CASTOR ALVIAR NATIONAL HIGH SCHOOL

Sgt. Alviar St., Masili, Calamba City, Laguna

ENGLISH 7
Quarter 4 – Week 3 J
WORK BOOKLET
Determining the Worth of Ideas to Make Simple Inferences
(Please don’t forget to write your name.)

Name: ___________________________________________________________
Section: __________________________________________________________
Teacher: __Mr. JMAR I. ALMAZAN_________________________________

INTRODUCTION

The student in the illustration is

considering five different options. What did he
pick out of the five options? What do you think
he will do with those things?
He selected a laptop, internet, and
cellphone as the most important items because
he may use all three to attend his online classes.
Although the modules are required, they can
also be found on his laptop. Similarly, popcorn is
a great snack to have, but it is not required in this
situation.
In the same way, when we read, we keep
only the important things. Making sense of the
text and getting toward understanding requires determining important concepts and
information in it. An author can provide a lot of information, but as a reader, you must decide
on which knowledge is the most important for learning.
However, this could be a challenge in listening, where possible distractions may
occur, such as when the speaker speaks softly or quickly. To eliminate these distractions,
you must first learn how to connect to the speaker.
 In this lesson, you will know more
about determining the worth of ideas
mentioned in a listening text using the
CASTS method which stands for
context, audience, speaker, tone or
mood, and summary. It will guide you in
making inferences about the thoughts
and feelings expressed in the text you
listened to.
Inferences are guesses you make
by combining two things:
details/information from the text and your
prior knowledge/personal experience.
These inferences are helpful for you to
arrive with the summary of the speaker’s
message.
While listening, you will process the information delivered by the
speaker to formulate your inferences. You will also reflect on the message
for you to understand the context and impact of the speech. You might be
thinking of the following questions:
1. What is the purpose of the speaker in delivering the speech?
2. How did the message change me after I have listened to it?
3. Is the message new to me? How can I share this knowledge
to other people?

To better understand the CASTS method, the table below presents the guide
questions and steps in making inferences. An example for each method is also provided.

How to come up with

CASTS Method Guide Questions Example
your inferences?
Context  Where did the speech  Describe the The speech was
take place? speech based on held in the school
 When did the speaker your prior at 8 in the morning
deliver the speech? knowledge. as part of the
 How do other  Explain the Opening Program.
participants react to the significance of the
speech? location and time
where the speech
was held.
 Audience  Who is the intended  Describe the Students from
audience? audience’s Castor Alviar
 What age range/group participation in National High
do they belong? the speech. School (CANHS)
 Do they have  Explain why they will be in the
similarities? are the intended audience for the
 Are they coming from a audience based dance competition.
group or organization? on the text you
have listened to.
Speaker  What position does  Describe the The speaker is the
he/she have in a group background principal
or organization? information you of CANHS, who is
 How important is know about the very supportive of
his/her presence in speaker. such events.
giving the speech?
Tone/Mood  What words did the  Write the words The speaker is
speaker use that made that make you excited since
you feel the emotions feel about the she announced that
portrayed in the speech. the
speech? Is the speaker  Describe your contest winners will
fearful, angry, emotions that you receive prizes.
surprised, serious, or felt after listening
humorous? to the text.
Summary  What salient or  List down all your The speaker
important points that the thoughts, delivered a
speaker mentioned in insights, and message regarding
his/her speech? opinions about the
 What is the central the points that the Division's upcoming
message that the speaker has Dance
speaker wants to mentioned. Contest. Students
convey? from
BANHS will
compete, and I
believe they will
win the
competition, like
they did last year as
she mentioned.
You have developed your ability to cite text evidence in the previous quarter, and now
you are working on another important skill — making simple inferences. You may not realize
it, but you have been employing this skill in your daily activities. All you have to do now is
put it into practice while reading or listening. When inferring from the text, integrate your
prior knowledge or personal experiences with the evidence provided by the text.

DEVELOPMENT

Learning Task 1
For your first task, listen to an excerpt of President Rodrigo Duterte’s State of the
Nation Address 2020. Then, answer the questions in the graphic organizer.
You can watch or listen to the speech on this link:
https://www.youtube.com/watch?v=zpHMG5uxlsY

(If you do not have access to the internet, a transcript of the speech is available below.)

Excerpt of President Rodrigo Duterte’s State of the Nation Address 2020:

Until the COVID 19 vaccine is available, I will not allow the traditional face to
face class teaching or learning unless [all] risks of exposure to sickness are
eliminated. I cannot and will not put to risk the health and lives of our students and
teachers.
Two weeks ago, I seemed to have said that I would allow the face-to-face
classes to resume. But we were talking actually of January because my thinking is
that by September, we would have the vaccine.
How to get it from the producers or from other governments is really
something which we have to deal with because it is a global need, and everyone
would go for it.
Learning Task 2
Consider the line lifted from the speech. Use the table to make a simple inference
using the information from the text and your prior knowledge or personal experience.
It says… I say… So, I infer…
(information from the text) (prior knowledge/personal (inference)
experience)

“Until the COVID 19

vaccine is available, I will
not allow the traditional face
to face teaching or learning
unless [all] risks of
exposure to sickness are
eliminated.”

Learning Task 3
Complete the graphic
organizer by filling out
information from the excerpt of
the speech of President Rodrigo
Duterte during the State of the
Nation Address 2020.
Guide Questions:

1. What is the context

(location/time) of the speech?
2. Who is the intended audience?
3. Who is the speaker?
4. What tone or mood is
expressed on the speech?
5. How will you summarize the
speech?
ENGAGEMENT

Learning Task 4
Apply what you have learned from previous the activities. Listen to the speech given
by Sec. Leonor Magtolis Briones for the World No Tobacco Day 2020. Then, complete the
table following the CASTS method.

You can access the video on this link:

https://www.youtube.com/watch?v=F2hKsDYF2sI

CASTS Method Guide Questions Answers

Where did the speech take
place? When did the
speaker deliver the When: _________________________
Context
speech? How did other
participants react to the Where: _________________________
speech?

Who is the intended

audience? What age
Audience Who (audience):
range/group do they
________________________________
belong?

How important is her

Speaker presence in giving the Who (speaker):
speech? ________________________________

What words are used by

the speaker that made you What (information):
Tone/Mood
feel the emotions portrayed ________________________________
in the speech? ________________________________

What salient/important
Summary points that the speaker
mentioned in her speech?
What (information):
________________________________
________________________________
________________________________
________________________________
If you do not have access to the internet, use the transcript below to complete the task:
Message of Sec. Leonor Magtolis Briones for the World No Tobacco Day 2020
The Department of Education, especially, its learners, teachers, staff, and all parents who
are part of our 27 million army of learners and 900,000 army of teachers are very pleased,
enthusiastic, and happy to participate in this launching of the World No Tobacco Day on May 31st.
This is a great occasion for us to remember that despite of the long years of campaign against
tobacco, the danger is still there. The technology for the communication for convincing and
capturing more victims are still there. Only we do not notice them at all.
I have a very personal commitment against tobacco. Three of my brothers past ay an early
age because they are smokers, they died from smoke related illnesses. Even when they stopped
smoking already, the diseases associated with smoking caught up with them anyway. We have
people who are close to us, friends close to myself, who are in 4 stages of cancer, having heart
diseases, lung diseases, and all sort of illnesses which may not generally be associated
immediately with tobacco smoking but can be traced to earlier of smoking and prolonged smoking.
Hence, my personal commitment to this campaign.
I grew up with the background where we are taught to respect our bodies not to poison our
physical systems with all sorts of distractive material. And, to consider our bodies as temples of
God which we must not destroy. I have carried this commitment throughout all my life. Sometimes,
we think that the campaign against tobacco smoking has already been won. In the Philippines,
with a very long campaign to tax, to impose higher taxes on tobacco, and other poisonous
substances by taxing them very very highly. It is a very long campaign and I participated even
before I was the Secretary of Education. And so, we think that the campaign was over, we think
that the battle was already over, this is because there are other substances which are more
dangerous and much more harmful. The truth is, the dangers of tobacco is still here, new methods
at capturing young people to get involve in cigarettes still continuous and false information is being
spread. This is because we think it’s all over, and this is because sometimes it happens the
impacts, the diseases, the destruction happens after a period of time and is not immediately
identified as smoking.
Therefore, I encourage the Department of Education, especially, with our 27 million young
learners or 900,000 teachers, our staff, our personnel, I encourage the Department to continue
this campaign. The enemy is still with us, it is still with our system, cigarette smoking is still
associated with being macho, with being glamorous, with being beautiful or good looking and it
offers reliefs from tension from whatever bugs us or it offers escape from what we consider as
challenges in our life, but these dangers accumulate and eventually we pay for it.
I congratulate, therefore, our colleagues, the Department of Education who have initiated
this campaign, all of us who participated and will continue to participate in this month-long
celebration. I also, congratulate all other organizations who continued the campaign who tell us
not to forget, who remind us that the danger is still there, who remind us that the enemy has not
left, that tobacco is as dangerous as ever and insidious as ever and as deadly as ever. Thank you
and good evening.

ASSIMILATION

The importance of applying the CASTS method to determine the worth of ideas in
the listening text was emphasized in this lesson. You can utilize the method to make
simple inferences from the details provided
in the text, which is especially useful when
summarizing the speaker's message. The
formula below can help you remember how
to make inferences:

Now, it is your turn to review on the

guide questions you learned from each
method. Write it on the provided graphic
organizer.

ASSESSMENT
Instructions: Decide whether each statement is TRUE or FALSE.
________1. Context is the people who listens to the speech.
________2. Summary covers the important points of the speech.
________3. Listening to a text is easier to comprehend than reading the text.
________4. CASTS method involves context, audience, speech, tone or mood, and
summary.
________5. Inferences are derived from two things — details from the text and your prior
knowledge.
REFLECTION
 Communicate your personal assessment as indicated in the Learner’s Assessment
Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each
given task. Draw it in the column for Level of Performance (LP). Be guided by the descriptions below:

- I was able to do/perform the task without any difficulty. The task helped me in understanding the
target content/ lesson.
- I was able to do/perform the task. It was quite challenging, but it still helped me in understanding
the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment
activities to be able to do/perform this task.

Learning Task LP Learning Task LP

Task 1 Task 4
Task 2 Assimilation
Task 3 Assessment

Congratulations! You have successfully completed Week 3 of Quarter 4.