A module for Grade 10 K-

Learners
12

Grasp the concept:

A ROAD TO ENGLISH
SUCCESS

May Ann C.
Hernandez
 TABLE OF CONTENTS

Reading Comprehension …………………………………………………………….. 1

Facts versus Opinions

Listening Comprehension ..……………………………………………………..….. 10

“What a Wonderful World”

Viewing Comprehension …………………………………………………………….. 14

Making generalization

Vocabulary Development ..………………………………………………………….. 18

Formal and informal definition of words

Literature …….…………..……………………………………………………………... 22
Literary Devices

Writing and Composition …………………………………………………………….. 28

Argumentative Essay

Oral Language and Fluency ..……………………………………………………….. 33

Impromptu and Extemporaneous Speech

Grammar Awareness ..….…………………………………………………………….. 36

Reflexive and Intensive Pronouns
Modal Verbs

Summative Assessment …………………………………………………………….. 45

Answer Key …………..………………………………………………………………... 47

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I. Title of the lesson

Fact versus Opinion

II. Competency
EN10RC-IVd-213: Distinguish facts from opinions

III. Introduction
 For higher level reading comprehension, it is essential that students are able to
accurately distinguish between fact and opinion. To do this successfully students must begin
with solid definitions of the two concepts. Once this has been achieved, students must gain
practice applying these definitions through activities that engage with a wide range of reading
material.

IV. Discussion
What is a fact?
A fact generally refers to something that is true and can be verified as such. That is, a
fact is something that can be proven to be true.
What is an opinion?
An opinion refers to a personal belief. It relates to how someone feels about something.
Others may agree or disagree with an opinion, but they cannot prove or disprove it. This is what
defines it as opinion.

FACTS OPINION

A statement that is A statement that is

 true  holds an element of belief
 can be verified objectively  tells how someone feels
 can be proven  is not always true
 correct  cannot be proven
 has basis  is based on one’s own point of view

Why Are Fact and Opinion So Important?

The ability to distinguish between fact and opinion helps students develop their critical
and analytical skills in both their reading and their listening. Fact and opinion are often woven
together in texts and speeches. It is therefore imperative that students are able to unravel the
threads of what is true from what is mere belief if they are successfully navigate the deluge of
media they will encounter in their lifetimes.
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Whether on the news, in advertising, or a history book, distinguishing between what is

fact and what is opinion is crucial to becoming an autonomous person with the critical abilities
necessary to avoid being manipulated easily.

The Language of Fact and Opinion: Signal Words and Phrases

As we mentioned above, often writers will liven up their facts with a sprinkling of opinion.
Unfortunately, it can at times be difficult to extract the verifiable truths from the author’s
preferences and biases. Luckily, the language used itself often throws up helpful clues in the
forms of words and phrases that assist us in identifying statements as fact-based or opinion-
based.
Let us now look at some examples of those signal words and phrases being used in the
sentence fragments that often precede a statement of fact or opinion:

FACTS OPINION

 The annual report confirms…  He claimed that…

 Scientists have recently discovered…  It is the officer’s view that…
 According to the results of the tests…  The report argues that…
 The investigation demonstrated…  Many scientists suspect that…

As we can see from the above examples, the language used to introduce a statement
can be helpful in indicating whether it is being framed as a fact or an opinion.
It is important for students to understand too that things are not always as they appear to
be. At times, writers, whether consciously or not, will frame opinion as fact and vice versa. This
is why it is important that students develop a clear understanding of what constitutes fact and
opinion and are afforded ample opportunities to practice distinguishing between the two.

V. Practice
Direction: Read the story below and answer the following questions.
WE FILIPINOS ARE MILD DRINKERS
by Alejandro R. Roces

We Filipinos are mild drinkers. We drink for only three good

reasons. We drink when we are very happy. We drink when we
are very sad. And we drink for any other reason. When the
Americans recaptured the Philippines, they built an air base a
few miles from our barrio. Yankee soldiers became a very
common sight. I met a lot of GIs and made many friends. I
could not pronounce their names. I could not tell them apart. All
Americans looked alike to me. They all looked white.
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One afternoon I was plowing our rice field with our carabao named Datu. I was
barefooted and stripped to the waist. My pants, that were made from abaca fibers and woven on
homemade looms, were rolled up to my knees. My bolo was at my side.

An American soldier was walking on the highway. When he saw me, he headed towards
me. I stopped plowing and waited for him. I noticed he was carrying a half-pint bottle of whiskey.
Whiskey bottles seemed part of the American uniform.

“Hello, my little brown brother,” he said patting me on the head.

“Hello, Joe,” I answered.

All Americans are called Joe in the Philippines.

“Any bars in this town?” he asked.

That was usually the first question American soldiers asked when they visited our barrio.

“I am sorry, Joe,” I replied. “There are no bars in this barrio.”

“Oh, hell! You know where I could buy more whiskey?”

“No, Joe. I am sorry. We do not drink whiskey.”

“Here, have a swig. You have been working too hard,” he said, offering me his half-filled
bottle.

“No, thank you, Joe,” I said. “We Filipinos are mild drinkers.”

“Well, don’t you drink at all?”

“Yes, Joe, I drink, but not whiskey.”

“What the hell do you drink?”

“I drink lambanog.”

“Jungle juice, eh?”

“I guess that is what the GI’s call it.”

“You know where I could buy some?”

“I have some you can have, but I do not think you will like it.”

“I’ll like it all right. Don’t worry about that. I have drunk everything—whiskey, rum,
brandy, tequila, gin, champagne, saki, vodka…” He mentioned many more that I can not spell.
 Page |4

“Say, you sure drink a lot, don’t you?”

“I not only drink a lot, but I drink anything. I drank Chanel Number 5 when I was in
France. In New Guinea I got soused on Williams’ Shaving Lotion. When I was laid up in
the hospital I got pie-eyed with medical alcohol. On my way here in a transport I got
stoned on torpedo juice. You ain’t kidding when you say I drink a lot. So let’s have some
of that jungle juice, eh?”

“All right,” I said. “I will just take this carabao to the mudhole, then we can go home and
drink.”

“You sure love that animal, don’t you?”

“I should,” I replied. “It does half of my work.”

“Why don’t you get two of them?”

I did not answer.

I unhitched Datu from the plow and led him to the mudhole. Joe was following me. Datu
lay in the mud and was going: “Whooooosh! Whooooosh!”

Flies and other insects flew from his back and hovered in the air. A strange warm odor
rose out of the muddle. A carabao does not have any sweat glands except on its nose. It has to
wallow in the mud or bathe in a river about every three hours. Otherwise it runs amok.

Datu shook his head and his widespread horns scooped the muddy water on his back.
He rolled over and was soon covered with slimy mud. An expression of perfect contentment
came into his eyes. The he swished his tail and Joe and I had to move back from the mudhole
to keep from getting splashed. I left Datu in the mudhole. Then, turning to Joe, I said: “Let us
go.”

And we proceeded towards my house. Joe was curiously looking around.

“This place is full of coconut trees,” he said.

“Don’t you have any coconut trees in America?” I asked.

“No,” he replied. “Back home we have the pine tree.”

“What is it like?”

“Oh, it is tall and stately. It goes straight up to the sky like a skyscraper. It symbolizes
America.”

“Well,” I said, “the coconut tree symbolizes the Philippines. It starts up to the sky, but
then its leaves sway down to earth, as if remembering the land that gave it birth. It does not
forget the soil that gave it life.”
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In a short while, we arrived in my nipa house. I took a bamboo ladder and leaned it
against a tree. Then I climbed the ladder and picked some calamansi.

“What’s that?” Joe asked.

“Philippine lemon,” I answered. “We will need this for our drinks.” “Oh, chasers.”

“That is right, Joe. That is what the soldiers call it.”

I fill my pockets and then went down. I went to the garden well and washed the mud
from my legs. Then we went up a bamboo ladder to my hut.

It was getting dark, so I filled a coconut shell with coconut oil, dipped a wick in the oil and
lighted the wick. It produced a flickering light. I unstrapped my bolo and hung it on the wall.

“Please sit down, Joe,” I said.

“Where?” he asked, looking around.

“Right there,” I said, pointing to the floor.

Joe sat down on the floor. I sliced the calamansi in halves, took some rough salt and laid
it on the foot-high table. I went to the kitchen and took the bamboo tube where I kept
my lambanog.

Lambanog is a drink extracted from the coconut tree with pulverized mangrove bark
thrown in to prevent spontaneous combustion. It has many uses. We use it as a remedy for
snakebites, as counteractive for malaria chills, as an insecticide and for tanning carabao hide.

I poured some lambanog on two polished coconut shells and gave one of the shells to
Joe. I diluted my drink with some of Joe’s whiskey. It became milky. We were both seated on
the floor. I poured some of my drink on the bamboo floor; it went through the slits to the ground
below.

“Hey, what are you doing,” said Joe, “throwing good liquor away?”

“No, Joe,” I said. “It is the custom here always to give back to the earth a little of what
we have taken from the earth.”

“Well!” he said, raising his shell. “Here’s to the end of the war!”

“Here’s to the end of the war!” I said, also lifting my drink.

I gulped my drink down. I followed it with a slice of calamansi dipped in rough salt. Joe
took his drink, but reacted in a peculiar way. His eyes popped out like a frog’s and his hand
clutched his throat. He looked as if he had swallowed a centipede.

“Quick, a chaser!” he said.

 Page |6

I gave him a slice of calamansi dipped in unrefined salt. He squirted it in his mouth. But it
was too late. Nothing could chase her. The calamansi did not help him. I don’t think even a
coconut would have helped him.

“What is wrong, Joe?” Tasked.

“Nothing,” he said. “The first drink always affects me this way.”

He was panting hard and tears were rolling down his cheeks.

“Well, the first drink always acts like a mine sweeper,” I said, “but this second one will be
smooth.”

I filled his shell for the second time. Again I diluted my drink with Joe’s whiskey. I gave Joe his
shell. L-noticed that he was beaded with perspiration. He had unbuttoned his collar and
loosened his tie. Joe took his shell but did not seem very anxious. I lifted my shell and said:
“Here is to America!”

I was trying very hard to be a good host.

“Here’s to America!” Joe said.

We both killed our drinks. Joe again reacted in a funny way. His neck stretched out like a
turtle’s. And now he was panting like a carabao gone amok. He was grasping his tie with one
hand. Then he looked down on his tie, threw it to one side, and said: “Oh, Christ, for a while I
thought it was my tongue.”

After this he started to tinker with his teeth.

“What’s wrong, Joe?” I asked, still trying to be a perfect host.

“Plenty, this damned stuff had loosened my bridgework.”

As Joe exhaled, a moth flying around the flickering flame fell dead.

He stared at the dead moth and said: “And they talk of DDT.”

“Well, how about another drink?” I asked. “It is what we came here for.”

“No, thanks,” he said, “I’m through.”

“Surely you will not refuse my hospitality?”

“O.K. Just once more.”

I poured the juice in the shells and again diluted mine with whiskey I handed Joe his drink.

“Here’s to the Philippines,” he said.

 Page |7

“Here’s to the Philippines,” I said.

Joe took some of his drink. I could not see very clearly in the flickering light, but I could have
sworn I saw smoke out of his tears.

“This stuff must be radioactive,” he said.

He threw the remains of his drink on the nipa wall and yielded: “Blaze, goddamn you, blaze!”

Just as I was getting in the mood to drink, Joe passed out. He lay on the floor flat as a
starfish. He was in a class all by himself.

I knew that the soldiers had to be back in their barracks at a certain time. So I decided to
take Joe back. I tried to lift him. It was like lifting a carabao. I had to call four of my neighbors to
help me carry Joe. We slung him on top of my carabao. I took my bolo from my house and
strapped it on my waist. Then I proceeded to take him back. The whole barrio was wondering
what had happened to the big Amerikano.

After two hours I arrived at the air field. I found out which barracks he belonged to and
took him there. His friends helped me take him to his cot. They were glad to see him back.
Everybody thanked me for taking him home. As I was leaving the barracks to go home, one of
his buddies called me and said:

“Hey, you! How about a can of beer before you go?”

“No, thanks,” I said. “We Filipinos are mild drinkers.”

Evening News Saturday Magazine

November 6, 1948

Answer the following comprehension questions.

1. Who are the characters in the story?
2. What story was being circulated about the American soldier and his whisky?
3. What name did the Americans give lambanog to?
4. How can coconut tree be said to represent the Philippines?
5. How did the farmer prepare the “chaser”?
 Page |8

VI. Evaluation
Worksheet no. 1
Name: _____________________________ Date: ____________
Grade & Section: _____________________ Score: ___________

I. Title: Fact versus Opinion

II. Learning Competency: EN10RC-IVd-213: Distinguish facts from opinions
III. Direction: This worksheet is composed of the three sections – Starter, Reinforcer and
Challenger. Read and analyze each section carefully and comply the given tasks.
IV. Activities

A. Starter
Write F if the statement is fact, and O if it is an opinion. Put your answer before the number.
_______1. Lambanog is a Filipino alcoholic beverage.
_______2. Carabao is a swamp-type domestic water buffalo native to Philippines.
_______3. Carabao is the national animal of the Philippines because it is big and strong.
_______4. Whisky is addictive.
_______5. Philippines produces and exports more coconuts for about 19.5 million tons of fruit
called “buko”.

B. Reinforcer
Write one fact and one opinion for each word based on its definition on the story.
1. coconut tree
fact:
_________________________________________________________________
opinion:
_________________________________________________________________

2. lambanog
fact:
________________________________________________________________
opinion:
________________________________________________________________
 Page |9

3. carabao
fact:
________________________________________________________________
opinion:
________________________________________________________________

4. Filipinos
fact:
________________________________________________________________
opinion:
________________________________________________________________

5. plowing
fact:
________________________________________________________________
opinion:
________________________________________________________________

C. Challenger
Divide class into three groups. Brainstorm about the circulating facts and opinions in your
society. Express it through illustration. Be able to explain it in class.

Criteria
Content 30%
Appropriateness 25%
Creativity 25%
Manner of presentation 20%
Total 100%
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I. Title of the lesson

“What a Wonderful World”

II. Competency
EN10LC-IIc-15.2: Assess whether the speaker’s purpose is achieved or not
EN10LC-IVh-14.3: Show appreciation for songs, poems, plays, etc

III. Introduction
  This module will help the students strengthens their listening skills in various literary
pieces. It is important to have strong listening skills because it is shown that good listeners tend
to be more successful. Also, the better one listens the better they speak, also helping them
become successful.

IV. Discussion

“What a Wonderful World” was written in 1968 during the time of the Vietnam War.
Performed in the genre of jazz, it was written and composed to try and bring hope to the millions
of victims suffering the effects of the war like the loss of the many loved fathers, sons and
husbands and the “half cast” children who were sent away from their Vietnamese mothers to a
foreign land with foreign people.

What a Wonderful World

By Loius Armstrong

I see trees of green

Red roses too
I see them bloom
For me and you
And I think to myself
What a wonderful world

I see skies of blue

And clouds of white
The bright blessed day
The dark sacred night
And I think to myself
What a wonderful world

The colors of the rainbow

So pretty in the sky
Are also on the faces
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Of people going by
I see friends shaking hands
Saying, "How do you do?"
They're really saying
"I love you"

I hear babies cry

I watch them grow
They'll learn much more
Than I'll never know
And I think to myself
What a wonderful world

Yes, I think to myself

What a wonderful world

Oh yeah

Source: https://www.azlyrics.com/lyrics/louisarmstrong/whatawonderfulworld.html

V. Practice
Listen to the song “What a Wonderful World” by Loius Armstrong and answer the following
questions.
1. What characteristic of a mother can be best likened to a nature?
_________________________________________________________________________
_________________________________________________________________________

2. Why is green colors always associated with nature?

_________________________________________________________________________
_________________________________________________________________________

3. What does the word autumn means based on the song?

_________________________________________________________________________
_________________________________________________________________________

4. What makes the Philippines a very blessed country?

5. _________________________________________________________________________
_________________________________________________________________________

6. How can fire symbolized life?

_________________________________________________________________________
_________________________________________________________________________
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VI. Evaluation
Worksheet no. 2
Name: _____________________________ Date: ____________
Grade & Section: _____________________ Score: ___________

I. Title: “What a Wonderful World”

II. Learning Competency: EN10LC-IVh-14.3: Show appreciation for songs, poems, plays, etc
EN10LC-IIc-15.2: Assess whether the speaker’s purpose is achieved or not
III. Direction: This worksheet is composed of the three sections – Starter, Reinforcer and
Challenger. Read and analyze each section carefully and comply the given tasks
IV. Activities
A. Starter
Based on the listened song, identify what does the following picture symbolizes.

____________________________________ ___________________________________
 P a g e | 13

_____________________ ____________________ ____________________

B. Reinforcer
Write your own reflection/realization after hearing the song. Be sure to mention the
author’s purpose, mood, and tone of the song. (EN10LC-IIc-15.2: Assess whether the speaker’s
purpose is achieved or not)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

C. Challenger
Group the class into three. Using the song “What a Wonderful World”, present an interpretative
dance in front of the class. Be guided with the criteria below. (EN10LC-IVh-14.3: Show
appreciation for songs, poems, plays, etc)

Criteria
Relevance to the theme 40%
Execution and style 30%
Creativity 20%
Originality 10%
 P a g e | 14

I. Title of the lesson

Making generalization
II. Competency
EN10VC-Ig1.5/2.5:Draw generalizations and conclusions based on the materials viewed
EN10VC-Ie25: Express insights based on the ideas presented in the material viewed
EN10VC-IIIa-12: Raise questions to clarify issues covered in the material viewed

III. Introduction
  Viewing helps students to slow down, reflect and think about the images they are seeing,
and develop the knowledge and skills to analyse and evaluate visual texts and multimedia texts
that use visuals. Viewing also helps students acquire information and appreciate ideas and
experiences visually communicated by others.

IV. Discussion

Making Generalizations

A generalization is a specific kind of conclusion. All generalizations are conclusions, but

not all conclusions are generalizations. A generalization is a broad statement that applies to
many examples. A generalization is formed from several examples or facts and what they have
in common.

Readers recognize and evaluate generalizations made by an author. Readers make and
support their own generalizations based on reading a selection. Generalizations are statements
that may include or imply ideas. Thoughtful readers are able to recognize generalizations. They
are able to evaluate if a generalization is adequately supported by specific facts. Clue words
that support instruction for generalizations: all, none, most, many, always, everyone, never,
sometimes, some, usually, seldom, few, generally, in general, and overall.

Instruction for this strategy may include helping students evaluate, make judgments, and
form opinions. A judgment is an opinion about the value of an action, a character, a situation, an
author’s assertions, elements of the text, etc. Thoughtful readers use their own experiences and
details from the text to make judgments, form opinions, evaluate, or generalize.

Making generalizations is not only an academic skill but a life skill, as well. Therefore, it's
important to incorporate activities that foster development of this important skill. Learning how to
make generalizations will help your upper elementary and middle school students understand
text on a deeper, more complete level. In addition, this skill carries over to enable students to
comprehend more than simply a text-based activity.
 P a g e | 15

Making generalizations involves taking a look at all the parts of a text, multimedia clip,
math problem, or even a life experience, and simplifying to glean an overview of the information.
In so doing, they must first identify the essential information and then summarize it in a way that
provides an overarching explanation of the concept.

V. Practice
Explain why making generalization is important.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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VI. Evaluation
Worksheet no. 3
Name: _____________________________ Date: ____________
Grade & Section: _____________________ Score: ___________

I. Title: Making Generalization

II. Learning Competency: EN10VC-Ig1.5/2.5:Draw generalizations and conclusions based on
the materials viewed
EN10VC-Ie25: Express insights based on the ideas presented in the material viewed
EN10VC-IIIa-12: Raise questions to clarify issues covered in the material viewed
III. Direction: This worksheet is composed of the three sections – Starter, Reinforcer and
Challenger. Read and analyze each section carefully and comply the given tasks.
IV. Activities
A. Starter
Watch a news report on current social condition of our country. While watching the news, take a
short documentary regarding on how did this problem starts and make a conclusion based on
what you have watch. Write your conclusion on the space provided.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

B. Reinforcer
Watch President Rodrigo Duterte’s speech about allocating biggest budget on education.
(https://www.youtube.com/watch?v=_uu23L6o-hY). After watching, express your thought
regarding the phrase below. (EN10VC-Ie25: Express insights based on the ideas presented in
the material viewed)

“Education could save us someday”

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 P a g e | 17

____________________________________________________________________________
____________________________________________________________________________
C. Challenger
Look and watch for a short multimedia clip wherein the current problems of the
Philippines are being talked about. Then formulate five questions pertaining to them. After
making question, continue on watching the video and while watching, take note of the questions
being raised by the speaker as well as the answers (if given). Do the following after watching an
entire video clip. (EN10VC-IIIa-12: Raise questions to clarify issues covered in the material
viewed)
1. Compare the question you have prepared with the ones raised in the video.
2. State how your expected questions differ from ones raised in the video.
3. If your questions are raised on the video, do you agree with the answer? Why?
 P a g e | 18

I. Title of the lesson

Formal and informal definition of words

II. Competency
EN10V-Ia13.9: Differentiate formal from informal definitions of words

III. Introduction
 The most important piece of advice for an English learner is to get lots of input but not
all input is the same. When writers are trying to explain an unfamiliar idea, they rely on
definitions. All definitions attempt to explain or clarify a term. This lesson will introduce you to
the two different types of definitions: formal and informal.

IV. Discussion
Formal Definition
A formal definition consists of three parts: the term, the part of speech to which it
belongs, such as a noun or a verb, and all the traits or characteristics that are specific to that
term. The dictionary is filled with formal definitions, but it is not the only place where you will find
them. Writers often include formal definitions when they are writing about something that may
be unfamiliar to their readers. In textbooks, you may find the formal definition of terms listed at
the beginning, at the end of a chapter, or in the glossary, which is a mini-dictionary of terms
relevant to that text.

Informal Definition
In an informal definition, the writer uses known words or examples to explain an
unknown term. These definitions may be synonyms or antonyms introduced
by or, in other words, or like.

Example: “FREEDOM”
Formal Definition: The power or right to act, speak, or think as one wants without hindrance or
restraint.
Informal Definition: Freedom, also referred to as liberty or independence, is a state people reach
when they are free to think and do whatever they please.
 P a g e | 19

It is important for you to be able to understand new terms and ideas that you encounter
both in your college and professional lives. While you may be able to understand an entire text
without knowing what one or two words in the text are, you could also be easily confused. For
instance, if you read an article about whaling that uses the word "moratorium" and you think that
a "moratorium" is a special type of aquarium, your understanding of the entire passage will be
hindered since "moratorium" actually refers to the freezing, pausing, or halting of something, in
this case the practice of whaling. Imagine if you then used the word "aquarium" when you
should have used "moratorium." You run the risk of embarrassment if you use it with someone
who knows the actual meaning; even worse, you could pass on incorrect information to another
individual who would then be equally misinformed. Both situations can be avoided when you are
able to identify the correct definition.

V. Practice
Direction: Define the underlined words in the following sentences. Write your answer on the
space provided.
1. The nervous student gnaw their fingernails as they anticipate the terror teacher that awaits
them inside the classroom.
____________________________________________________________________________
____________________________________________________________________________

2. The middle of the night was filled with the howling of the child who pities his mother’s
sufferings.
____________________________________________________________________________
____________________________________________________________________________

3. Instead of being schooled, the young street children are being forced to labor making their
dreams shattered.
____________________________________________________________________________
____________________________________________________________________________

4. The pious man prayed fervently for the safety of the young street children.
____________________________________________________________________________
____________________________________________________________________________

5. Mrs. Santos’ students perturbed when they hear the fire alarm rang.
____________________________________________________________________________
____________________________________________________________________________
 P a g e | 20

VI. Evaluation
Worksheet no. 4
Name: _____________________________ Date: ____________
Grade & Section: _____________________ Score: ___________

I. Title: Formal and informal definition of words

II. Learning Competency: EN10V-Ia13.9: Differentiate formal from informal definitions of words
III. Direction: This worksheet is composed of the three sections – Starter, Reinforcer and
Challenger. Read and analyze each section carefully and comply the given tasks.
IV. Activities
A. Starter
Analyze whether the definition is formal or informal. Write F if is formal and I if informal. Write
your answer on the blank before the number.
______1. Vicissitude is a variation in circumstances or fortune.
______2. Wanton, also refers to indecent, means a lewd or immoral person.
______3. Zephyr or breeze is a very slight or gentle wind.
______4. Consternation is a strong feeling of surprise or sudden disappointment that causes
confusion.
______5. Disrupt, on other word is block, means to interrupt the normal progress of something.

B. Reinforcer
Use the following defined words in a sentences. Write your sentences on the space provided
for.
1. abyss (n) – the bottomless pit or gulf

__________________________________________________________________

2. devour (v) – to eat up greedily or ravenously

__________________________________________________________________
 P a g e | 21

3. gag (tr.v) – to restrict the mouth off by inserting something into it to prevent an outcry

__________________________________________________________________
4. dusky (adj) – marked by slight or deficient light

__________________________________________________________________

5. twinge (n) – a sudden sharp stab of pain

__________________________________________________________________

C. Challenger
Write a formal and informal definition for each given words. Write your answer on the space
provided.
1. abjure
Formal definition: ________________________________________________________
Informal definition: _______________________________________________________
2. embezzlement
Formal definition: ________________________________________________________
Informal definition: _______________________________________________________
3. laconic
Formal definition: ________________________________________________________
Informal definition: _______________________________________________________
4. proscribe
Formal definition: ________________________________________________________
Informal definition: _______________________________________________________
5. wrath
Formal definition: ________________________________________________________
Informal definition: _______________________________________________________
 P a g e | 22

I. Title of the lesson

Literary Devices

II. Competency
EN10LT-Ic2.2.2: Explain the literary devices used

III. Introduction
  The techniques that writers use to create special effects in their writing to convey
information and to help the reader understand the piece on a deeper level are called literary
devices. These techniques help the readers to have strong connection with the literary pieces
they are reading. Literary devices also make texts more interesting and more fun to read.

IV. Discussion
The common literary devices are listed as follows:
Alliteration. This is one of the easiest go-to devices to use. Alliteration involves the quick
repetition of the first letters, and therefore the first sounds, of words. 

 The white witch wanted to write a new spell.

 New aunt Anita aimed to avoid annoying her tired sister.

Personification. Giving inanimate objects and other phenomena human traits.

 The leaves danced in the wind, twirling round and round before bowing out and resting
on the cold ground.

Simile. Comparing two unrelated things to creating new understanding and meaning. They are
marked by the use of "like," "as,"or "such as."

 She ran like the wind.

 His eyes were as blue as the sky.

Foreshadowing. Words, phrases, or events that hint or suggest to the reader what's going to
happen in the story.
 P a g e | 23

 In To Kill a Mockingbird, finding the presents in the oak tree foreshadows the truth about
Boo Radley.
 Edgar Allen Poe's "The Tell-Tale Heart" foreshadows the narrator's actions from the start
of the story: I can't say how the idea first entered my brain, but once it was there, it
haunted me day and night. There wasn't any reason for it. I liked the old man.

Satire. Using humor, wit, or sarcasm to expose human vice or folly.

 In television, the creators of South Park have built their success on satire.
 My favorite example is Jonathan Swift's "A Modest Proposal."

Symbolism. Using objects or action to mean something more than what appears on the
surface.

 The dawn of a new day often is used to symbolize a new beginning.

 The albatross in in Samuel Taylor Coleridge's "The Rime of the Ancient Mariner"
symbolizes a burden: Ah ! well a-day ! what evil looks / Had I from old and young ! /
Instead of the cross, the Albatross / About my neck was hung
 In daily life, people often associate colors with ideas. Black with death. Red with love.
White with purity or peace.

Onomatopoeia. Words whose sound mimics natural sounds or sounds of an object. These

words help bring the reader into the scene by working on the senses.

 Bang! Flutter. Buzzzzz! Hum.
 The birds tweet in chipper chatter outside the window.
 A loud bang jarred me from sleep.

Metaphor. A device that asserts that one object is another, bringing new meaning to the original
subject for a fresh understanding.

 A common metaphor: it's raining cats and dogs.

 From Shakespeare's "Romeo and Juliet": But, soft! what light through yonder window
breaks? / It is the east, and Juliet is the sun.
 Advertising is the rattling of a stick inside a swill bucket. - George Orwell

Hyperbole. Exaggerating a statement or idea to emphasize a point or emotion.

 If I take another step, my feet will fall off.

 She's so thin she could thread a needle.
 If his teeth were any whiter, I'd be blind.

Oxymoron. A device that puts two contradictory ideas together to create complex meaning.
 P a g e | 24

 Their relationship was an open secret.

 The sight of the living dead shuffling below sent a blazing chill down her spine.

Symbolism. A device use to refer to an object, figure, event situation or idea in a written work to
represent something else – typically broader message or deeper meaning that differs from its
literal meaning.

 Thus the young and pure would be taught to look at her, with the scarlet letter flaming on
her breast,—at her, the child of honorable parents,—at her, the mother of a babe, that
would hereafter be a woman, —at her, who had once been innocent, —as the figure, the
body, the reality of sin.

Imagery. A device often used to help readers clearly visualize the poem or story by creating a
strong mental picture.

 The gushing brook stole its way down the lush green mountains, dotted with tiny flowers
in a riot of colors and trees coming alive with gaily chirping birds.

Repetition. It is when a word or phrase is written in multiple times, usually for the purpose of
emphasis, and is often used in poetry and rhythm.

 “Nory was a Catholic because her mother was a Catholic, and Nory’s mother was a
Catholic because her father was a Catholic, and her father was a Catholic because his
mother was a Catholic, or had been.”
 “I felt happy because I saw the others were happy and because I knew I should feel
happy, but I wasn’t really happy.”

V. Practice
Direction. Identify the literary devices being talk about in column A. Choose your answer on the
column B. Write only the letter provided before the number.
COLUMN A COLUMN B

_____1. It is a literary device in which number of words, having the a. Imagery

same first consonant sound, occur close together in a series.

_____2. It is used by the poets to create images in the mind of the b. Repetition
reader.

_____3. It repeats the same words or phrases a few times to give c. Alliteration
emphasis.

_____4. It is projection of characteristics that normally belong to d. Personification

humans onto inanimate objects.
 P a g e | 25

_____5. It is the use of symbols to signify ideas and qualities by e. Symbolism

giving them symbolic meanings.

VI. Evaluation
Worksheet no. 5
Name: _____________________________ Date: ____________
Grade & Section: _____________________ Score: ___________

I. Title: Literary Devices

II. Learning Competency: EN10LT-Ic2.2.2: Explain the literary devices used
III. Direction: This worksheet is composed of the three sections – Starter, Reinforcer and
Challenger. Read and analyze each section carefully and comply the given tasks.
IV. Activities
A. Starter
Choose the correct literary device used in each sentence. Encircle the letter that best
corresponds you answer.
1. The wind was blowing so hard, the sun was scared to come out.
a. metaphor c. simile
b. oxymoron d. personification
2. The teacher is like an angry lion when she is mad.
a. oxymoron c. simile
b. metaphor d. personification
3. The boy believed black birds bite.
a. metaphor c. simile
b. alliteration d. personification
4. The men were jumping like a pack of frantic grizzly bears.
a. metaphor c. simile
b. alliteration d. personification
 P a g e | 26

5. He hammered so hard, the earth began to shake.

a. metaphor c. hyperbole
b. oxymoron d. personification

B. Reinforcer
Identify the literary device being talked about in the sentence. Write your answer on the space
provided.
_____________1. If two witches were watching two watches, which witch would watch witch
watch?
_____________2. This backpack weighs a ton!
_____________3. The flame of candle danced in the dark.
_____________4. The cat’s teeth are like daggers.
_____________5. The dark brown tail-like object floats in the river.

C. Challenger
Read the poem “Stopping by the Woods on a Snowy Evening” by Robert Frost. Determine the
literary devices evident on the poem and analyze if there are any.

Stopping by Woods on a Snowy Evening

By Robert Frost

Whose woods these are I think I know.

His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.

My little horse must think it queer

To stop without a farmhouse near
Between the woods and frozen lake
 P a g e | 27

The darkest evening of the year.

He gives his harness bells a shake

To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.

The woods are lovely, dark and deep,

But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

Robert Frost, “Stopping by Woods on a Snowy Evening” from The Poetry of Robert Frost, edited by Edward Connery
Lathem. Copyright 1923, © 1969 by Henry Holt and Company, Inc., renewed 1951, by Robert Frost. Reprinted with
the permission of Henry Holt and Company, LLC.

Stopping by Woods on a Snowy Evening

 Alliteration

 Symbolism

 Imagery

 Personification

 Repetition
 P a g e | 28

I. Title of the lesson

Argumentative Essay

II. Competency
EN10WC-IIi-13: Compose an argumentative essay

III. Introduction
  Making an argument—expressing a point of view on a subject and supporting it with
evidence—is often the aim of academic writing. We all use argumentation on a daily basis, and
you probably already have some skill at crafting an argument. The more you improve your skills
in this area, the better you will be at thinking critically, reasoning, making choices, and weighing
evidence.

IV. Discussion
Argumentative Essay
An argumentative essay is a type of essay that presents arguments about both sides of
an issue. It could be that both sides are presented equally balanced, or it could be that one side
is presented more forcefully than the other. It presents both sides of an issue. However, it
presents one side more positively or meticulously than the other one, so that readers could be
swayed to the one the author intends. The major function of this type of essays is to present a
case before the readers in a convincing manner, showing them the complete picture.
It all depends on the writer, and what side he supports the most. The general structure
of an argumentative essay follows this format:
Introduction: Attention Grabber / hook, Background Information, Thesis Statement
Body: Three body paragraphs (three major arguments)
Counterargument: An argument to refute earlier arguments and give weight to the actual
position
 P a g e | 29

Conclusion: Rephrasing the thesis statement, major points, call to attention,

or concluding remarks.

Outline of Argumentative Essay

Argumentative essays should have a straightforward structure so they are easy for
readers to follow. The goal of an argumentative essay is to clearly outline a point of view,
reasoning, and evidence. A good argumentative essay should follow this structure:
Introductory paragraph. The first paragraph of your essay should outline the topic, provide
background information necessary to understand your argument, outline the evidence you will
present and states your thesis.
The thesis statement. This is part of your first paragraph. It is a concise, one-sentence summary
of your main point and claim.
Body paragraphs. A typical argumentative essay comprises three or more paragraphs that
explain the reasons why you support your thesis. Each body paragraph should cover a different
idea or piece of evidence and contain a topic sentence that clearly and concisely explains why
the reader should agree with your position. Body paragraphs are where you back up your claims
with examples, research, statistics, studies, and text citations. Address opposing points of view
and disprove them or explain why you disagree with them. Presenting facts and considering a
topic from every angle adds credibility and will help you gain a reader’s trust.
Conclusion. One paragraph that restates your thesis and summarizes all of the arguments
made in your body paragraphs. Rather than introducing new facts or more arguments, a good
conclusion will appeal to a reader’s emotions. In some cases, writers will use a personal
anecdote explaining how the topic personally affects them.

Writing the thesis statement

Your thesis statement is only one sentence long, but it’s the most important part of your
argumentative essay. The thesis appears in your introductory paragraph, summarizes what your
argumentative essay will be about, and primes the reader for what to come. These steps will
help you get your point across clearly and concisely:
Turn the topic into a question and answer it. Set up a big question in the title of your essay or
within the first few sentences. Then, build up to answering that question in your thesis
statement. For example, in your title or introduction, you could pose the question, “What is the
best type of sandwich?” And then answer with your thesis statement: “The best type of
sandwich is peanut butter and jelly.” This method is effective because intriguing questions draw
readers in and encourage them to keep reading to find the answer.
State an argument—and then refute it. Introduce an idea that contrasts with your belief, and
immediately explain why you disagree with it. For example: “While some people believe peanut
butter and jelly sandwiches are too simple, they’re versatile sandwiches that you can easily turn
into a gourmet meal.” This method is effective because it uses evidence and immediately
demonstrates your credibility.
 P a g e | 30

Briefly outline your main points. Introduce your main point and explain how you’ll back it up. For
example: “You can turn a peanut butter and jelly sandwich into a gourmet meal by using
artisanal bread, toasting the bread, and adding additional toppings.” This method is effective
because it gives readers a clear idea of everything you’ll discuss in your essay. It also serves as
a roadmap to help keep you organized and on track.

5 Types of Argument Claims

Once you decide what you’re arguing and know your thesis statement, consider how
you’ll present your argument. There are five types of argument claims that can drive your essay:

 Fact: whether the statement is true or false.

 Definition: the dictionary definition of what you’re arguing, plus your own personal
interpretation of it.
 Value: the importance of what you’re arguing.
 Cause and effect: what causes the problem in your essay and what effects it has.
 Policy: why the reader should care and what they should do about it after reading.

V. Practice
Make an acrostic poem about ARGUMENTATIVE.

A ___________________________________________
R ___________________________________________
G ___________________________________________
U ___________________________________________
M ___________________________________________
E ___________________________________________
N ___________________________________________
T ___________________________________________
A ___________________________________________
T ___________________________________________
I ___________________________________________
V ___________________________________________
 P a g e | 31

E ___________________________________________

VI. Evaluation
Worksheet no. 6
Name: _____________________________ Date: ____________
Grade & Section: _____________________ Score: ___________

I. Title: Argumentative Essay

II. Learning Competency: EN10WC-IIi-13: Compose an argumentative essay
III. Direction: This worksheet is composed of the three sections – Starter, Reinforcer and
Challenger. Read and analyze each section carefully and comply the given tasks.
IV. Activities
A. Starter
Determine whether the statement if true or false. On the blank provided before the number,
write M if it is true and H if not.
______1. Argumentative essay aims to persuade the reader to take your stand.
______2. Argumentative essay must be based on facts supported with evidences.
______3. Introduction of the essay doesn’t need to be catchy.
______4. Thesis statement is the most important part of the argumentative essay.
______5. The argumentative essay is composed of introduction, body, counterargument and
conclusion.

B. Reinforcer
Put a check mark to the statement which you think is true, and cross if you think otherwise.
______1. Everybody must decide reasonably.
 P a g e | 32

______2. Debate is a formal process of argumentation for it consists of arguments for or against
proposition.
______3. Brainwashing hinders the listener to think critically or independently.
______4. Propaganda is the common form of argumentation.
______5. Coercion means the practice of persuading someone to do something by using force
or threats.

C. Challenger
Create an argumentative essay on a topic of your choice from the list below. In wiring this, use
the guidelines and steps in doing this so. Score will be based on the criteria below.

 How necessary is pursuing the 2 years of education in Senior High School level?
 Is technology an effective tool for student’s cognitive learning?
 Does speaking English language during class recitation really important?
 How necessary is college education?
 Should all schools requires dress code?

Criteria
Content 40%
Language and Style 30%
Mechanics 30%
 P a g e | 33

I. Title of the lesson

Impromptu and Extemporaneous Speech

II. Competency
EN10F-IIi-1.15: Make and deliver impromptu and extemporaneous speeches with ease
and confidence

III. Introduction
  This unit is an introduction to oral presentations and focuses on impromptu and
extemporaneous speaking, two of the four kinds of speaking situations. The main objective is to
help students develop confidence as they learn not only how to formulate their thoughts quickly,
but also how to research and orally deliver a well-organized, engaging speech. This foundation
will set the stage for further instruction on memorized speeches and oral interpretations.

IV. Discussion
IMPROMPTU
Webster’s dictionary defines the word “impromptu” as “made, done, or formed on or as if on the
spur of the moment; composed or uttered without previous preparation.”
EXTEMPORANEOUS
Another word associated with impromptu is “extemporaneous” which has the same definition as
“impromptu” with the following added: “carefully prepared, but delivered without notes or text.”

Impromptu speakers have absolutely Extemporaneous speakers have

no time to prepare anywhere from a short period of time,
like 5 to 30 minutes, to a few weeks.
Impromptu speech is generated Extemporaneous speech is delivered
instantly and delivered immediately using just a few notes
Impromptu is conducive to elaboration Extempo promotes rambling
Offers a scratch of paper Allows some sort of physical guideline
 P a g e | 34

Guidelines in Writing the Speech

Impromptu Extemporaneous
1. Anticipate situations where you may be 1. Choose your topic
called upon to speak. 2. Make a thesis statement
2. Wrap your response around a simple 3. Create points that support your thesis
template, or framework. 4. Develop support for your thesis
3. Turn your impromptu session into a Q&A 5. Write your introduction and conclusion
session. 6. Deliver the speech
4. Use personal stories.
Delivering the Speech

Impromptu Extemporaneous
1. Go slowly. 1. Take at least 10 minutes to practice,
2. Take your time to begin. Look around, especially if you are going to speak
smile. without a note card.
2. Give your speech. 
3. Use your notes as reminders only.
3. Be confident.
4. Talk conversationally. 4. Show gesture.
5. Personalize your speech. 5. Cite some sources (publication, date, and
6. Keep it short and to the point. author)
6. Act like you know what you're talking
about, even if you don't.

V. Practice
Using a Venn diagram, differentiate the impromptu from extemporaneous speech.
 P a g e | 35

VI. Evaluation
Worksheet no. 7
Name: _____________________________ Date: ____________
Grade & Section: _____________________ Score: ___________

I. Title: Impromptu and Extemporaneous Speech

II. Learning Competency: EN10F-IIi-1.15: Make and deliver impromptu and
extemporaneous speeches with ease and confidence
III. Direction: This worksheet is composed of the three sections – Starter, Reinforcer and
Challenger. Read and analyze each section carefully and comply the given tasks.
IV. Activities
A. Starter
 P a g e | 36

Complete the text by writing the appropriate word in each blank. Choose answer on the box
given.
An extemporaneous speech is also called a _________ speech. Since it is prepared,
this speech is delivered with help of clear __________. Speakers of this speech prepare well
and _________ in advance, giving full attention to all the facets of speech - ________,
___________, and ____________.

practice delivery prepared arrangement content outline

B. Reinforcer
Put the appropriate words that best describe the impromptu speech to complete the thought of
the text.
Impromptu speech is a talk that you give on the spot with no __________. The speech
could be casual as toast at events. Impromptu speaking challenges a speaker to develop an
organized speech in _________ time period using arguments and supporting details from
his/her own _________, ____________, and ___________.

D. Challenger
Create a two-minute extemporaneous speech about “English is not a measurement of
intelligence”. Be able to deliver it in front of class with the guided criteria.

Criteria
Content 40%
Language and Style 30%
Mechanics 30%
I. Title of the lesson
Reflexive and Intensive Pronoun

II. Competency
EN10G-Ia-27: Use reflexive and intensive pronouns

III. Introduction

  Pronouns are essential in the way we communicate with one another. The
importance of pronoun communication, however, is crucial. We use pronouns as a way to
identify or refer to someone. There are lots of people in the world who simply do not feel a
connection towards specific pronouns, and it is our job, as a society, to respect them. Hence,
knowing these pronouns will help us strengthens one’s identity. On this lesson, we will take a
closer look on reflexive and intensive pronoun.
 P a g e | 37

IV. Discussion
Reflexive Pronouns
Reflexive sounds like reflection, the image in the mirror that bounces back at you.
A reflexive pronoun tells us that whoever performs the action in a sentence is also the one on
the receiving end of that action. In other words, the reflexive pronoun reflects back to the
subject. A reflexive pronoun can be used as the direct object, indirect object, or object of a
preposition in a sentence.
Intensive Pronoun
Intensive pronouns often appear as appositives after nouns or other pronouns. It has the
same forms as reflexive pronouns: myself, ourselves, yourself, yourselves, himself, herself,
itself, oneself, and themselves. Unlike reflexive pronouns, intensive pronouns are not essential
to the basic meaning of a sentence.
Intensive is like intense. Something intense is very strong. An intensive
pronoun emphasizes a preceding noun, which is often (but not always) the noun immediately
before the pronoun. Intensive pronouns look exactly the same as reflexive pronouns, but they
are only used for emphasis.
Because intensive pronouns are used only for emphasis, they can be removed from a
sentence without affecting its meaning. The same is not true of reflexive pronouns, which do
cause a change in meaning when removed from a sentence.

Look at the following comparison to understand the difference.

Reflexive Intensive

The queen bought herself a dog. The queen bought the dog herself.

The queen bought something for herself. The intensive pronoun herself merely
She is both completing and receiving the emphasizes the fact that the queen (not
action in the sentence. someone else) was the one who bought the
dog.
The queen still bought the dog regardless of
Did the queen buy the dog for herself, or
whether the intensive pronoun is in the
did she buy it for someone else? Without
sentence or not.
the reflexive pronoun, there's no way to
know for sure.
 P a g e | 38

V. Practice
Direction. Choose the correct pronoun to fill the blank in each sentence. Encircle the letter that
correspond your answer.
1. We built a garden shed by ______________.
q. myself c. ourselves
b. themselves d. himself

2. Jordan made _____________ a sandwich, complete with pickles.

a. ourselves c. themselves
b. yourself d. himself

3. I’m a little nervous about walking by _____________ after dark.

a. myself c. ourselves
b. themselves d. himself

4. The twins are growing up fast; they’re already walking by _____________.

a. myself c. ourselves
b. themselves d. himself
VI. Evaluation
Worksheet no. 8
Name: _____________________________ Date: ____________
Grade & Section: _____________________ Score: ___________

I. Title: Reflexive and Intensive Pronoun

II. Learning Competency: EN10G-Ia-27: Use reflexive and intensive pronouns
III. Direction: This worksheet is composed of the three sections – Starter, Reinforcer and
Challenger. Read and analyze each section carefully and comply the given tasks.
IV. Activities
A. Starter
 P a g e | 39

Fill in each blank with the appropriate reflexive or intensive pronoun.

1. Mother _______ is a victim of domestic violence.
2. I _________ would like to master the oral expression skill using the English language.
3. He treats __________ when he found out that he is on the honor roll for this semester.
4. The teachers of our school sacrifice __________ for the betterment of students.
5. Domestic violence ________ is something that we need to rebuke.

B. Reinforcer
Write sentences using the following compound personal pronouns. Be sure to write it as
reflective or intensive.
1. myself
Reflexive: ________________________________________________________
Intensive: ________________________________________________________

2. ourselves
Reflexive: ________________________________________________________
Intensive: ________________________________________________________

3. yourself
Reflexive: ________________________________________________________
Intensive: ________________________________________________________

4. itself
Reflexive: ________________________________________________________
Intensive: ________________________________________________________

5. themselves
Reflexive: ________________________________________________________
Intensive: ________________________________________________________
 P a g e | 40

C. Challenger
Write a paragraph about your mother or any woman figure that you admire in your life. Describe
her in your composition. Be able to use both reflexive and intensive pronouns in your
composition. Be guided with the criteria given below.

Scoring Rubrics
Content 10 pts
Mechanics (spelling, grammar, punctuation) 5 pts
Organization of ideas and thoughts 5 pts

I. Title of the lesson

Modal Verbs

II. Competency
EN10G-Ig-3.6: Use modals

III. Introduction
  Modal verbs help when speaking about ability, making requests and offers, asking
permission, and more. The modal verbs in English differ from other verbs, because they are not
used separately, and do not indicate a specific action or state, they just reflect its modality, the
attitude of the speaker to the action.
 P a g e | 41

IV. Discussion
Modals, also called modal verbs, modal auxiliary verbs, modal auxiliaries, are special
verbs that behave irregularly in English. They are different from normal verbs like "work, play,
visit..." They give additional information about the function of the main verb that follows it. They
have a great variety of communicative functions.

Here are some characteristics of modal verbs:

 They never change their form. You can't add "s", "ed", "ing"...
 They are always followed by an infinitive without "to" (e.i. the bare infinitive.)
 They are used to indicate modality allow speakers to express certainty, possibility,
willingness, obligation, necessity, ability

List of modal verbs

Must – to have to, or to be highly likely. Must can be used to express 100% certainty, a
logical deduction or prohibition depending on the context.

 It must be hard to work 60-hours a week. (probable)

 You must listen to the professor during the lecture. (necessity)
 She must not be late for her appointment. (necessity)
 It must not be very hard to do. (probable)

Can – to be able to, to be allowed to, or possible. Can is a very common modal verb in
English. It’s used to express ability, permission and possibility.

 It can be done. (possible)

 She can sleepover at Sara’s house this weekend. (allowed to)
 The car can drive cross country. (able to)
 It cannot be done. (impossible)

Could –to be able to, to be allowed to, or possible. Could is used when talking about an ability
in the past or for a more polite way to ask permission.

 Mark could show up to work today. (possible)

 Could I come with you? (allowed to)
 When I was in college I could stay up all night without consequence. (able to)
 Mark could not come to work today. (possible/allowed)
 Last night I could not keep my eyes open. (able to)

May – to be allowed to, it is possible or probable

 May I sit down here? (allowed to)

 I may have to cancel my plans for Saturday night. (possible/probable)
 She may not arrive on time due to traffic. (possible)
 P a g e | 42

Might – to be allowed to, possible or probable. Might is used when discussing something
that has a slight possibility of happening, or to ask for permission in a more polite way.

 Chris might show up to the concert tonight. (possible/probable)

 Might I borrow your computer? (Many people don’t say this in American English,
instead they would say Can I borrow your computer? Or May I borrow your
computer?)

Need – necessary

 Need I say more? (necessary)

 You need not visit him today. (not necessary)

Should – to ask what is the correct thing to do, to suggest an action or to be
probable. Should usually implies advice, a logical deduction or a so-so obligation.

 Should I come with her to the dentist? (permission)

 Joe should know better. (advice/ability)
 It should be a very quick drive to the beach today. (possibility)
 Margaret should not jump to conclusions. (advice)

Had better – to suggest an action or to show necessity

Modal Verb Expressing Example

Strong obligation You must stop when the traffic lights turn
red.
must
logical conclusion / Certainty He must be very tired. He's been working all
day long.
must not prohibition You must not smoke in the hospital.
ability I can swim.
can permission Can I use your phone please?
possibility Smoking can cause cancer.
ability in the past When I was younger I could run fast.
could polite permission Excuse me, could I just say something?
possibility It could rain tomorrow!
permission May I use your phone please?
may
possibility, probability It may rain tomorrow!
polite permission Might I suggest an idea?
might
possibility, probability I might go on holiday to Australia next year.
 P a g e | 43

lack of necessity/absence of I need not buy tomatoes. There are plenty of

need not
obligation tomatoes in the fridge.
50 % obligation I should / ought to see a doctor. I have a
terrible headache.
should/ought
advice You should / ought to revise your lessons
to
logical conclusion He should / ought to be very tired. He's been
working all day long.
had better advice You 'd better revise your lessons

V. Practice
Direction. Fill in the blanks using the appropriate modal verbs.

1. There are plenty of chocolate in the fridge. You __________ buy any.

2. It's a hospital. You ___________ smoke.
3. He had been working for more than 11 hours. He __________ be tired after such hard work.
4. I _________ speak English fluently when I was a child and we lived in London.
5. The teacher said we ____________ read this book for our own pleasure, as it is optional.
6. you stand on your head for more than a minute? 
7. If you want to learn to speak English fluently, you ____________ to work hard.
8. Take an umbrella. It ___________ rain later.

VI. Evaluation
Worksheet no. 9
Name: _____________________________ Date: ____________
Grade & Section: _____________________ Score: ___________

I. Title: Modal Verbs

II. Learning Competency: EN10G-Ig-3.6: Use modals
III. Direction: This worksheet is composed of the three sections – Starter, Reinforcer and
Challenger. Read and analyze each section carefully and comply the given tasks.
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IV. Activities
A. Starter
Encircle the letter of the appropriate verb to complete the thought of the sentence.
1. She _____ be of help to your homework in Mathematics.
q. may c. must
b. should d. will

2. Rico ______ want to change the color of his skin since he is always teased for his dark
complexion.
q. might c. may
b. should d. will

3. It ________ be as easy as you think it is.

q. can’t c. might not
b. couldn’t d. may not

4. You ______ be proud of your race. Filipinos are known far and wide because of their talents
and skills.
q. may c. must
b. shall d. might

5. For the past few days, people are worrying about the virus called covid-19. Despite of this, we
_______ pray and believe in God.
q. may c. must
b. should d. will

B. Reinforcer
Choose the correct form of the modal verb use in the following sentences. Underline your
answer from the given options in the parentheses.
1. You (must, should) stop when the traffic light turns red.
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2. You (should, shall) wake up early tomorrow. It’s your first day of school.
3. I hope (can, will) find the cinema room easily.
4. We couldn’t find the room key so we (had to, should) stay outside until mom arrives.
5. (Can, May) turn on the lights in our lounge?

C. Challenger
Any dream that you have is possible for as long as you put your complete faith on it. Write at
least 5 dreams that you would like to achieve 10 years from now. Use the modals of possibility
in your enumeration.
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________

SUMMATIVE ASSESSMENT

I. Identify whether the sentence is true or false. Write T if it is correct and if false, change the
underlined word to make it correct.
________1. An extemporaneous speech is also called a prepared speech.
________2. Impromptu speech is delivered with outline
________3. Impromptu speech is given on the spot with no preparation.
________4. Speaker should maintain good eye contact with the audience when delivering the
speech.
________5. Speak at speaker’s level especially when delivering in an open area.
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________6. Personification is used to give an abstract concept or element a human-like

characteristic.
________7. The sounds used in alliteration are typically vowels.
________8. Repetition is often used in poetry and for rhythm purposes as well.
________9. Imagery is a series of words or phrases that all (almost all) start with the same
sound.
_______10. Symbolism helps the reader to create a clear mental picture of the scene or object
being describe.

II. Identify the whether the compound personal pronoun used in each sentence is intensive or
reflexive.
________1. I myself will be responsible for this decision.
________2. Ted promised himself to work harder next semester.
________3. Shiela herself sees the box.
________4. They solve the problem themselves.
________5. Some animals protect themselves through camouflage.

III. Complete the thought of sentences using the appropriate modal verb. Write your answer on
the blank provided.
1. We ____ always put our right hand in our left chest whenever singing the Philippine
National Anthem.
2. I can hear you quite well. You _____ not shout.
3. It’s later than I thought, I _______ to go now.
4. You ______ be tired because you have worked hard today.
5. ______ speak English language fluently?

IV. Encircle the letter of that corresponds to your answer in each item.
1. Teri explains that Wally is a giant worm that has slept beneath Tokyo for decade, his
eyes and brain slowly atrophying. What does atrophying means?
a. Improving c. Worsening
b. Getting sharp d. Dying
2. Risa’s personality is obscure, I think she keeps a lot of secrets. Obscure means
____________.
a. Mysterious c. Loner
b. Introvert d. Dark
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3. The country is in danger of attacks from barbarians. What does barbarians implies?
a. Citizens c. Savages
b. Merchants d. Influencer
4. “A host of golden daffodils; beside the lake, beneath the trees, fluttering and dancing
in the breeze” Which type of literary device is this?
a. Personification c. Repetition
b. Symbolism d. Imagery
5. _______________ is a word or phrase written in multiple times for emphasis and is
often used in poetry and rhythm as well.
a. Personification c. Repetition
b. Symbolism d. Imagery
6. It involves taking a look at all the parts of a text, multimedia clip, math problem, or
even a life experience, and simplifying to glean an overview of the information.
a. Generalizing c. Outlining
b. Concluding d. None of the above
7. “What a Wonderful World” is a song written by __________.
a. Niel Armstrong c. Louis Armstrong
b. Michael Jackson d. Apo Hiking
8. It is part of the argumentative essay in which the writer should grab the attention of
the reader or listener.
a. Conclusion c. Counterargument
b. Introduction d. Body
9. It is part of the argumentative essay in which the writer rephrases the thesis
statement, major points, call to attention or concluding remarks.
a. Conclusion c. Counterargument
b. Introduction d. Body
10. Argumentative essays should have a straightforward structure so they are easy for
readers to follow.
a. Absolutely true c. Relatively true
b. Absolutely false d. Relatively false

Answer Key

Test I
1. T
2. Extemporaneous
3. T
4. T
5. Audience
6. T
7. Consonants
8. T
9. Alliteration
10. T
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Test II
1. Intensive
2. Reflexive
3. Intensive
4. Intensive
5. Reflexive
6.
Test III
1. Must
2. Should
3. Have to
4. Must
5. Can

Test IV

1. D
2. A
3. C
4. D
5. C
6. A
7. C
8. B
9. A
10. A