep with a slice on his stomach and his feet on his book b ag.
When Zach came home from school the next day, he was noticeably distracted. He picked
up his report card from his bag and throw it into the trash can.

1. Why is Kyle distraught?

_________________________________________________________________________

How do you know this?

2. Why does Kyle put the report card in the trash can?

_________________________________________________________________________

How do you know this?

3. Was Kyle’s report card good or bad and why was it like that?

_________________________________________________________________________

10
 How do you know this?

What I Can Do
Directions: Practice making inference by doing the activities below.

OPTION A:

In the video, watch how Sherlock Holmes uses his inference skills to describe Mary Mortan’s
character.

How did Sherlock Holmes describe Mary Mortan’s character?

Answer:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________ OPTION B:

Examine one post, shares, and comments from your Facebook friend (avoid mentioning the name)
and make inference out it. Complete the table below.

What I What I What I can INFER

READ KNOW

11
 #post

#share

#comments

Lesson
Raising questions about the text listened
3 to

12
 What’s In
In in the previous lesson, you learned how to make inference from a material
read and viewed. This time you are going to do more exciting activities as you go along
with your new lesson.

What’s New
Activity 1: Study the picture!

Directions: Study the picture below and ask at least two questions about the
picture.

1.__________________________________________________________________

2.__________________________________________________________________

What Is It

13
 Why is important to ask question BEFORE, DURING, and AFTER reading or listening to a
material viewed or listened to?

BEFORE READING
It activates prior knowledge or stock knowledge of the reader or listener. It sets the
purpose for reading. Asking questions before reading is like predicting on what the
text all about.

DURING READING

It activates your knowledge about the material that you read. To verify that we
understand what we are reading.

AFTER READING
It provides the readers the opportunity to summarize, reflect, discuss, and respond to the
text better.

Source: https://bit.ly/31nUQ8n

What’s More
Activity 2: Let’s do some practice!

Directions: Study again the picture in activity 1. Write your prediction, inference,
and summary or overall thought about the picture. Write your answer on the
table provided below.

I predict that… I can infer that… Therefore to summarize…

14
 What Is It

Important things to remember when you read or listen to something.

Predicting
-happens before
reading or listening
to something

Inferring
-happens during
reading or listening
to something

Summarizing
-happens after you
read or listened to
something

https://bit.ly/2ZfBn7c

What’s More
Activity 3: Predict, Infer, and Summarize!
Directions: Predict, infer and summarize the selection you are about to read below.

BEFORE READING

15
Study the picture of the story you are about to read.

DURING READING
“Aladdin and the magic lamp”
Once upon a time, there was a poor boy named Aladdin who lived with his mother because
his father already passed away. One day, a rich stranger came to their house looking for
Aladdin. “I am a merchant,” he told Aladdin’s mother. “I have come all the way from Arabia. I
want to take your boy with me for a little work, but I will pay him so much that you will not be
poor anymore.”
Aladdin’s mother soon agreed because they really needed the money. However, she did not know
that the man who said he was a merchant was actually a magician.
The next day, Aladdin packed his things and left with the merchant. They traveled for many
hours, after which the merchant stopped. Aladdin was surprised, as it was a lonely spot and
there was nothing or no one anywhere.
The merchant took out some colored powder from his pocket. Then he threw it at the ground
and the next moment there was smoke all around. As the smoke cleared away, Aladdin saw
a big opening in the ground like a cave. The merchant asked Aladdin to go inside the cave.
‘You will see lots of gold inside, more that you will ever see in your life. Take as much as you
want. Inside the cave, you will also see an old lamp. Just get it out for me.’ Aladdin became
suspicious, but he entered the cave.
Inside, he saw the cave was filled with gold. He filled up his pockets with gold and stuffed in
as much as he could. When he could take no more gold, he looked for the lamp and found it.
It was old and dirty. He took the lamp and called out to the merchant to help him out. ‘Give
the lamp first,’ the merchant said. Aladdin was afraid that if he gave the lamp to the
merchant, he would leave him there. So he said ‘Please pull me out first.’
The merchant got angry and took out some more powder from his pocket. He threw it at the cave
and the opening of the cave became shut with a huge rock. Aladdin was scared. He waited inside
and shouted, hoping that someone would come and help. But many hours passed and no one
came. As Aladding was sitting alone, he started cleaning the lamp. Suddenly, a strange fog filled
up the room and a voice said, ‘My Master, I am the genie of this lamp. What is your wish?’ It was
a huge man who looked very strange and Aladdin was afraid of him. But the genie assured him
that he would do as Aladdin asked him. ‘Take me to my home’ he said.
The next instant. Aladdin was home and with his mother. They hugged each other and
Aladdin told her all about his adventure. Aladdin called the genie again and he appeared, but
now they were not afraid of him. He asked the genie for a palace and soon they were living
inside a beautiful palace instead of the old hut where Aladdin had lived all his life.
As people got to know about the rich Aladdin, he became more famous. He was now married
to the princess, the daughter of the Sultan, and they were very happy. The magician too
heard all about Aladdin. He came to Aladdin’s palace pretending to be an old man who
exchanged old lamps and gave new. Aladdin had not told the princess about the magic lamp.
16
She got it to given the magician. As soon as he saw the lamp he recognized it, and grabbing
it, ran away. He summoned the genie and he was now the new master. ‘Shift away Aladdin’s
palace far away from here to the desert’ he said.
When Aladdin returned home he could not find his palace of his princess and mother. He was
very worried, but then realized it must be the work of the evil magician who wanted to take
revenge. Aladdin thought hard and remembered that he had a ring that the magician had
given him and that it could still help him. He rubbed the ring and another genie appeared.
‘Take me to wherever my princess is,’ he commanded the genie.
The next moment Aladdin found himself in the desert in his palace. His princess was there
and he was glad to see she was safe. The evil magician was also there and the magic lamp
was placed on a table next to the magician. Before the magician could realize what was
going on, Aladdin quickly jumped and grabbed the lamp. He quickly rubbed the lamp and lo
and behold, the genie appeared.
‘My master,’ the genie said, ‘I am so happy to serve you again. What do you wish for?’ he
asked. Aladdin looked at the magician and said, ‘I want you to send this evil magician to a
different place, from where he can never return again or harm anyone.’
‘Whatever you wish for my master,’ said the genie, and the evil magician disappeared, never to
return again.
The genie helped transport Aladdin back to where his palace was. There, Aladdin lived
happily with his princess wife and his mother. The genie was also there along with Aladdin
and his family, and they lived happily ever after.
https://bit.ly/3d9h0xv

AFTER READING
Give your 2-3 sentence summary about the story.

I predict that… I can infer that…

(about the picture) (relate it to the feelings My summary of the story
and thoughts of the
characters in the story)

What I Have Learned

Activity 4: Explain it!

1. Why is it important to ask questions before, during, and after reading or

listening to something?

Answer:

_______________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

17
 What I Can Do

Answer the questions below.

1. What is your favorite movie?

____________________________________________________________________

2. What was your first impression when you the poster or ads of your favorite movie?

____________________________________________________________________

Lesson

4
Summarizing Information from the
text Listened to
Lesson

18
 What’s In

We have learned in lesson 3 that we can raise questions from the text
listened to in order for us to clarify our thoughts and to clearly understand the text given to

What I Need to Know

Summarizing

Buckley (2004), in her popular writing text Fit to Print, defines summarizing as reducing text to
one-third or one-quarter its original size, clearly articulating the author’s

meaning, and retaining main ideas. Diane Hacker (2008), in A Canadian Writer’s
Reference, explains that summarizing involves stating a work’s thesis and main ideas
“simply, briefly, and accurately” .
The purpose of summarizing is to briefly present the key points of a theory or work in
order to provide context for your argument/thesis.

Text
A text is anything that conveys a set of meanings to the person who examines it. You
might have thought that texts were limited to written materials, such as books,
magazines, newspapers, and ‘zines (an informal term for magazine that refers
especially to fanzines and webzines). Those items are indeed texts—but so are
movies, paintings, television shows, songs, political cartoons, online materials,
advertisements, maps, works of art, and even rooms full of people. If we can look at
something, explore it, find layers of meaning in it, and draw information and
conclusions from it, we’re looking at a text.

What’s New
Activity 1: Background Knowledge-Check
Directions: Assess your background knowledge on Singapore. Check
“Yes” or “No” on the table below.

Singapore Yes No
Singapore is a country in Southeast Asia.
It is an independent country that has only one city.
In 1975, they gained their independence and established their own
government.
Over 20,000 companies from around the world have offices in
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 Singapore.
Tourism is another important area for Singapore's economy.

What Is It
In the activity above, you assessed your background knowledge of Singapore. Now, you need to
prepare yourself for the listening activity. Hence, understanding of what is listening comprehension
is important.

What Is Listening Comprehension?

Listening comprehension is the precursor to reading comprehension, so it’s an

important skill to develop. Listening comprehension isn’t just hearing what is said—it is
the ability to understand the words and relate to them in some way.

For example, when you hear a story read aloud, good listening comprehension skills
enable you to understand the story, remember it, discuss it, and even retell it in your
own words. You use these same comprehension skills when you read.

What’s More
Activity 2: Listen and Summarize

Directions: Prepare a pen and notebook or paper. Make sure to jot down important details
that will be mentioned during the reading of the text.
Note: In order to do this, the teacher will record his/her voice and share a
recorded audio via cellphones and/or flash drive (USB) or thru radio. The
teacher will record the text entitled ‘Singapore’ from https://www.really-
learnenglish.com/english-reading-practice-article-singapore.html

Activity 3: Comprehension check!

1. Why is Singapore such an important business hub?

___________________________________________________________

2. What are kinds of items are imported and exported from Singapore?

___________________________________________________________

3. What kinds of tourism are important to Singapore?

____________________________________________________________

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 Activity 4: Summarize!
Directions: Summarize the text just listened entitled, Singapore. Use the space provided below.
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

_______________________________________

What I Have Learned

Activity 5: Reflection

Directions: Answer the following questions below.

1. What are your strategies or techniques used in order to successfully perform the listening activity?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Why is summarizing important?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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 _________________________________________________________________
_________________________________________________________________

What I Can do
Activity 6: Be Vigilant!
Directions: Listen or watch news from television or radio. Then, write a summary of
the specific news your listened. Make sure to write the name of the tv/radio station
and reporter.
TV/Radio
Station
Reporter
Date & Time:
News
Headline
(Title)
Summary

Lesson Processing Speech Delivered by

5 Making Inferences from What Has
Been Listened to
Lesson

What’s In
We have learned in lesson 19 that summarizing is to briefly present the key points of a
theory or work in order to provide context for your argument/thesis. It is reducing text
to one-third or onequarter its original size, clearly articulating the author’s meaning, and retaining main
ideas.

What I Need to Know

Inference is using observation and background to reach a logical
conclusion. Also, it is the act of drawing conclusions about something on the
basis of information that you already have or based from the background knowledge or
experiences you have. You probably practice inference every day. For example, if you see
someone receiving a birthday gift and he or she makes face after he or she opens it, then
you infer he or she does not like it. Or if you meet someone along the road and gives a smile
and when he or she does not smile back at you then, you infer that he or she is mad at you or
maybe he or she doesn’t want to make friends with you.

22
 Before you can begin to practice inference in literature, you should know what you are
looking for. Your goal is to find the intended meaning of the text. Intended meaning is what
we think the author is trying to teach us or what that author’s trying to convey.

Why is it important to make inferences? When writing a story, an author will not include all
the information for us. He/she will expect us to read between the lines and reach conclusions
about the text. When making inferences, you are looking beyond what is stated in the text
and finding the ideas to which the author only hints. This makes you a more active reader
and critical thinker. It also makes it easier to understand what the author is sharing with you.

What’s New
Activity 1: Let us check!
Directions: Assess your background knowledge on Singapore.
Check “True” or “False” on the table below.

Inference True False

Readers use the clues along the text to infer.
Inferring makes the reader active on the reading process.
Gestures and facial expressions are not necessary when we infer the content of
the speech.
Inference is neither fact-based nor prior knowledge based conclusion.
Inference can be done in written or oral context.

What Is It
In the activity above, you checked your assumptions on what is inference all about. Now, in order
to prepare yourself for the next activity, you need to learn the strategies in inferencing.

INFERENCE VS. PREDICTION

Keep in mind that inferences are made about past events or events that are currently
happening. If you make an assumption or guess on what is about to happen (something in
the future), you’re actually making a prediction, not an inference.

6 ESSENTIAL INFERENCE STRATEGIES

1. Build Knowledge.
Build your students’ inferential thinking by developing prior knowledge. All types of knowledge
are necessary for comprehension: knowledge of concepts and ideas, an understanding of
what motivates people, a consideration of character feelings and traits, an appreciation of our
cultures’ dominant themes. The knowledge that students build enables them to make
inferences.

2. Study Genre.
From the study of fiction a reader learns that characters have problems and goals.
Characters respond to problems, they have feelings, and they exhibit traits. To understand
fiction you must go beyond the simplicity of the story map. An understanding of genre,
particularly the text structures of a genre, helps you make inferences and generate new
understanding.

3. Model Your Thinking.

23
When reading aloud or during a discussion, model the process of inferential thinking. A
simple chart can make this thinking more explicit. Pose each question and write in what you
are thinking. Ask your thoughts.

4. Teach Specific Inferences.

Highlight specific inferences and make each a focus of instruction. First, you might study
character feelings and traits and the many words we use to label these. It is difficult to infer
character traits without words like gullible, resourceful, or carefree at your disposal. Next,
infer the theme. Once you have explored the inferences that can be made with fiction, move
on to studying the inferences necessary with informational text such as cause and effect and
determining main idea.

5. Set Important Purposes for Reading or Listening

You can read for shallow or deep purposes. To discover what happens next is a shallow
purpose and is often what students think about when we ask them to predict. Inquiring about
how or if a character might change or how he will resolve his predicament will push the
reader to think more deeply about a text or to the speech they will listen. Setting a deep
purpose
changes the reader’s standard of coherence or what he will accept as adequate
comprehension. If the reader’s standards are superficial, like determining what happens
next, then there is nothing to push him or her to think deeply. The purpose for which we read
effects the standards of coherence and that in turn drives the type and depth of our
inferences.

6. Practice of Inferential Questions.

There is no simple solution to improving inferential comprehension. Making inferences is not
one process; it is complex and diverse and you are fundamentally trying to change how
students think while they read. Making inferences cannot be taught in a week or two so
you can move on to the next strategy, rather making inferences is something to model
and practice in every text.

https://sim.ku.edu/inference-strategy-faqs

What’s More
Activity 2: Practice Makes Perfect

Read the following conversations and answers the questions.

Scenario #1:

24
A: Look at the long line! Do you think we’ll get in?
B: I think so. Some of these people already have tickets. A:
How much are the tickets?
B: Only nine dollars for the first show. I’ll pay. A:
Thanks. I’ll buy the popcorn.

1. Where are these people? _______________

2. What are they talking about? ________________
3. Who are these people?
_____________________ Scenario #2:

A: This is one of the reasons I hate working in a big city.

B: I know. Every day, it’s the same thing.
A: This is terrible! We may be here all night! I hope we don’t run out of gas.
B: No, I think there’s enough.
A: Let’s turn on the radio. Maybe there’s some good music.
B: Sorry, the radio’s not working.
A: I think I’ll take the train tomorrow!

1. Where are these people? _____________________

2. What are they talking about? _____________________________________
3. What do you think will happen next? ________________________________

Source: https://www.ccsf.edu/dam/Organizational_Assets/Department/ESL/CLAD/infer.pdf

Activity 3: Where am I?
Direction: Read the paragraphs below. Think about where the narrator is in each short
story. Try to picture the setting. Check the best answer where the story takes
place. https://www.havefunteaching.com/resources/reading/inference/worksheets

Activity 4: Listen and Infer!

25
 Direction: Listen to the speech of your city/ municipal mayor on his updates on
COVID-19 case or status in your city or municipality and to the latest announcement of
the Executive Order he/she signed.

Note: In order to do this, the teacher will record or get a copy of the video of
the latest press briefing of the City Mayor or the learners will be asked to
listen to the radio or watch from Facebook Live.

Then, answer the following questions:

1. Are you hopeful that this pandemic will nearly end? Why?

___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________
2. Are the people in your city/municipality supportive to the plans or mandate of the mayor?
What made you say so?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

3. Is your city/municipality equipped enough to handle whenever worst case scenario will
happen like local transmission or increase of positive cases? Why or Why not?

Support your answer based from the speech of the mayor.

___________________________________________________________________
___________________________________________________________________

___________________________________________________________________

What I Have Learned

Activity 5: Think of it.
Directions: Answer the following questions below.
1. What are your strategies or techniques used in order to understand the speech?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Why do you need to interact with your thoughts through making an inference as you are on the
process of listening to the speech or reading a text?
______________________________________________________________________

26
______________________________________________________________________
______________________________________________________________________
3. Why making an inference is a skill that we need to learn or develop?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

What I Can do
Activity 6: Be Aware!
Directions:
Study the graphic below and answer the chart that follows.

What I can see… What I know… I can infer…

27
Summary
Predicting, Inferring, and Summarizing are very important skills that you need
to master in English. These skills cannot be learned in one setting but through
constant practice especially in your daily communication routine.

28
 Assessment (Post-Test)

I. Multiple Choice

Directions: Read and analyze each question. Encircle only the letter of the correct answer.

1. Making prediction means____.

a. making a guess c. making an inference
b. making an educated guess d. making clues
2. Good readers making predictions by ____.
a. using text features c. summarizing
b. reading the whole selection d. inferring
3. When reading a story, it is important to _____ or find the intended meaning.
a. ask questions about the characters
b. look for what the author is trying to teach us
c. make predictions about the next chapter
d. look for common themes.

4. These are examples of text EXCEPT ________.

a. Song c. map
b. Advertisement d. wallpaper

5. What is the purpose of summarizing?

a. It is presenting of ideas and information in your own words.
b. The process of putting information into context.
c. It is to briefly present the key points of a text.
d. This is to state the meaning of something especially a word.

6. What is intended meaning?

a. The reader’s interpretation of the text.

b. The context clue that one finds while reading the text.

29
 c. The definition of the words found in the text.

d. The author’s ideas that he tries to teach or convey.

7. The following are Inference Strategies that help students EXCEPT ______________.
a. Explore any supporting details
b. Find clues
c. Notice synonyms and antonyms
d. Interact with the questions and the passage.

8. What is listening comprehension?

a. The ability to hear and understand the words or the message.
b. It is attentively hearing the message of the speaker.
c. It is the least and last skill to develop.
d. It is retelling the message in your own words.

9. What will you do when you try get the character’s thoughts and feelings in the story?
a. infer b. predict c. summarize d. guess
10. It is a strategy in which the readers use information from a text.
a. prediction b. inference c. summarizing d. guessing

True or False.
Write T if the statement is true and correct and write F if it is false or wrong. Put your answer on
the space provided.
______ 1. A song is an example of text.
______ 2. Wallpaper is one of the examples of text.
______ 3. Intended meaning is the author’s ideas that he tries to teach or convey.
______4. One of the strategies to inference is to interact with the questions and the
passage.
______ 5. Listening comprehension is to attentively hearing the message of the speaker.

30
References
‘Before, During and After Questions: Promoting Reading Comprehension and Critical
Thinking.
‘ Accessed on June 20, 2020. https://www.youtube.com/watch?v=Sd1FlXxpVIw

31
Burnell, C., Wood, J., Babin, M., Pesznecker, S., & Rosevear, N. (n.d.). What is a Text?
Retrieved June 27, 2020, from https://openoregon.pressbooks.pub/wrd/chapter/what-
isa-text/

“Inferences”. Accessed on June 20, 2020. https://www.teachervision.com/reading-

comprehension/inferences

Inference Strategy FAQs and Information from Author Nanette Fritschmann. (2018, November
20). Retrieved June 27, 2020, from https://sim.ku.edu/inference-strategy-faqs

“Follow 5 steps to make inference.” Accessed on June 20, 2020

https://www.smekenseducation.com/Follow-5-Steps-to-Make-an-Inference.html
“Making Predictions: A strategy for reading and science learning:
Accessed on June 20, 2020. https://beyondweather.ehe.osu.edu/issue/the-sun-andearths-
climate/making-predictions-a-strategy-for-reading-and-science-learning

“Making Prediction worksheet.” Accessed on June, 20, 2020.

https://www.ereadingworksheets.com/free-reading-worksheets/readingcomprehension-
worksheets/making-predictions-worksheets-and-lessons/

“Making Prediction worksheet.” Accessed on June, 20, 2020.

https://www.ereadingworksheets.com/free-reading-worksheets/readingcomprehension-
worksheets/making-predictions-worksheets-and-lessons/

Rsbsadmin. (n.d.). Making Inferences: 6 Essential Strategies. Retrieved June 27, 2020, from
https://www.readsidebyside.com/blog/making-inferences-6-essential-strategies

“Tigers: A look at Korea’s folktales.” Accessed on June 20, 2020

https://www.koreasociety.org/images/pdf/KoreanStudies/Monographs_LessonPlans/
Elementary/12%20Tigers%20A%20Look%20At%20Korea.pdf

What is Inference? - How to Infer Intended Meaning - Video & Lesson Transcript. (n.d.).
Retrieved June 27, 2020, from https://study.com/academy/lesson/what-is-
inferencehow-to-infer-intended-meaning.html

4 Great Ways to Build Listening Comprehension (+ FREE Download). (2020, March 04).
Retrieved June 27, 2020, from
https://blog.allaboutlearningpress.com/listeningcomprehension/

30, C., 31, S., 31, J., 1, B., 2, S., 12, R., . . . 21, H. (2019, June 07). Making Inferences For
Speech Therapy. Retrieved June 27, 2020, from
https://www.speechandlanguagekids.com/making-inferences-for-speech-therapy/

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For inquiries and feedback, please write or call:

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

Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E -mail Address: gingoog.city@deped.gov.ph

33
For inquiries and feedback, please write or call:

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

Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E -mail Address: gingoog.city@deped.gov.ph

34