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English
First Quarter – Week 4
Conditionals
English – Grade 9
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 4: Conditionals
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 exploitation of such work for 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 exemplar 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.

Development and Quality Assurance Teams

Writer: CHLAREZ I. IMPUESTO
Illustrator: KENN JOSEPH LOUIE CABRERA
Layout Artist: KAY TRACEY A. URBIZTONDO
Language Editor: ARBY SHIFFORD P. BAYATON
Content Evaluator: BERNADETH S. GOROSPE
MINERVA ECHAVEZ
Layout Evaluator:
Management Team: PSDS/ DIC
___________________

Rationale

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Project PPE (Portfolio Predicate on Exemplar) is a backup contingency response of the Schools
Division of Surigao del Sur for learning delivery and learning resource which parallel to the on-
going endeavors of the higher offices in the Department. It is the utilization of a lesson exemplar
that is streamlined in a teacher-and-learner-friendly format to cater to the new classroom setup in
light of the COVID-19 health crisis. These exemplars will be paired with a self-contained and
self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s effort that would enable
the him/her to see his/her growth and achievement, ability to reflect on his/her own work and
ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the English – Grade 9 - First Quarter Exemplar on Conditionals!

This exemplar was collaboratively designed, developed and reviewed by educators from different
schools in the Division to assist you in helping the learners meet the standards anchored on Most
Essential Learning Competencies (MELC) set by the Department while overcoming the
constraints in schooling brought by the COVID-19 pandemic.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

As a teacher, you are expected to orient the learners on how to use this exemplar in the most fit
modality. You also need to keep track of the learners' progress while allowing them to manage
their own learning through portfolio assessments.

For the learner:

Welcome to the English – Grade 9 – First Quarter Exemplar on Conditionals!

This exemplar was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of
the learning resource while being an active learner, either at home or in school. To help you with
this, this exemplar comes with a Weekly Portfolio Assessment. Your teacher will provide you
with a template and you will be given a privilege to organize the portfolio in your own creative
way.

This exemplar has the following parts and corresponding icons:

This will give you an idea of the competencies you are

What I Need to Know
expected to learn in the module and the objectives you
are expected to realize.

This part includes an activity that aims to check what

What I Know

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 you already know about the lesson to take.

This section provides a brief discussion of the lesson.

What is It
This aims to help you discover and understand new
concepts and skills.

This section provides an activities which will help you

What I Can Do (1,2 & 3)
transfer your new knowledge or skill into real life
situations or concerns.

This task aims to evaluate your level of mastery in

What I Have Learned
achieving the learning objectives.

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

This contain instructions about recording your positive,

Portfolio Goal Setting
realistic goals before going through this exemplar.

This contain instructions about completing the

Portfolio Completion -Your
Growth Clue! components of the portfolio. This also includes a rubric
to guide you of how your portfolio will be assessed.

At the end of this module you will also find:

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

exemplar.

What I Need to Know

This exemplar is made for you to learn more about nouns specifically on
common and proper nouns. This will help you develop your self confidence
in talking to other people. The scope of this exemplar enables you to use it in
many different learning situations. The activities are arranged to follow the standard sequence
of the course.

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Most Essential Learning Competency:
(EN9G-IIe-20) Use conditionals in expressing arguments

Objectives
After going through this exemplar, you are expected to:

A. Knowledge: know the different types of conditionals through answering

identification activity;

B. Skill: use the different types of conditionals when writing a sentence: and,

C. Attitude: appreciate the importance of using conditionals by writing a 5

sentences essay.

Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher along with this
exemplar, accomplish now your weekly goal setting. Refer to the objectives above. Think of
positive and realistic goals that you can considerably achieve with this exemplar. List them as
your plans. Remember: Do not proceed with this exemplar unless you have accomplished
your goal setting.

What I Know

Activity 1 – Matching Type

Instructions: In this activity you are task to match the Column A to column B. Read the
clauses carefully and try to find the best sentence from Column B that matches the clause
from column A. Write your answer on the space provided.

COLUMN A COLUMN B

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 _____1. If I am a soldier
_____ 2. If you really drink a lot of
water,
_____ 3. If I was doctor,
_____ 4. If only I was brave enough,
_____ 5. If you had slept early last
night,
a. I would try my best to cure my
patients’ diseases.
b. then you are keeping yourself
hydrated.
c. I will help in maintaining the
peace and order of our country.
d. you wouldn’t have felt sleepy
during your class.
e. I would have told my father the
truth even if I’ll get scolded.

Activity 2 – Arrange me!

Instructions: Arrange the jumbled letters below to create a correct word. Write your answer
on the space provided.

1. TFAC - ____
2. AIAGIMNNOTI - ___________
3. LANSIOTIDONC - ____________
4. CENETENS - ________
5. LEBSISPO - ________

What is It

Conditionals – conditionals or conditional sentences is a type of sentence that

expresses a condition and an outcome of the condition. It comes with the four types and these
are the following:

Types of Conditionals

A. ZERO CONDITIONAL
This type of conditional is used to describe a situation which is true or fact.

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 If Clause Main Clause
(Simple Present Tense) (Simple Present Tense)
If you eat vegetables, you are healthy.
If you have 206 bones, you are already an adult.

B. ONE CONDITIONAL
This is used to describe a situation that is possible to happen in the future.

If Clause Main Clause

(Simple Present Tense) (will + base form)
Even if it rains, we will still attend the Sunday mass.
If you get a perfect score in your quiz, you will get a reward from me.

C. TWO CONDITIONAL
This type of conditional is used to express an idea that is unlikely to happen because it
is impossible.

If Clause Main Clause

(Simple Past Tense)
If I was Filipino,
If I were you,
(would + base form)
I would be very proud of my motherland.
I would study hard to reach my dreams in
life.

D. THREE CONDITIONAL
The third conditional is used to express a past idea that did not actually occur.

If Clause Main Clause

(Past Perfect Tense) (would + have + past participle)
If she had listened to the teacher’s she would have gotten the correct answer
discussion, to the question.
If you had accepted your mistake, the situation wouldn’t have gotten worse.

PUNCTUATING CONDITIONAL SENTENCES

A conditional sentence is composed of dependent clause and independent clause.

Since conditional sentence is composed of two different clauses it requires a comma after the
first clause which is the dependent clause and also do not forget to put a period at the end of
the sentence.

What I Can Do 1

Task No. 1: Read the story of Langston Hughes entitled Thank You, Ma’am and
then do the activity that follows.
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 Thank You, Ma’am
Langston Hughes

She was a large woman with a large purse that had everything in it but hammer and nails. It
had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at
night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse.
The strap broke
with the single tug the boy gave it from behind. But the boy’s weight and the weight of the
purse combined caused him to lose his balance so, instead of taking off full blast as he had
hoped, the boy fell on his back on the sidewalk, and his legs flew up. the large woman simply
turned around and kicked him right square in his blue-jeaned sitter. Then she reached down,
picked the boy up by his shirt front, and shook him until his teeth rattled.

After that the woman said, “Pick up my pocketbook, boy, and give it here.” She still held
him. But she bent down enough to permit him to stoop and pick up her purse.

Then she said, “Now ain’t you ashamed of yourself?”

Firmly gripped by his shirt front, the boy said, “Yes’m.”

The woman said, “What did you want to do it for?”

The boy said, “I didn’t aim to.”

She said, “You a lie!”

By that time two or three people passed, stopped, turned to look, and some stood watching.

“If I turn you loose, will you run?” asked the woman.

“Yes’m,” said the boy.

“Then I won’t turn you loose,” said the woman. She did not release him.

“I’m very sorry, lady, I’m sorry,” whispered the boy.

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“Um-hum! And your face is dirty. I got a great mind to wash your face for you.

Ain’t you got nobody home to tell you to wash your face?”

“No’m,” said the boy.

“Then it will get washed this evening,” said the large woman starting up the street, dragging
the frightened boy behind her.

He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue
jeans.

The woman said, “You ought to be my son. I would teach you right from wrong. Least I can
do right now is to wash your face. Are you hungry?”
“No’m,” said the being dragged boy. “I just want you to turn me loose.”
“Was I bothering you when I turned that corner?” asked the woman.

“No’m.”

“But you put yourself in contact with me,” said the woman. “If you think that that contact is
not going to last awhile, you got another thought coming. When I get through with you, sir,
you are going to remember Mrs. Luella Bates Washington Jones.”

Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped, jerked him
around in front of her, put a half-nelson about his neck, and continued to drag him up the
street. When she got to her door, she dragged the boy inside, down a hall, and into a large
kitchenette furnished room at the rear of the house. She switched on the light and left the door
open. The boy could hear other roomers laughing and talking in the large house. Some of
their doors were open, too, so he knew he and the woman were not alone. The woman still
had him by the neck in the middle of her room.
She said, “What is your name?”

“Roger,” answered the boy.

“Then, Roger, you go to that sink and wash your face,” said the woman, whereupon she
turned him loose—at last. Roger looked at the door—looked at the woman—looked at the
door—and went to the sink.

Let the water run until it gets warm,” she said. “Here’s a clean towel.”

“You gonna take me to jail?” asked the boy, bending over the sink.

“Not with that face, I would not take you nowhere,” said the woman. “Here I am trying to get
home to cook me a bite to eat and you snatch my pocketbook! Maybe, you ain’t been to your
supper either, late as it be. Have you?”

“There’s nobody home at my house,” said the boy.

“Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try to
snatch my pocketbook.”

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“I wanted a pair of blue suede shoes,” said the boy.

“Well, you didn’t have to snatch my pocketbook to get some suede shoes,” said Mrs. Luella
Bates Washington Jones. “You could have asked me.”

“M’am?”

The water dripping from his face, the boy looked at her. There was a long pause. A very long
pause. After he had dried his face and not knowing what else to do dried it again, the boy
turned around, wondering what next. The door was open. He could make a dash for it down
the hall. He could run, run, run, run, run!

The woman was sitting on the day-bed. After a while she said, “I were young once and I
wanted things I could not get.”

There was another long pause. The boy’s mouth opened. Then he frowned, but not knowing
he frowned.
The woman said, “Um-hum! You thought I was going to say but, didn’t you? You thought I
was 3 going to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t going to say
that.” Pause. Silence.

“I have done things, too, which I would not tell you, son—neither tell God, if he didn’t
already know. So, you set down while I fix us something to eat. You might run that comb
through your hair so you will look presentable.”

In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got
up and went behind the screen. The woman did not watch the boy to see if he was going to
run now, nor did she watch her purse which she left behind her on the day-bed. But the boy
took care to sit on the far side of the room where he thought she could easily see him out of
the corner of her eye, if she wanted to. He did not trust the woman not to trust him. And he
did not want to be mistrusted now.

“Do you need somebody to go to the store,” asked the boy, “maybe to get some milk or
something?” “Don’t believe I do,” said the woman, “unless you just want sweet milk
yourself. I was going to make cocoa out of this canned milk I got here.”

“That will be fine,” said the boy.

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She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table.
The woman did not ask the boy anything about where he lived, or his folks, or anything else
that would embarrass him.

Instead, as they ate, she told him about her job in a hotel beauty-shop that stayed open late,
what the work was like, and how all kinds of women came in and out, blondes, red-heads,
and Spanish. Then she cut him a half of her ten-cent cake.

“Eat some more, son,” she said.

When they were finished eating she got up and said, “Now, here, take this ten dollars and buy
yourself some blue suede shoes. And next time, do not make the mistake of latching onto my
pocketbook nor nobody else’s—because shoes come by devilish like that will burn your feet.
I got to get my rest now. But I wish you would behave yourself, son, from here on in.”

She led him down the hall to the front door and opened it. “Good-night! Behave yourself,
boy!” she said, looking out into the street. The boy wanted to say something else other than
“Thank you, m’am” to Mrs. Luella Bates Washington Jones, but he couldn’t do so as he
turned at the barren stoop and looked back at the large woman in the door. He barely
managed to say “Thank you” before she shut the door. And he never saw her again.

Activity 1: Multiple Choice

Instructions: Identify what type of conditional is used in each sentence of every number.
Encircle the letter of the correct answer.

1. If there’s nobody at Roger’s house, he is living alone.

a. Zero Conditional c. Two Conditional

b. One Conditional d. Three Conditional

2. If Roger had asked the woman for money, he would have been given what he asked
for.

a. Zero Conditional c. Two Conditional

b. One Conditional d. Three Conditional

3. If you are Roger, will you do the same thing?

a. Zero Conditional c. Two Conditional

b. One Conditional d. Three Conditional

4. If I was Mrs. Jones, I would do the same thing she does.

a. Zero Conditional c. Two Conditional

b. One Conditional d. Three Conditional

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5. If Mrs. Jones gives ten dollars to Roger, she is generous.

a. Zero Conditional c. Two Conditional

b. One Conditional d. Three Conditional

What I Can Do 2

Activity 1: Choose the Correct Box

Instructions: Read the conditional sentences carefully and group them according to
their type. Write the sentences inside the box where they belong.

1. If you work hard today, you will harvest the fruit of your labor someday.

2. If you accept criticisms, you will become someone who is full of wisdom.

3. If you did not believe in God, you would probably live an empty life.

4. If you had listened to the teacher carefully, you would have been able to
understand the lesson fully.

5. If the water evaporates, it becomes gas.

6. If we work as one, we will get the victory that we want.

7. If I had read the instructions carefully, I would have been able to get a higher
score.

8. If you call your God Allah, you are Muslim.

9. If the internet connection is still not good after 5pm, I will go to the library
and use books to answer our assignment.

10. If I was rich, I would build a home for the homeless.

ZERO CONDITIONAL ONE CONDITIONAL

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 TWO CONDITIONAL THREE
CONDITIONAL

What I Can Do 3

Activity 1: Right or Wrong

Instructions: Read the sentence carefully then identify whether it is right or wrong.
Write the word Right if the sentence is constructed correctly and if the sentence needs
improvement rewrite the correct answer on the space provided.

1. If I had took down note, I would able to study during lunch.

__________________________________________________________________

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 2. If boys had monthly period, they would understand how painful menstrual cramp
is.
__________________________________________________________________

3. If I get a passing score in Mathematics quiz, I will reward myself with a bucket of
Jollibee chicken joy.
__________________________________________________________________

4. If we are thirsty, we would drink water.

__________________________________________________________________

5. If we trust God, everything is possible.

__________________________________________________________________

Activity 2: Writing Activity

Instructions: Write five (5) conditional sentences, two (2) for zero conditional, one
(1) for one conditional, one (1) for two conditional, and one (1) for three conditional.
Write your sentences on the space provided.

1. ____________________________________________________________________
____________________________________________.

2. ____________________________________________________________________
____________________________________________.

3. ____________________________________________________________________
____________________________________________.

4. ____________________________________________________________________
____________________________________________.

5. ____________________________________________________________________
____________________________________________.

What I Have Learned

Activity 1 – Identification
Instructions: Read the statements carefully and write your final answer on the space
provided.

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__________________________1. This is the type of conditional that speculates a
condition that is unlikely to happen

__________________________2. A conditional sentence that gives us factual

information.

__________________________3. The conditional sentence “If the singing of the

national anthem starts, we will stop what we are doing to honor our flag.” is an
example of what conditional?

__________________________4. – 5. What composes the conditional sentences?

__________________________6. The verb in the ‘if clause’ of three conditional

must be in what form of tense?

__________________________7. A conditional that describes a situation that is

possible to happen in the future.

__________________________8. The statement “If I were the President, I would

understand his struggles.” is an example of what conditional?

__________________________9. A type of conditional that speculates a situation

which did not really happen or occur.

__________________________10. A type of sentence that expresses a condition and

the result of the condition.

Activity 2: Reflection Time!

Instructions: Complete the prompt below. Write at least 5 sentences.

In this lesson I learned I realized that conditionals are important

because . . .

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 Answer Key

What I Know? What I Can Do 1? What I Can Do 2?

Activity 1 Activity 1 Activity 1

1. C 1. A 1. One Conditional
2. B 2. D 2. One Conditional
3. A 3. B 3. Two Conditional
4. E 4. C 4. Three Conditional
5. D 5. A 5. Zero Conditional
6. One Conditional
7. Three Conditional
Activity 2 8. Zero Conditional
9. One Conditional
1. FACT
10. Two Conditional
2. IMAGINATION
3. CONDITIONALS
4. SENTENCE
5. POSSIBLE

What I Have Learned?

What I Can Do 3?
Activity 1
Activity 1
1. Two Conditional
1. If I had took down note, I would have been 2. Zero Conditional 15
able to study during lunch. / If I took down 3. One Conditional
note I would be able to study during lunch. 4. Dependent Clause
5. Independent Clause
6. Perfect Past Tense
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components that follow
your Goal Setting. Remember that your portfolio is a deliberate collection of your works
with the help of the exemplar. Highlighting your efforts here enables you to see and reflect on
your growth and achievement and your ability to establish goals just to learn. Upon
completion of your portfolio, please be guided of the rubric below.

Rubric for Portfolio Assessment

(Thematic)
LEVELS
Needs Improvement Satisfactory Very Good Excellent
Criteria Score
(0-3) (4-6) (7-8) (9-10)
Some of the Most of the
All the directions are All the directions
directions are directions are
not followed and are followed and
Content (40%) followed and gives followed and
provides only one or provides all eight
three or four provides five to
two activities. activities.
activities. seven activities.
Portfolio’s theme
Portfolio’s
Portfolio’s design Portfolio’s design is clear and very
theme is clear
does not fit to the is appropriate but appropriate to
Originality (theme) and appropriate
content and looks looks the same the content.
(40%) to the content.
exactly the same to with classmate’s Everything is
Portfolio is
classmate’s portfolio. portfolio. original and well-
original.
integrated.
Portfolio is very
Portfolio is Portfolio is presentable,
Portfolio is very dirty
somehow clean presentable follows proper
and does not follow
Neatness (20%) but still does not and follows the order of the
correct order of the
follow proper order correct order of content. Portfolio
content.
of the content. the content. as a whole is
remarkable.
Total

References

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 https://writingexplained.org/grammar-dictionary/conditional-sentence

 A Journey through Anglo-American Literature English 9 – Learner’s Material

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For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of San Miguel 1

Address: Purok-2, Tina, San Miguel, Surigao del Sur

Contact Number: 09951896024

Email Address: chlarez.impuesto@deped.gov.ph

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