English 9

English – Grade 9
Quarter 2 – Module 4: Inferring Thoughts, Feelings and Intentions
First Edition, 2020

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

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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

Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Ernesto B. Reyes

Editor: Belinda P. Blanco
Illustrator: Edison P. Clet
Layout Artist: Marisol Aspuria Baguisi
Management Team:
Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by the Department of Education – Schools Division of Pasig City
 English 9
Quarter 2
Self-Learning Module 4
Inferring Thoughts, Feelings and
Intentions
Introductory Message

For the Facilitator:

Welcome to the English 9 Self-Learning Module on Inferring Thoughts,

Feelings and Intentions.

This Self-Learning Module was collaboratively designed, developed, and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st-century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

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

Notes to the Teacher

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

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

Welcome to the English 9 Self-Learning Module on Inferring Thoughts,

Feelings and Intentions.

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

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

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

This is your self-instructional learner module in English 9. All the

activities provided in this lesson will help you learn and understand:
Inferring Thoughts, Feelings and Intentions.
It is hoped that after completing this module, you will be able to:
1. Identify strategies on how to infer feelings, thoughts and intentions of
the speaker.
2. Infer feelings, thoughts and intentions of the speaker in a text read or
listened to.

PRETEST

Direction: Infer the feeling expressed by the character in each sentence by

matching Column A with Column B. Write the letter of the correct answer
before each number.

Column A Column B
______1. Maria woke up with a strange
feeling in her stomach. Today was her
first day of school! What if her teacher A. Nervous
didn’t like her? What if the other kids
in her class make fun of her?
______2. Carlos could not believe that
his bike had been stolen! He stomped
B. Worried
his feet and screamed at the top of his
lungs when he found out.
______3. After all of her hard work
studying, Jessica got a 100 on her
C. Excited
math test! Her teacher had even given
her a compliment. Jessica couldn’t
wait to get home and show her parents
how well she had done!
______4. The day had finally arrived! It
was Joshua’s 10th birthday today! He
D. Proud
woke up before the sun was out with
a great big smile on his face.
______5. My heart started to race as I
stared down at the broken pieces.
E. Angry
“How will I able to explain this when
mom gets home” I thought to myself.

RECAP

The record-breaking spread of COVID- 19 all over the world has become
a global health concern. Filipinos are advised to stay home and follow
quarantine protocols. While watching TV news, you and your parents were
discussing the effects of the virus outbreak in your community. You observed
that if the “flattening the curve” was difficult to achieve and that vaccine is
yet to be invented, it would have a huge and negative impact in the lives of
many Filipinos. Now, what details did you use to come up with your
observation? What reading skill did you use?
You’ve just come up with an inference using the details in the news.
You make an inference through observations and experiences.

Inference is using observation and background to reach a logical

conclusion (Surber, 2014). Your goal is to find the intended meaning of a text.
The intended meaning is the author’s or speaker’s message in the text. As a
matter of fact, you use inference every day. You infer that your parents are
anxious if you got failing grades. You infer that your community has a best
approach in fighting the outbreak if no COVID-19 cases are reported. Also,
you infer that many parents won’t send their children to school if no vaccine
is invented.
 LESSON
How do you infer thoughts, feelings and intentions of the speaker?
Usually, the author or speaker does not state all the information you need to
know. So, you are expected to “read between the lines” using the details in
the text read or listened to. To understand the strategies and techniques on
inferring thoughts, feelings and intentions, let’s use the statement of the
official from the Department of Transportation who recovered from COVID-
19 as an example.

“Keep a positive mind. Think of the things that will make you happy. Think
about the things you will do again when you recover in order to have a
positive vibe. The time that you let yourself be affected by anxiety, your
immune system will further weaken.”
Source: https://mb.com.ph/2020/08/23/2-government-officials-who-recovered-from-covid-19-talk-about-the-experience/

Based on the speaker’s statement, you can infer that the she wants the
readers to be optimistic or positive in the midst of global health crisis. The
speaker wants you to realize that if you contract a deadly disease like COVID-
19, you shouldn’t lose hope nor think that it’s the end of the world already for
you. The intention is to give hope and encouragement to those readers like
you to be strong and think of the things that will dispel or get rid of your
anxieties to speed up recovery. You use the message of the speaker or textual
evidence in order to understand the speaker’s thoughts, feelings and
intentions. Let’s have another example.

“We will help the Department of Education, our students, and their families
by providing 138,000 learning pockets, tablets or laptops depending sa
pangangailangan (on what they need). 138,000 — ibig po sabihin (this
means), one is to one. One computer or one tablet is to one student… We need
to make sure that the education of our children will not stop. I know the next
school year will be difficult, but just enroll and we will help you.”
https://mb.com.ph/2020/07/02/one-is-to-one-pasig-city-to-provide-138000-learning-devices-to-public-school-students/
 You can infer that the speaker is determined to help the Department
of Education and other stakeholders address the challenges brought about by
the pandemic as stated in the first sentence. He gave primary importance to
education by assuring students that they’ll receive learning packets and
tablets for their online learning. Also, he is optimistic about what the future
may hold for students because the local government will do everything to
extend help in order to reach out to them. For the last example, let’s have this
excerpt from Martin Luther King Jr.’s famous speech “I Have a Dream”.

“Now is the time to make real the promises of democracy. Now is the time
to rise from the dark and desolate valley of segregation to the sunlit path of
racial justice. Now is the time to open the doors of opportunity to all of God's
children. Now is the time to lift our nation from the quick sands of racial
injustice to the solid rock of brotherhood.”
https://kinginstitute.stanford.edu/king-papers/documents/i-have-dream-address-delivered-march-washington-jobs-and-
freedom

You can infer that the speaker experienced racial injustice during his
time and he was persistent and defiant on his clamor or demand for racial
justice and democracy. His intention is to show the people or readers like you
that they have to fight for their rights, stop all forms of discrimination and
everyone must live in harmony regardless of age, sex, race and social status
in life.

From the three given examples, that should have given you an idea on
inferring thoughts, feelings and intentions of the speaker. Here are the things
that you should remember:
 Read and view the text carefully. Understand the message of the
speaker.
 List down or pay attention to relevant details found in the text and
put these details together.
 Determine what these details mean with the use of your
background/ previous knowledge and infer the speaker’s
thoughts, feelings and intentions using these details.
Guided Practice
Let’s try a few items as practice exercise. You will apply what you’ve just
learned in inferring the thoughts, feelings and intentions of the speaker or
writer by answering the questions lifted from the news article you’re about to
read. Are you ready? Let’s start:

‘Together At Home’: Int’l stars unite in online show to honor COVID-19

frontliners
by Consuelo Marquez

MANILA, Philippines — Famous musicians, comedians, and hosts will

stage an online show dedicated to everyone at the frontlines of the battle
against the COVID-19 pandemic on April 19, multi-national food and
beverage company PepsiCo announced Saturday.
“PepsiCo is proud to support ‘One World: Together At Home’ a historic, global
broadcast and digital special organized by Global Citizen to unite the world
and honor COVID-19 frontline workers, taking place this Sunday, April 19,
starting at 2 a.m.,” it said in a statement.
Expected to join the cause-oriented show are singers Adam Lambert, Alicia
Keys, Andrea Bocelli, Billie Eilish, Billie Joe Armstrong, Camila Cabello,
Actors and Actresses Amy Poehler, Jimmy Fallon Ellen Degeneres, Don
Cheadle, Jason Segel, among others. PepsiCo and PepsiCo Foundation also
donated P25.4 million to “Project Ugnayan,” a fund-raising initiative by private
sectors that aims to help poor households during the enhanced community
quarantine over Luzon.

1. Who do you think are the frontliners mentioned in the text?

Frontliners are the doctors, nurses, policemen, military forces
and other workers who are helping people to fight COVID- 19. You used
“COVID-19 pandemic, “poor households” and “enhanced community
quarantine” as your details that are found in the text to make an
inference.
 2. What reasons do these international singers have in honoring the
frontliners?
The singers wanted to honor these frontliners because of their
sacrifices not only for their country but also for the people who needed
help, and they wanted to give them courage and inspiration for not
giving up. In this case, you have just inferred the real intentions of these
international singers for giving a tribute to the frontliners who risked
their lives to save people from all walks of life.

3. What message does the writer want to impart to us?

The writer gave us hope because many people across the globe
are doing their important roles to fight this pandemic which affected
millions of people. Here, you made an inference by using details about
the international singers and PepsiCo in identifying the message of the
news article.

ACTIVITIES

Activity 1
Read each sentence carefully; then choose the statement which is a logical
inference for the given sentence. Write the letter of the answer on the space
before every item.

_____1. Blood cholesterol used to be thought of as a problem only for adults.

A. Blood cholesterol is no longer a problem for adults.
B. Only children have a problem with blood cholesterol.
C. Blood cholesterol affects both adults and children.
_____2. In all cultures, gestures are used as a form of communication, but the
same gestures may have very different meanings in different cultures.
A. No two cultures use the same gestures.
B. One gesture will never have the same meaning in two cultures.
C. A person from one culture may misunderstand the gestures used by
a person from another culture.

_____3. As an architect, Thomas Jefferson preferred the Roman style, as seen

in the buildings of the University of Virginia, to the English style favored by
Charles Bullfinch.
A. The architecture of the University of Virginia was influenced by the
Roman style.
B. Bullfinch was an English architect.
C. Jefferson preferred to build in the English style of architecture.

_____4. Although sheepherding or the tending of sheep is an older and more

beloved occupation, shepherds never caught the attention of American
filmmakers the way cowboys who herd and tend cattle did.
A. There have been more American films about cowboys than about
shepherds.
B. Films about shepherds were popular before films about cowboys.
C. Cowboys are generally younger than shepherds.

_____5. Illegible handwriting does not indicate weakness of character, as even

a quick glance at the penmanship of George Washington, Franklin D.
Roosevelt, or John Kennedy reveals.
A. A person’s handwriting reveals a lot about that person.
B. Washington, Roosevelt, and Kennedy all had handwriting that was
difficult to read.
C. The author believes that Washington, Roosevelt, and Kennedy all
had weak characters.
Activity 2
Read the three statements below carefully then infer the speaker’s thoughts,
feelings and intentions using the strategies/techniques that have been
discussed. Write your answers on the space provided.

1. “The pandemic is challenging the capacity of response of any single

country in the world. Our role is to make best use of our global knowledge
and resources to join Government’s efforts to contribute to the safety and
well-being of the Filipino people.”
- United Nation Resident Coordinator and Humanitarian Coordinator
Gustavo Gonzales
Retrieved from: https://news.un.org/en/story/2020/08/1069512

2. The little prince went away, to look again at the roses. And he went back
to meet the fox. "Goodbye," he said. "Goodbye," said the fox. "And now
here is my secret, a very simple secret: It is only with the heart that one
can see rightly; what is essential is invisible to the eye." "What is
essential is invisible to the eye," the little prince repeated, so that he
would be sure to remember.
- An excerpt from “The Little Prince” by Antoine de Saint- Exupéry
Retrieved from: https://www.goodreads.com/quotes/825188-and-when-the-hour-of-his-departure-drew-near---ah

3. “Education is indeed the most valuable gift that we can leave behind to
the succeeding generations. This is why I have been firm in my stand
that no Filipino youth should ever be denied access to high quality
education, whatever circumstances they may be in.”
- An excerpt from Pres. Rodrigo Duterte’s speech during the
ceremonial turnover of housing units to wounded police officers and
soldiers in San Jose del Monte Bulacan on January 10, 2019
Retrieved from: https://mb.com.ph/2019/01/13/no-filipino-youth-should-ever-be-denied-access-to-high-quality-
education-duterte/
 WRAP-UP

To wrap everything up that we have talked about in this lesson, let us

always remember that:

Making inferences is a reading skill and strategy that involves what you
know about the concept to make a logical guess using the details found in the
text.

To successfully infer thoughts, feelings and intentions of the speaker,

you should take note of clues or hints (details) and put those details together
with your experiences to identify the information that is/are not directly
stated by the writer or speaker.

VALUING

It’s very important to stay vigilant in times of crisis like the COVID-19
pandemic. Civic-mindedness and community involvement are two interrelated
words that every Filipino citizen must take into consideration to fight the virus
outbreak that has been taking a toll on the lives of not only Filipinos but also
people across the globe. Our strict obedience to the laws of this country will
surely help us to overcome this insurmountable challenge. Hence, let’s all do
our vital roles by working together as the country needs its people to unite for
common good and be responsible enough to follow precautionary measures
imposed by the government. Above all, never stop reading and learning new
things because reading saves a lot of lives!
 POSTTEST

Read each passage. Examine the text for clues, and use your personal
knowledge and experience to help you choose the most likely inference. Write
the letter of the answer on the space before every item.

_____1. “You don’t know what you’re missing,” Jimesha shouted into the
phone over the loud music of the party.
“Nah, I’m too tired,” Nena said.
“Well, suit yourself, but you’ll be sorry,” Jimesha replied.

A. Jimesha wants Nena to come out.

B. Nena is sorry she didn’t listen to Jimesha.
C. Jimesha is coming to Nena’s house.
D. Nena hasn’t been sleeping very well.

_____2. Mark heard footsteps. Someone was following him. The hair on the
back of his neck stood on end. He began to quicken his pace, hoping
that whoever was behind him wouldn’t notice, but at last he gave in
to a run.

A. Mark is late for an appointment.

B. Mark is afraid.
C. Mark is very fast.
D. Mark is running to the police station.

_____3. Robin dug frantically through his backpack. It has to be here, he

thought. How many times his mother had told him not to take his iPod
or a portable electronic device for playing and storing digital audio and
video files to school. He searched his locker again without much hope.
He knew he was in trouble.
 A. Robin is looking for his homework.
B. Robin is looking for his iPod.
C. Robin often gets in trouble.
D. Someone has stolen Robin’s iPod.

_____4. The noisy classroom fell silent as soon as Mrs. Santos stepped through
the door. The students shuffled nervously, their eyes darting back and
forth from the broom in Gabriel’s hand to the broken light fixture
swinging overhead.
A. Mrs. Santos will give a test.
B. Gabriel is cleaning the classroom.
C. Gabriel broke the light with the broom.
D. Mrs. Santos is really a witch.

_____5. Dalton twisted the handlebars from side to side, trying to keep the
bicycle upright. His feet pumped the pedals, and as the bike picked
up speed, he found he could steer it much more easily. “Look, I’m
doing it!” he shouted.
A. Dalton just learned to ride a bike.
B. Dalton got a job delivering papers.
C. Dalton just got a new bike.
D. Dalton is very clumsy.
 5. A 5. B 5. A
4. C 4. A 4. C
3. B 3. A 3. D
2. B may vary 2. C 2. E
1. A Answers 1. C 1. B
Posttest Activity 2 Activity 1 Pretest

References
ONLINE SOURCES

“Inference.” Quizizz,
https://quizizz.com/admin/quiz/5b928448a8ebc00019bece5c/inference

“Making Inferences Exercises”, Pinterest,

https://www.pinterest.ph/pin/67342956916156896/visual-
search/?x=16&y=16&w=530&h=671

https://www.pinterest.ph/pin/80290805830237433/?nic_v2=1a4goO7m9

Marquez, Consuelo. “‘Together At Home’: Int'l Stars Unite in Online Show to ...”
Inquire.net, 18 Apr. 2020, entertainment.inquirer.net/372006/together-at-home-
intl-stars-unite-in-online-show-to-honor-covid-19-frontliners.

Smekens Education Solutions, INC. “Follow 5 Steps to Make an Inference.”

Smekenseducation, https://www.smekenseducation.com/Follow-5-Steps-to-Make-
an-Inference.html

Surber, Katie. “What is Inference? - How to Infer Intended Meaning.” Study.com,

https://study.com/academy/lesson/what-is-inference-how-to-infer-intended-
meaning.html.