CALAMBA NATIONAL COMPREHENSIVE HIGH SCHOOL

DBAN, Calamba Misamis Occidental

Learning Activity Sheet 3

English - 8
Alternative Delivery Mode
Second Quarter – Module 3 Lesson 1: Infer dominant thoughts and feelings expressed in
the text listened to. (EN8LC-IIb- 6.2)
First Edition, 2020

QUARTER 2 Name: ________________________ Section:____________ Score: ____________

Week 3 Teacher: SHEILA B. GUILLENA

Your Guide

General Instructions:
1. Read the directions carefully before doing each task.
2. Observe honesty and integrity in doing the tasks.
3. Finish the task at hand before proceeding to the next.
4. Please keep your outputs neat and clean at all times.
5. If you encounter any difficulty in answering the tasks, do not hesitate to consult your teacher or
facilitator in your group chat or you may contact him/her through mobile phone.

OBJECTIVE: After working on this worksheet, you will be able to:

Infer dominant thoughts and feelings expressed in the text listened to.(EN8LC-IIb- 6.2)

Learn More

An inference is a conclusion reached on the basis of evidence and reasoning. It is an educated

guess based on the observation and background knowledge. It derives logical conclusions from
premises assumed to be true.
For example, if you see someone eating a new food and he or she makes a face, then you infer
he or he does not like it or if some someone slams the door; you can infer that he or she is upset about
something.
Another example, when you wake up in the morning, you observe dark clouds, observe the air
is cool and humid, and observe the puddles on the ground, you might infer that it has recently rained.
Take note that you did not see the rain; you decided that it rained based on your observations.
 Try This

Activity: Say Something!

Directions: Draw any of the following pictures: (at random)

Caterpillar To Butterfly - https://www.advancedsciencenews.com/mimicry-butterflies-muse-palette-artist/

Baby To Adult - http://drvidyahattangadi.com/your-childhood-decides-your-success-in-adulthood/

Two places – one developed; the other undeveloped - https://keydifferences.com/wp-

content/uploads/2015/06/Developed-Vs-Developing-Countries.jpg
Motive Questions:
1. What is common to all the pictures?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What do these pictures show?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

English-Grade 8
Alternative Delivery Mode
Second Quarter – Module 3 Lesson 2: Determine the tone and mood of the speaker or
characters in the narrative listened to. (EN8LC-IIc/d-2.13)
First Edition, 2020
OBJECTIVE: After working on this worksheet, you will be able determine the tone and mood of the
speaker or characters in the narrative listened to.

Learn More

What feelings did you have while reading/listening to the previous story? What made you feel
this way? What words have you heard that helped create this feeling? You are on your way in defining
the mood and the tone by answering these questions. Mood and tone are important because they help
create the meaning of a story.
Mood: is the overall feeling of the work.
Mood is the emotions that you (the reader) feel while you are reading. Some literature makes you feel
sad, others joyful, still others, angry.
Tone: the way feelings are expressed.
Tone is conveyed through the author's words and details.
Example:

Chester’s face grew brighter when he confirmed the inferiority of his classmates when he got the
highest grade in the class.

Chester's MOOD is superior

The TONE is cynical

Try This

Activity: Mutual Feelings

Directions: Determine the words that describe the tone and mood. Group them accordingly. Write
your answer below.

Amused Frightening Angry Mysterious Playful

Cheerful Sorrowful Witty Optimistic Romantic
Frustrating Sentimental Horror Suspenseful Sad
Light Exciting Joyful Happy Clear
Suspicious Serious

Words that describe TONE Words that describe MOOD

English - 8
Alternative Delivery Mode
Second Quarter –Module 3 Lesson 3: Formulate predictions about the contents of the
listening text. (EN8LC-IIf-2.5)
First Edition, 2020

OBJECTIVE: After working on this worksheet, you will be able to:

Formulate predictions about the contents of the listening text. (EN8LC-IIf-2.5

Many of us believe in the mindset of “Advance Mag isip”. Why do we predict? Is this helpful? At
this point, we are going to learn what is prediction and how can we formulate prediction.

Students envision what will happen next based on their prior knowledge. Predicting encourages
the readers to think actively ahead and ask questions. The students will understand the story better,
connect ideas to what they are reading, and interact with the text.

Prediction occurs when the readers mark an idea on what to listen or read to. They predict what
they are going to hear or read. After reading they will learn whether to confirm or reject their predictions.

Example:

Learners are going to listen to a presentation about COVID 19. They predict what new words
they might hear, and what kind of feelings the speaker might have felt. They listen to confirm their ideas.

In the classroom
Prediction is a valuable stage in listening and reading activities. It mirrors skills use, where
predictions form an important base for being able to process language in real time. Both content and
language can be predicted.

Try This

Activity : LET’S TALK.

Instruction: The following is a telephone conversation. Predict what the other speaker is saying. Get a
partner and present the telephone conversation (if applicable). Write your answer.
Source: English Expressways II pp. 99

Maggie: I am Maggie Conception. I am interested to apply for the Youth Exchange Program. Can you
help me?
Other Speaker:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Maggie: May I know the criteria for the selection of scholars?
Other Speaker:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Maggie: Could you tell me where can I get an application?
Other Speaker:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Magie: Thank you very much.
Other Speaker:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________