English 9 1stq w1-8 Module (Whole)

Diocese of Bayombong Educational System (DBES)
Saint Vincent School

Maddela, Quirino
E-mail: svsmaddela@yahoo.com
SELF-PACED LEARNING MODULE

Subject: English 9
Teacher: JAY- ANN P. MALLARI
First Quarter
Name of Student: ______________________________ Year and Section: ______________

Week No: 1 Inclusive Dates: _______________
The learner demonstrates understanding of how Anglo-American

literature and other text types serve as means of enhancing the self;
also how to use processing, assessing, summarizing information,
Content Standard
word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate
actively in a speech choir.
The learner displays communicative competence through his/her
understanding of British-American Literature including Philippine
Performance Standard
Literature and other text types for a deeper appreciation of Philippine
culture and those of other countries.
Most Essential Learning
Trace the beginnings of English Literature in the Old English Period.
Competencies (MELCs)
21st Century Learning Skills Communication and Productivity
Core Values Operatively Engaged, Academically Excellent
MODULE 1: THE BEGINNINGS OF EARLY ENGLISH LITERATURE DURING THE OLD

ENGLISH PERIOD
Week 1 Learning Targets/ Specific Objectives Remarks Activity Score

Trace the beginnings of English Literature in the Old
Day 1
English Period.
Determine the qualities of a character in a full-length folk
Day 2
epic.
Day 3 Define and describe the use of Sensory Images
Day 4 Identify Sensory details used in the short story
Day 5 Write a poem using Sensory Images
TOTAL
REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Lapid, Serrano(n.d) English Communication Arts and Skills through Anglo-
American and Philippine Literatures, Phoenix Publishing House, Inc. pages 2-7.
B. Online: esl.fis.edu/grammar/multi/modal1.htm
CONTENT DISCUSSION/ PAGTALAKAY SA ARALIN: (For Self-Paced Learning) If you have

queries or questions regarding the content provided, please feel free to consult or message the subject
teacher through messenger, text, call, or video chat.)
Introductory message:
Hello dear students! Welcome to 9th grade. I hope your enthusiasm and excitement got more
ignited and challenged to our new mode of learning amidst this COVID-19 outbreak. In our English
class, we will focus on British-American Literature. In your 8 th grade, you were already exposed in
1
learning the Afro-Asian literature. In this subject, your prior knowledge in your previous English
classes will still be used for you to be able to cope with our subject. I hope you will enjoy our lessons!
God bless and let’s get into it!
DAY 1: THE BEGINNINGS OF ENGLISH LITERATURE: THE OLD ENGLISH PERIOD
Read and analyze the history of English Literature below:
-In Great Britain in 55B.C, Julius Caesar crossed the English Channel and found the land occupied
by a peace-loving, agricultural people called Celts. It was only in A.D 43 when the Romans
under Emperor Claudius actually conquered the island.
-In 449, waves of invasion from the European continent took place in the land. The invaders
belonged to various Germanic tribes inhabiting the shores of the Danish peninsula and the
southern tip of Scandinavia. These Teutonic tribes were the Jutes, Angles, and Saxons. Like other
Barbarians of northern Europe, they led semi-agricultural, seminomadic lives. The people were
divided into two social classes:
o Earl- they are the ruling class.
o Churl- they are the slaves and the captives.
-The social system was very simple. Justice was founded on the spirit of “an eye for an eye and a
tooth for a tooth” What does this mean? That if you kill a person, you should also be killed to
give justice to that person you have killed.
-The churl tilled the soil, hunted, and fished for his earl to whom his services were bound by a
special favor. He could attain the status of a freeman, but the freemen were few. The churls
outnumbered the earls and submerged multitude who toiled and lived and died in silence.
Who made a difference?

-Early in the history of England, another individual came into view- one who was to affect the life of
England. This individual was the priest, who was the bringer of this new world of knowledge and
culture. Christianity was established in Britain before A.D. 400. When the Romans left,
Christianity was kept alive by the zeal of Irish missionaries. In 597, Pope Gregory the Great sent
St. Augustine as a missionary to England.
Activity 1: Respond to the following questions regarding Early English Literature.

Rubrics: Relevance of Content-3; Organization- 2
1.How would you describe the people from the Early English Period with regard to how they were
civilized?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________.
2.What are the two social classes in England? Describe each in your own words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________.
3.Who made a difference in the life of English people? What did he do?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________.
Day 2: READING OF THE LITERARY TEXT
2
Did you know? There is only one full-length folk epic that has survived in English literature. This is the
Epic Beowulf. It is the best example of warrior literature. Its author is unknown. Here is one episode
based on the epic.
The Story of Beowulf- A Summary
At a time when the Spear-Danes were without a king, a ship came sailing into the harbor. It was
filled with treasures and weapons of war; and in the midst of these warlike things was a baby sleeping.
The ship came of itself bringing the child whose name was Scyld.
Scyld grew and became a mighty warrior and led the Spear-Danes for many years as their king.
He had a son named Beowulf, who became a great warrior and king.
Our story begins with Hrothgar, king of the Danes a descendant of Scyld. Hrothgar, in his old
age, built a splendid hall where his thanes (noble followers) gathered nightly to fest and listen to the
songs of the gleemen (minstrels). This hall was called Heorot.
One night, as all were sleeping, a frightful monster, Grendel, broke into the hall, killing and
carrying away with him thirty of the sleeping warriors to devour them in his lair in the sea. Nightly the
visit was repeated and fear and death came over Heorot. The warriors tried to fight the monster, but no
weapon could harm it. This situation continued for twelve years.
At last, the rumor about Grendel reached a young hero named Beowulf, whose uncle, King
Hyegeleac, ruled over the Geats. Beowulf was a man of immense strength and courage. When he heard
the story of Heorot, he decided to fight the monster and free the Danes, who were his father’s friends.
With fourteen companions, he crossed the sea to liberate the Danes.
Beowulf was welcomed in Heorot with feasting and storytelling. But when night fell, the fear of
Grendel fell upon the Danes, and all left the hall after King Hrothgar had warned Beowulf about the
frightful danger of sleeping in the hall. Beowulf expressed his intention of remaining in the hall with his
men, proudly saying that since weapons had no effect upon Grendel, he would fight the monster with his
bare hands. His men stayed with him to spend the night in Heorot.
At midnight, Grendel came bursting the door inwards, laughing at the thought of the feast of men
flesh before him. He seized one of Beowulf’s warriors, crushed his head, tore him limb to limb, and
swallowed him. Beowulf watched the monster approach the bench where he lay and as Grendel grabbed
and clutched the monster’s arm in a grip of steel. Terror struck the monster, and he tried to flee from
Beowulf’s clutch. Tables were overturned, benches were ripped from the walls; the whole building
rocked as the two struggled.
Outside, the Danes stood shivering and quaking at the uproar. In the monster’s attempts to get
away from Beowulf, the sinews of his arm snapped; a wide wound opened on his side, and the whole
arm was wrenched off at a shoulder. Grendel escaped to his sea home to die, shrieking and howling in
pain. Beowulf hung the monster’s arm on a beam on the roof. The Danes came and everyone rejoiced in
Beowulf’s victory.
That night a great feast was held to honor Beowulf, and the Danes once more slept in Heorot.
But the mother of Grendel, an equally horrible monster, came and again, like her son, carried off
Hrothgar’s men. The old scenes of sorrow were renewed in the morning, so Beowulf determined to kill
Grendel’s mother.
He followed the tracks of the monster across the fen to an inland sea and dove into the dull,
murky waters. Grendel’s mother rushed at him, crushing him down. She bit and clawed at him, but his
thick, strong armor saved him. On a wall of the cave, Beowulf caught sight of a magic sword. Snatching
it, Beowulf swung it at the monster and killed her. He saw her dead before him and as he cut off the
monster’s head, the magic sword melted in his hands.
The poem ends with Beowulf’s last adventure. Beowulf, now an old man, had reigned for fifty
years, greatly beloved by his people. One of his subjects had stumbled upon a great treasure guarded by
a dragon. The man had seen the treasures and had taken a beautiful vase away with him. That same night
the dragon, belching fire and smoke, descended upon a village and killed all the inhabitants. Again,
Beowulf went forth toc champion his people. In this fight with the dragon, Beowulf fought the fire-
breathing dragon, and although he slew the dragon, he swallowed some of the fire. He met his death
amidst the enormous treasures of the dragon. He was buried in sorrow and received signal honors from
his men.
Activity 2: With one to two sentences, answer the following questions below.
Rubrics: Relevance of Content-3; Organization- 2
1. After reading the story of Beowulf, how would you describe the people during those times?
3
2. Are these characteristics of the people equal to our characteristics as well?
3. Beowulf was a good leader. What qualities would you expect from a national leader like the
president?
4. What quality/ies of Beowulf should you follow as an ordinary citizen?
DAY 3: IDENTIFYING SENSORY DETAILS
In your Science subject, you have touched the different senses in your body. These are the sense
of sight, touch, hearing, taste, and smell. Now, did you know that you can also feel these senses as you
read over stories? or poems? or any reading material you read?
Activity 3:
Here is how you can be able to use your senses in reading:
1. Sense of touch- Give the difference between the texture of:
a. the hair of a dog and the fur of a cat; ____________________________________
b. the backbone of a cat to that of a dog; ___________________________________
c. sandpaper and a rough board; ______________________________________
d. an orange and an avocado; _________________________________________
e. the mouth and the eyes. _________________________________________
2. Sense of hearing- Give the word to describe the sound of the following:
a. the sound of water gently hitting a sandy shore _____________________________
b. the sound of ice in a glass of water when the glass is shaken and the ice hits the sides of the glass
______________________
c. the sound of a thirsty dog drinking _________________________________
d. the sound of rain on the roof ________________________________
e. the sound made by a hungry puupy _________________________
3. Sense of smell- Give the word to describe each:

a. the smell of freshly brewed coffee ____________________________________
b. the smell of wood smoke __________________________________
c. the smell of the earth after a sudden summer rain _______________________
d. the smell of decaying plantation __________________________________
e. the smell of sea breeze __________________________________
4. Sense of taste- Give the word to describe each

a. the taste of butter that is no longer fresh ___________________________________
b. the taste of a green mango __________________________________________
c. the taste of an olive________________________________________
d. the taste of pepper _______________________________________
e. the taste of an unripe avocado _______________________________
DAY 4: IDENTIFYING SENSORY IMAGES FROM THE STORY BEING READ.
Activity 4: Write lines from the story which depict the different senses being mentioned. For example, in
the sense of touch:
Beowulf grabbed and clutched the monster’s arm in a grip of steel.
4
In this example, it can be said that the grip of Beowulf to Grendel was very tight. Therefore Grendel
feels the tightness and pain of Beowulf’s grip.
Now, it’s your turn. Write examples of phrases or sentences that depict every sense in the table below:
Sense of Touch Sense of Sight Sense of Hearing Sense of Smell Sense of Taste
DAY 5: CONSTRUCTING A POEM USING SENSORY IMAGES

Activity 5: Write a poem “heroism” of at least 2-3 stanzas. Use sensory images in your poem.
Rubrics: Creativity- 5; Proper use of sensory images- 5
5
Maddela, Quirino

Subject: English 9
First Quarter


Content Standard
Express permission, obligation, and prohibition using modals.
MODULE 2: USING MODALS IN DIFFERENT EXPRESSIONS

Define modals and identify its function in constructing
Day 1
sentences.
Distinguish the function of modals in expressing
Day 2
permission, obligation ability, necessity, and uncertainty.
Day 3-4 Engage in real-life transactions using modals.
TOTAL
C. Printed: Lapid, Serrano(n.d) English Communication Arts and Skills through Anglo-
American and Philippine Literatures, Phoenix Publishing House, Inc. pages 139-140
D. Online: esl.fis.edu/grammar/multi/modal1.htm
E. Offline:

Introductory message:
Hello dear students! Welcome to 9th grade. I hope your enthusiasm and excitement got more
ignited and challenged to our new mode of learning amidst this COVID-19 outbreak. In our English
class, we will focus on British-American Literature. In your 8 th grade, you were already exposed in
learning the Afro-Asian literature. In this subject, your prior knowledge in your previous English
classes will still be used for you to be able to cope with our subject. I hope you will enjoy our lessons!
God bless and let’s get into it!
6
DAY 1: USING MODALS IN DIFFERENT EXPRESSIONS
Whenever you speak to other people, there is always that word which we call “politeness.” We
Filipinos have that kind of attribute in which we are proud of.
In certain instances, we apply these attributes in different social situations:
a. In a classroom setting, you wanted to go out to attend to your personal necessities, what would
you say?
- Ma’am may I go out? I have to go to the comfort room.
b. When you are asking for a favor, for instance you wanted the door closed, you would say to your
classmate:
- Would you not mind if I let you close the door?
We Filipinos are strong enough to carry out tasks in life. We are strong
hearted and we hardly give up. There too are expressions we use in expressing our abilities:
a. While we are facing this current pandemic, we are very hopeful that this will soon end. We
usually hear others say:
- We can do this if we help each other.
- We believe that scientists could find a vaccine the soonest possible.
At certain points, we are also discouraged. Sometimes we lose hope from the many challenges
that strike us. These expressions are just some of what we hear from others or from ourselves:
- I may not pass in the exams.
- This current crisis that we are facing might take for so long.
We Filipinos also have responsibilities in life. There are things that we necessarily do in order to
survive, to achieve a goal, or to simply accomplish something. Here are some expressions that express
necessities.
- I must abide with the health protocols so that I will be away from the disease.
- Filipinos should be optimistic of things to lessen the burden of the government.
- I shall make ways to help my parents especially in this time of crisis.
Discussion Proper:
Class, what have you observed from the above sentences and expressions? What do you think is
the relevance of those highlighted words? Do they help in building the meaning of each sentence? These
words are what we call modals. You are already familiar with modals since you already have learned
these when you were in Grades 7 and 8.
Modal Defined:
A modal is a auxiliary or a helping verb that helps the main verb express an obligation, a
permission, an ability, an uncertainty, necessity, and prohibition. Common modals are: can, could, may,
might, must, ought, shall, should, will, and would.
Note: Modals usually come before the main verb. E.g: must come, should avoid, can join, might resist,
etc.
Modals add spice to your verbs. Without modals, you cannot tell the purpose of your statement.
Take this for example:
Sentence 1: My father stops drinking liquor.
Sentence 2: My father should stop drinking liquor.
In sentence 1, the speaker simply tells that her father stops drinking liquor, but it can still be
possible that her father would go back to drinking again. However, in sentence 2, the verb “should”
indicates a strong necessity that her father should really stop drinking liquor. See the difference?
Now let us have these other examples of modals and their functions:
Modal Meaning Example

Can to express ability I can speak a little Russian.
Can to request permission Can I open the window?
may to express possibility I may be home late.
may to request permission May I sit down, please?
must to express obligation I must go now.
7
must to express strong belief She must be over 90 years old.
should to give advice You should stop smoking.
would to request or offer Would you like a cup of tea?
would in if- sentences If I were you, I would say sorry.
can’t to express prohibition You can’t go out tonight with your friends.
mustn’t to express prohibition You mustn’t smoke. It’s dangerous.
could to express possibility in the past You could have died when I didn’t save you.
could to express ability in the past Before, I could eat a two plates of rice.
might to express possibility and I might not pass the exam.
uncertainty
Q1: What do you think is the importance of modals in delivering meaning?
DAY 2: COMPLETING SENTENCES USING PROPER MODALS

Activity 1: Complete the following sentences using appropriate modals.
1. I didn’t feel very well yesterday. I __________ eat anything.
a. cannot b. couldn’t c. mustn’t
2. You __________ look at me when I am talking to you.
a. could b. should c. would
3. I was using my pencil a minute ago. It __________ be here somewhere.
a. can b. could c. must d. would
4. You really __________ be late again.
a. must not b. could c. would d. will
5. If I were him, I __________ forgive her.
a. may b. could c. would d. can
6. I __________ be able to help you, but I’m not sure yet.
a. might b. would c. can d. must
7. As young as he is, he __________ already play the piano.
a. may b. can c. might d. should
8. Bags ____________ not be left unattended especially in public places.
a. must b. could c. can d. will
9. I really __________ try to get fit.
a. may b. must c. would d. could
10. Excuse me sir, __________ take a photograph with you?
a. should b. could c. may d. will
DAYS 3 AND 4: NEGOTIATING IN TRANSACTIONS USING MODALS.

Activity 2: In negotiating business with private and public agencies, one follows certain rules in the use
of verbal expressions and in behavior. Basic to these rules is the rule of politeness and courtesy.
Respond to the directions and questions below using MODALS. Answer in complete sentences and
underline the modals used.
The situation is that you are in school and you wanted to join a club. Let’s start!
(You wish to enter the club adviser’s office, what will you say?
________________________________________________________________________________
Club adviser: Please come in. Have a seat. So, what is your purpose for coming here today?
Me:
____________________________________________________________________________________
_________________________________________________________________________________
Club adviser: Oh alright that’s great! You said you are willing to join the group. May I know the things
that you can do in order to help our club?
8
Me:
____________________________________________________________________________________
_________________________________________________________________________________
Club Adviser: As a new member of the club, what traits or characteristics should you possess?
Me:
____________________________________________________________________________________
_________________________________________________________________________________
(While speaking with the club adviser, you suddenly felt like you needed to blow your nose. What will
you say for an excuse?)
____________________________________________________________________________________
_________________________________________________________________________________
Club Adviser: It seems that you really are very interested in our club. I hope to work with you very soon.
9
Maddela, Quirino

Subject: English 9
First Quarter


Content Standard
Use Conditionals in Expressing Arguments
MODULE 2: USING CONDITIONALS IN EXPRESSING ARGUMENTS

State situations when/where they ask for conditions from
Day 1 talking with others and analyze the different types of
conditionals.
Day 2-4 Communicate using conditionals.
TOTAL
B. Online: https://www.perfect-english-grammar.com/zero-conditional.html
C. Offline:

10
DAY 1: DEFINING CONDITIONALS
Introduction:
Hello class! Have you ever experienced talking to someone and asking for conditions? Have you
ever tried to make a dare to your parents, to your friends, or other people, in exchange for something?
Take these sample situations and you may relate to them if you ever have said/done these too. Put a
check on the situation if you have experienced it.
Situation 1:
Before classes start, you dared your mom that if you get high grades as high as line of nine (9),
she will buy you a new phone. ___
Situation 2:
You told your friends that you will only join them when they treat you a snack. ___
Situation 3:
You are not going to school unless your mom will add your allowance. ___
Situation 4:
You will only review your lessons if your teacher is looking at you. ___
Situation 5:
You will only take the tricycle if you are getting late. ___
What have you observed in the above situations? They are all about conditions right? That means
you will only do a thing or a favor from someone if there is an exchange. Don’t deny… You are also
making conditions. If not every day, then maybe sometimes.
Now in connection to our lesson for today, conditions can also be used when we are expressing
arguments. We need to be able to use conditionals to present possible scenarios. Typically, conditionals
are expressed using the if/when structure. The if/when clause gives the antecedent, while the remaining
clause is the consequence.
Before we proceed to the main lesson, let me explain to you what an antecedent is all about.
Take this sentence showing a pronoun-antecedent agreement for example:
If Maria is sick, she would go to the hospital.

Antecedent Pronoun
From the example above, the clause “If Maria is sick” has the noun “Maria,” and it functions as
the antecedent. Now, we cannot repeat “Maria” in the second clause, therefore, we place the pronoun
“she” instead of “Maria” to avoid repetition and to make your writing more organized.
Now let’s proceed to conditionals! There are different ways to express our ideas through
conditionals. The types of conditionals are as follows: (Analyze the following examples of each)
1. ZERO CONDITIONAL
We can make a zero conditional sentence with two present simple verbs (one in the 'if clause' and one in
the 'main clause. We use the format below:
 If + present simple …… present simple.
This conditional is used when the result will always happen. So, if water reaches 100 degrees, it always
boils. It's a fact. I'm talking in general, not about one particular situation. The result of the 'if clause' is
always the main clause.
The 'if' in this conditional can usually be replaced by 'when' without changing the meaning.
11
For example: If water reaches 100 degrees, it boils. (It is always true, there can't be a different result
sometimes). If I eat peanuts, I am sick. (This is true only for me, maybe, not for everyone, but it's still
true that I'm sick every time I eat peanuts)
Here are some more examples:

 If people eat too much, they get fat.
 If you touch a fire, you get burned.
 People die if they don't eat.
 You get water if you mix hydrogen and oxygen.
 Snakes bite if they are scared
 If babies are hungry, they cry
Activity 1: Make the Zero Conditional
For example: (not / rain / the flowers / die)
Answer: If it doesn’t rain, the flowers die.
1. (I / wake up late / I / be late for work)

_______________________________________________________________
2. (my husband / cook / he / burn the food)

_______________________________________________________________
3. (Julie / not wear a hat / she / get sunstroke)

_______________________________________________________________
4. (children / not eat well /they /not be healthy)

_______________________________________________________________
5. (You / mix water and electricity / you / get a shock)

_______________________________________________________________
6. (people / eat / too many sweets / they / get fat)

_______________________________________________________________
7. (you / smoke / you / get yellow fingers)

_______________________________________________________________
8. (children / play outside / they / not get overweight)

_______________________________________________________________
9. (you / heat ice / it / melt)

_______________________________________________________________
10. (I / speak to John / he / get annoyed)

_______________________________________________________________
12
Day 2: Using the First Conditional
1. The First Conditional
The first conditional has the present simple after 'if', then the future simple in the other clause:
 if + present simple, ... will + infinitive without to
It's used to talk about things which might happen in the future. Of course, we can't know what will
happen in the future, but this describes possible things, which could easily come true.
 If it rains, I won't go to the park.

 If I study today, I will go to the party tonight.
 If I have enough money, I will buy some new shoes.
 She will be late if the train is delayed. (reversed)
 She will miss the bus if she doesn't leave soon.(reversed)
 If I see her, I will tell her.
Let me clarify “infinitives without to.” Instead of saying “will to go,” we only say “will go” not
including the infinitive “to”
Activity 2: Put the verb into the correct first conditional form:
Example: If I __________ (go) to the mall, I _________ (buy) a pair of shoes.
Answer: If I go to the mall, I will buy a pair of shoes.
1. If I __________________ (go) out tonight, I __________________ (go) to the cinema.
2. If you__________________ (get) back late, I __________________ (be) angry.
3. If we __________________ (not / see) each other tomorrow, we __________________ (see) each

other next week.
4. If he __________________ (come), I __________________ (be) surprised.
5. If we __________________ (wait) here, we __________________ (be) late.
6. If we __________________ (go) on holiday this summer, we __________________ (go) to Spain.
7. If the weather __________________ (not / improve), we __________________ (not / have) a picnic.
8. If I __________________ (not / go) to bed early, I __________________ (be) tired tomorrow.
9. If we __________________ (eat) all this cake, we __________________ (feel) sick.
10. If you __________________ (not / want) to go out, I __________________ (cook) dinner at home.
13
Day 3: Using the Second Conditional
2. The Second Conditional
The second conditional uses the past simple after if, then 'would' and the infinitive:
 if + past simple, ...would + infinitive
(We can use 'were' instead of 'was' with 'I' and 'he/she/it'. This is mostly done in formal writing).
It has two uses.
First, we can use it to talk about things in the future that are probably not going to be true. Maybe I'm
imagining some dream for example.
 If I won the lottery, I would buy a big house.(I probably won't win the lottery)
 If I met the Queen of England, I would say hello.
 She would travel all over the world if she were rich.
 She would pass the exam if she ever studied.(She never studies, so this won't happen)
Second, we can use it to talk about something in the present which is impossible, because it's not true. Is
that clear? Have a look at the examples:
 If I had his number, I would call him. (I don't have his number now, so it's impossible for me to
call him).
 If I were you, I wouldn't go out with that man.
Activity 3: Second Conditionals - put the verb into the correct tense:
Example: 1. She _________________ (be) happier if she _________________ (have) more friends.
Answer: She would be happier if she had more friends.
2. If she ______________ (have) more friends, she __________ (be) happy.
Answer: If she had more friends, she would be happy.
1. If I _________________ (be) you, I _________________ (get) a new job.
2. If he _________________ (be) younger, he _________________ (travel) more.
3. If we _________________ (not / be) friends, I _________________ (be) angry with you.
4. If I _________________ (have) enough money, I _________________ (buy) a big house.

5. If she _________________ (not / be) always so late, she _________________ (be) promoted.
6. If we _________________ (win) the lottery, we _________________ (travel) the world.
7. If you _________________ (have) a better job, we _________________ (be) able to buy a new car
8. If I _________________ (speak) perfect English, I _________________ (have) a good job.
9. If we _________________ (live) in Mexico, I _________________ (speak) Spanish.
10. If she _________________ (pass) the exam, she _________________ (be) able to enter university.
Day 4: Using the Third Conditional
14
3. The Third Conditional
We make the third conditional by using the past perfect after 'if' and then 'would have' and the past
participle in the second part of the sentence:
 if + past perfect, ...would + have + past participle
It talks about the past. It's used to describe a situation that didn't happen, and to imagine the result of this
situation.
 If she had studied, she would have passed the exam (but, really we know she didn't study and
so she didn't pass)
 If I hadn't eaten so much, I wouldn't have felt sick (but I did eat a lot, and so I did feel sick).
 If we had taken a taxi, we wouldn't have missed the plane
 She wouldn't have been tired if she had gone to bed earlier
 She would have become a teacher if she had gone to university
 He would have been on time for the interview if he had left the house at nine
Activity 4: Put in the correct third conditional verb form:
Example: If I __________ (not/be) hit, I __________ (not/cry.)

Answer: If I had not been hit, I would not have cried.
1. If you ______________ (not / be) late, we ______________ (not / miss) the bus.
2. If she ______________ (study), she ______________ (pass) the exam.
3. If we ______________ (arrive) earlier, we ______________ (see) John.
4. If they ______________ (go) to bed early, they ______________ (not / wake) up late.
5. If he ______________ (become) a musician, he ______________ (record) a CD.
6. If she ______________ (go) to art school, she ______________ (become) a painter.
7. If I ______________ (be) born in a different country, I ______________ (learn) to speak a different

language.
8. If she ______________ (go) to university, she ______________ (study) French.
9. If we ______________ (not / go) to the party, we ______________ (not / meet) them.
10. If he ______________ (take) the job, he ______________ (not / go) travelling.
15
Maddela, Quirino

Subject: English 9
First Quarter


Content Standard
Use Conditionals in Expressing Arguments
MODULE 4: USING CONDITIONALS IN EXPRESSING ARGUMENTS

Day 1 Construct the zero, first, second, and third conditional.
Complete sentences with a clause in the correct
Day 2
conditional.
Day 3 Compose a song using conditionals.
Day 4- Writing a Memoir

TOTAL
https://www.perfect-english-grammar.com/support-files/first-second-third-
conditional-exercise.pdf
C. Offline:

Day 1: Constructing the zero, first, second, and third conditional

Here are additional exercises to hone your skills in using conditionals:
Activity 1: Complete the following sentences using the zero, first, second, and third conditionals.
16
1. (First conditional) If we __________________ (not / work) harder, we __________________ (not
pass) the exam.
2. (Third conditional) If the students __________________(not be) late for the exam, they
__________________(pass).
3. (Third conditional) If the weather __________________(not be) so cold, we

__________________(go) to the beach.
4. (Second conditional) If she __________________ (have) her laptop with her, she
__________________ (email) me.
5. (First conditional) If she __________________ (not go) to the meeting, I __________________ (not
go) either.
6. (Third conditional) If the baby __________________ (sleep) better last night, I __________________
(not be) so tired.
7. (First conditional) If the teacher __________________ (give) us lots of homework this weekend, I
__________________ (not be) happy.
8. (Second conditional) If Lucy __________________ (have) enough time, she __________________

(travel) more.
9. (First conditional) If the children __________________ (not eat) soon, they __________________
(be) grumpy.
10. (First conditional) If I __________________ (not go) to bed soon, I __________________ (be) tired
in the morning.
11. (Second conditional) If I __________________ (want) a new car, I __________________ (buy) one.
12. (Second conditional) If José __________________ (not speak) good French, he

__________________ (not move) to Paris.
13. (First conditional) If John __________________ (drink) too much coffee, he __________________
(get) ill.
14. (Third conditional) If we __________________ (tidy) our flat, we __________________(not lose)

our keys.
15. (Third conditional) If Luke __________________ (not send) flowers to his mother, she
__________________ (not be) happy.
16. (Second conditional) If the children __________________ (be) in bed, I __________________ (be
able to) have a bath.
17. (Second conditional) If you __________________ (not be) so stubborn, we __________________

(not have) so many arguments!
18. (Third conditional) If Julie __________________(not go) to Sweden, she __________________(go)

to Germany.
19. (First conditional) If she __________________ (go) to the library, she __________________ (study)
more.
20. (Third conditional) If we __________________ (not have) an argument, we __________________

(not be) late.
Day 2: Finishing sentences with a clause in the correct conditional
Activity 2: Finish the sentence by writing the consequence.
1. If it is sunny tomorrow _______________________________________________
17
2. If you sit in the sun too long __________________________________________
3. If I were you _______________________________________________________
4. If I were the Prime Minister ___________________________________________
5. If she had studied harder _____________________________________________
6. If I won the lottery __________________________________________________
7. If I hadn’t gone to bed so late _________________________________________
8. If I hadn’t come to London ___________________________________________
9. If you mix water and electricity ________________________________________
10. If she hadn’t stayed at home __________________________________________
11. If I go out tonight___________________________________________________
12. If I were on holiday today ____________________________________________
13. If I had listened to my mother _________________________________________
14. If I hadn’t eaten so much _____________________________________________
15. If it rains later ______________________________________________________
16. If I were British ____________________________________________________
17. If I were the opposite sex ____________________________________________
18. If I have enough money ______________________________________________
19. If you don’t wear a coat in the winter ___________________________________
20. If I weren’t studying English __________________________________________
Day 3: Composing a Song with Conditionals
18
Activity 3: Listen to the song, “If I were a Boy” and list out the conditionals used in the song.
Afterwards, compose a song that has at least 2-3 stanzas. Record your song into your phones and send
the file to the flash drive provided for you.
Rubrics: Creativity- 5, Proper use of Conditionals- 5
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________________________________
Day 4-5: Writing a Memoir
Memoir- is a kind of personal narrative of a person based on specific portion of a person’s life. A
public official may write a memoir on his or her term in office. A beauty queen may write a memoir on
her reign as the titleholder. A survivor of a calamity may write about his or her experience of being lost
at sea.
ACTIVITY: Think of a very specific and memorable moment in your school life. What grade level is
most vivid in your memory? Write an essay that relates this particular moment and how it contributes to
the person you are right now. Include modals in your writing. Think of a creative title for your work.
Criteria 5 4 3 2 1
Organizatio Ideas are Ideas are Ideas are not Ideas are not Ideas presented
n well- almost sufficient but logically are very far from
organized. sufficient but unity and presented the expected
Unity and unity and coherence are answers.
coherence coherence are evident
are evident
observed.
19
Maddela, Quirino

Subject: English 9
First Quarter

Content Standard The learner demonstrates communicative competence through

his/her understanding of British-American Literature including
Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
Performance Standard The learner shall be able to give an argument applying its
principles.
1. Use conditionals in expressing arguments
21st Century Learning Skills Critical Thinking and Information Literacy
Core Values Witnessing
MODULE 5: UNDERSTANDING ARGUMENTATION AND ITS FORMS

Week 5 Learning Targets/ Specific Objectives Remarks Score
Day 1 1. Distinguish the kinds of evidences used in an
argumentation
Day 2 1. Differentiate persuasion and conviction used in
argumentation
2. Come up with a written advertisement to persuade and
convince people to buy a chosen product
Day 3 1. Distinguish the common propaganda techniques
2. Determine the propaganda technique used in a given
scenario
Day 4 1. Identify the two most common brainwashing technique
2. Suggest ways on how to prevent someone to be
brainwashed
TOTAL
References:
A. Printed:
Lapid, M.G., & Serrano, J.B. (2018). Teachers Wraparound Edition, English
Communication Arts and Skills through Anglo-American and Philippine Literature 9.
Using conditionals in expressing arguments. Phoenix Publishing House. pp. 145-149
B. Online:
Understanding the kinds of evidences used in an argument. Retrieved from
http://www.phoenix.net/ph.9000/PDF2/web/index.php?data=ECAS_9_TRM23
Lumenwaymaker: English Composition 1. Argument: the basic principles. Retrieved
from https://courses.lumenlearning.com/wm-emhlishcomposition1/chapter/text-
introduction-to-argument/
Writing Explained. Convince vs. persuade: what’s the difference. Retrieved from
literaryterms-net.cdn.ampproject.org
Literary Terms. Propaganda. Retrieved from
https://www.britannica.com/topic/propaganda
20
Read/Write/Think. Argument, persuasion, or propaganda?. Retrieved from
www.readwritethink.org
Britannica. Brainwashing. Retrieved from
https://www.britannica.com/topic/brainwashing
Aurora Computer Studies. Brainwashing. Slideshare. Retrieved from
https://www.slideshare.net/mobile/auroracslk/brainwashing-what-why-how-and-
preventing
Day 1:
Topic: ARGUMENTATION: UNDERSTANDING ITS KINDS OF EVIDENCES
Argumentation is that form of discourse by means of which we try to persuade others about the
truth or falsify of a disputed matter. It may seem strange, but you use argumentation more often than you
realize. At home you may appeal to your parents now and then to reverse a decision they have made or
to increase your allowance. In that case you use argumentation. In chatting with your friends, you
probably have to defend your pet ideas; in class you have to maintain an opinion.
UNDERSATANDING THE KINDS OF EVIDENCES USED IN AN ARGUMENTATION

There are two kinds of evidence in an argument: direct evidence and indirect evidence or
circumstantial evidence.
Let’s see their difference in the table below:
INDIRECT OR CIRCUMSTANTIAL
DIRECT EVIDENCE
EVIDENCE
A witness testifies he saw the accused set fire to a A witness testifies he saw the accused sneakily
building. leaving the building just before the fire broke out.
A student who has consistently done poor work A student who has consistently done poor work
gets an excellent grade on an examination and gets an excellent grade on an examination, he is
another student saw him receiving and aid. presumed to have received some help.
When you use an evidence in your argument, be sure it comes from a reliable source. Possible
sources of evidence are newspapers, magazines, official documents, historical papers or statements made
by reliable public officials or private persons.
When you cite a person’s statement as evidence, make certain that the source is capable of giving
the evidence, that the person has a reputation for honesty and accuracy, and that he/she is not prejudiced.
Other forms of evidence are:
1. Argument from antecedent probability. We are prone to believe a statement if we accept a
reasonable cause for it. If you claim that the price of sugar is going to increase and you can cite
good reasons for your claim, then it is believable. This kind of argument is also known as
arguing from cause to effect.
2. Argument form analogy. When you claim that two things that differ from each other but
perform similar functions produce the same effect, you are arguing form analogy.
3. Arguing from example. This type of argument is based on the fact that what has been true under
identical or similar circumstances will be true of the present circumstances.
Activity 1:
Identify the type of evidence shown in the following scenarios. Write your answers on the
space provided before each item.
____________________ 1. You have seen in social media different testimonies of users that this
particular whitening lotion is effective so you ought to try it yourself.
____________________ 2. You saw your brother ate some of the cookies your mother baked for your
birthday party.
____________________ 3. You have tried to use two anti-dandruff shampoo which you seem to
observe that both of them are effective so you chose the cheaper one to save money.
____________________ 4. Your father tells you to take STEM to be your strand for Senior High School
but you refuse because your cousin tells you that it is a very challenging strand.
____________________ 5. Your teacher scolds you because the classroom was left unlocked. When
asked, you said it was John, whom you think was the last person to leave the classroom yesterday.
21
Day 2:
Topic: PERSUASION AND CONVICTION
Argumentation uses persuasion and conviction. While many use convince and persuade
interchangeably, there are distinctions in meaning.
WHEN TO USE CONVICTION

“You convince someone of something”
To convince someone of something is to present facts, logic, arguments, etc., that cause said
person to believe the truth of something. In other words, when you are convinced of something, you
“conquer” or “overcome” your previous beliefs.
For example, you might be convinced that fishing is fun. Or convinced that the sun is the center
of our solar system.
The key takeaway is that convincing is limited to the mind. Conviction appeals mainly to logical
reason; it seeks to move the mind.
Here are more examples:
- But it would take her three and a half months, five court hearings, three letters from
her landlord and a copy of her lease to convince the judge. – the New York Times
- A 40-year-old St. Louis woman isn’t dead, but she said she spent months trying to
convince credit reporting agencies that she’s alive. – Washington Post
- If you’re not convinced that the other side is trustworthy, you’re going to try to limit
their scope of action as much as possible. – The New Yorker
WHEN TO USE PERSUASION

“You persuade someone to do something”
As you can see, one persuades someone to do something, but one convinces someone of
something. I might persuade you to go skiing with me, but I convince you that it is a good idea.
Persuasion leads to action, while conviction stays in the mind of those convinced. It encourages
someone to act in accordance with the truths presented and accepted that truths.
It is also an important part of argumentation because conviction alone is likely to leave person
cold and unmoved. For example, a man may be convinced by an argument that smoking is cancer-
producing, but he may still not give up the habit of smoking unless he is persuaded.
Here are more examples:
- It wasn’t easy, but I persuaded him to do the right thing.
- I persuaded him to apply both colleges.
- The Senator persuaded the members or either party to side with him on the upcoming
vote.
Activity 2:
Online selling is now very rampant. Pretend that you are one (if not yet) and choose one
product to advertise. Come up with a written advertisement to persuade and convince your friends to
buy your product. Write five to ten sentences. Use the space below.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________
22
Day 3
Topic: PROPAGANDA
A common form of argumentation is propaganda. Propaganda presents only one side of a
proposition and is a sustained, organized attempt to make others accept a decision and act in accordance
with that decision. Business establishments make use of extensive propaganda in the form of
advertisements. Propaganda may be good or bad depending upon its aims. Propaganda is good if it is
based on truthful evidence, as in various drives for worthy civic or religious causes or if it aims to
promote drives for safe driving or cleanliness.
Propaganda is a way of dissemination of information – facts, arguments, rumors, half-truths or

lies – to influence public opinion. Propagandists have a specified goal or set of goals. To achieve these,
they deliberately select facts, arguments, and displays of symbols, and present them in ways they think
will have the most effect.
Example 1: The film Triumph of the Will is a work of Nazi propaganda. The film presents Hitler
and the other Nazi leaders as figures of boundless strength and honor, lifting the German nation to new
heights of prosperity. The negative aspects of Nazi rule are entirely ignored, and the film contains a
number of outright lies.
Example 2: Political art is always propagandistic in some way, even when it is beautiful and
admirable. For example, the street artist Banksy creates satirical propaganda for a pro-economic equality
and anti-racist platform. His pieces are visually striking and emotionally powerful, but they use
emotional appeals rather than logic, so it’s fair to call them propaganda.
COMMON PROPAGANDA TECHNIQUES

a. Raw Emotional Appeal
This by far is the most common propaganda technique – nearly all propaganda uses the
emotions in some way, especially emotions of fear, patriotism, anger, and pity. These
emotional appeals are not solely found in propaganda, but they are quite common.
b. Xenophobia
23
Xenophobia means “fear/hatred of outsiders,” and it covers a wide range of prejudices. A
patriotic ad campaign, for example, might depict foreigners as menacing, unclean, or
deceitful. This plays on people’s worst prejudices for political gain, and is one of the
most common propaganda techniques. Racism, sexism, homophobia, anti-Semitism, and
nativism (hatred of immigrants) are all different types of xenophobia.
c. Plain Folks
In “plain folks” propaganda, the speaker presents himself or herself as just a “regular
person”. For example, Sarah Palin is known for making folksy comments and adopting
the demeanor of an average working-class American, despite her vast wealth and
influence. Such appeals are not based in logic, and therefore they are useful for
propaganda.
d. Logical Fallacies
Sometimes, propaganda will appear to be logical, and this is when it gets dangerous.
When propaganda pretends to be logic, it’s dishonest and can easily lead people astray. A
logical fallacy is an error of reasoning that still looks OK on the surface, and many
propagandists will deliberately include such fallacies in order to fool the reader.
e. Name-calling/Ad Hominem Attack
An ad hominem attack is when you criticize the other person rather than criticizing his or
her arguments. In propaganda, this often involves simply calling the other person names.
Clearly, such arguments have no basic logic.
f. Appeals of Identity
These are arguments based on a group mentality. (e.g. “You’re an American, aren’t you?
Well, real Americans support lower taxes.”) lower taxes may or may not be a good idea –
that’s something to decide through a debate. But if one side simply claims that they
represent the whole group, excluding those who disagree, then the argument is no longer
focused on the real issue, and then we’ve gotten into propaganda theory
Activity 3:
Identify what propaganda technique is used in the following scenarios. Write your answers on
the space provided before each item.
_________________________ 1. The majority of people believe advertisers should spend more money
on billboards, so billboards are objectively the best form of advertisement.
_________________________ 2. An advertisement that uses a normal a normal person as a model to
persuade any normal and common people to buy the product.
_________________________ 3. When you pass a billboard on the street asking you to consider the
dangers of nuclear war, speaking to your fear for the future.
_________________________ 4. The early events drew a total 0f 20 men to whom the idea of a simple
lifestyle and a clear distinctiveness at a time of uncertainty in the lives of many.
_________________________ 5. During and after World War 1, there was some anti-German
sentiment.
_________________________ 6. Those who oppose budget cuts may be characterized fiscally
conservative politicians as “stingy”.
Day 4
Topic: BRAINWASHING
Brainwashing is a type of argument that uses coercion. Coercion is the use of force or the threat
of force. Brainwashing uses rigidly controlled persuasion and propaganda in a mixture of sound and
spurious/false arguments.
Brainwashing (also known as mind control, menticide, coercive persuasion, thought control,
thought reform, and re-education) is the concept that the human mind can be altered or controlled by
certain psychological techniques. It is said to reduce its subjects’ ability to think critically or
independently, to allow the introduction of new, unwanted thoughts and ideas into their minds, as well
as to change their attitudes, values and beliefs.
It is a systematic effort to persuade nonbelievers to accept a certain allegiance, command, or

doctrine. A colloquial term, it is more generally applied to any technique designed to manipulate human
thought or action against the desire, will, or knowledge of the individual. By controlling the physical and
24
social environment, an attempt is made to destroy loyalties to any unfavorable groups or individuals, to
demonstrate to the individual that his attitudes and patterns of thinking are incorrect and must be
changed, and to develop loyalty and unquestioning obedience to the ruling party.
The depth and permanence of changes in attitude and point of view depend on the personality of
the individual, degree of motivation to be reformed, and the degree to which the environment supports
the new frame of reference
BRAINWASHING STRATEGIES
a. Repetitive Suggestion
When an argument is repeated often, weak minded people tend to believe it
- Continuous propaganda in controlled mass media
- Showing the same advertisement excessively/repeatedly
b. The Big Lie Approach
When an argument is “Big”, weak minded people tend to believe it. The bigger the
argument, the easier to believe.
- Myths
Activity 4:
In your opinion, suggest three ways on how to prevent someone to be brainwashed. Use the
space below.
1. _____________________________________________________________________________
_________
2. _____________________________________________________________________________
_________
3. _____________________________________________________________________________
_________
Wrap up:
Activity 5:
Without realizing it, we experience the different forms of arguments presented above. From
your experience, give a situation in your life where you persuaded, convinced, propagandized, and
brainwashed someone. Share these experiences below. If you haven’t, give a scenario that you
witnessed.
1. PERSUADED
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__
2. CONVINCED
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__
3. PROPAGANDIZED
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
25
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__
4. BRAINWASHED
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________________
____________
26
Maddela, Quirino

Subject: English 9
First Quarter


Content Standard
Most Essential Learning Employ the appropriate communicative styles for various situations
Competencies (MELCs) (intimate, casual, conversational, consultative, frozen)
MODULE 6: EMPLOYING THE APPROPRIATE COMMUNICATIVE STYLES FOR

VARIOUS SITUATIONS

Discuss appropriate communicative styles for various
Day 1
situations.
Point out that different contexts call for a different
Day 2 communicative style, which is why it is important to learn
and understand this.
Critique different talk shows, radio broadcasts, movies,
Day 3-4 and other materials and identify words, expressions, and
jargons used in different communicative styles.
TOTAL
B. Online:
C. Offline:
Day 1: Determining different Communicative Styles
Motivation:
27
Have a nice day dear student! Before we start with the lesson for today, I want you to
respond/answer the following experiential survey below. Be honest. (You may answer the following
questions as if you are talking to me as your teacher.)
1. To whom did you talk to just a minute ago? Or an hour ago? What did you talk about? What
words do you remember from him/her? What words do you remember that you have spoken?
2. From whom did you ask for help previously? How did you say you need help? (Please translate it
in English)
3. How do you usually talk to elders? (Grandmother, Grandfather, Mother, Father, Aunt, Uncle)
List some expressions you usually say when talking to them.
4. Did you ever say “I love you” to your parents? to your brothers and sisters?
5. What kind of social gathering did you attend to (before COVID-19)? Have you talked to people?
6. How do you behave during masses? Do you talk much? Or listen to the message of the priest and
the pastor?
7. Would you interrupt a teacher while he/she is discussing? Why or why not?
8. Why should you not talk when someone is talking?
After having answered the following survey above, what came into your mind? Isn’t it that it is
all about how you communicate? List out what you know about communication below:
COMMUNICATION
Great! Communication is a way two or more people exchange ideas from one another. It has two ways:
a. Verbal Communication- this is speaking or conversing to other people by words of mouth and
by speaking to them.
28
b. Non-Verbal Communication- this is conversing to other people using sign languages and
symbols.
But, did you know that communication also has different styles in different situations? Let’s take
for example: How do you talk to your brother and sister? Is it the same to how you talk to your parents?
NO right? Because when you talk to your parents, you become more polite than when you talk to your
siblings.
Discussion Proper:
The way you communicate with others has an effect on how your message will be received by
your listener. Knowing what kind of communicative style to use in different situations will also help you
persuade or convince your listener, avoid conflicts and carry a conversation more confidently. Study the
following types of communication styles:
1. Intimate- This style of conversation is used between people who know each other well.
Sometimes, the speaker only uses a few words to be able to say his/her messages to the listener.
Non-verbal communication like facial expressions and gestures are used in the intimate
communicative style.
Examples:
Telling your loved ones that you love them.
Sharing your fears and problems with your parents or best friend.
2. Casual- It is an informal kind of communicative style that is often used with family and friends.
We use casual communication when we text, call, or chat with someone who is close to us. The
speech is not prepared ahead of time. In casual conversation, slang words and colloquialisms
may be used. Grammar is simplified in this type of communicative style.
Examples:
Wassup? (What’s up?)
Nope. (No)
Watcha doin’? (What are you doing?)
3. Consultative- Polite words are used in the consultative communicative style. We use the
standard rules of grammar when speaking in consultative communicative style. This is often
characterized by the speaker giving background information about the topic as the listener
participates in the conversation and gives feedback about it.
- This kind of conversation will apply when you transact in formal transactions, when you ask
something from an office, or when you ask clarifications from your teacher. Therefore, you
need to be polite.
4. Frozen- this does not talk about your chat box with your chat mate (char!)
- This communicative style is prepared beforehand. Often, there is almost no interaction; if
there is interaction, it is formulaic and symbolic.
Examples:
Mass
Wedding Ceremony
Remember when you are leading a prayer in front of your classmates? When you would
ask them to do the sign of the cross, everyone follows, and that is SYMBOLIC. When you
pray, not everybody talks but only you. Unless you recite a prayer that everyone knows.
Remember, in a FROZEN communication style, there is not much conversation.
Usually, you just become part of the activity, listen to instructions from authorities, and obey.
Day 2:
Activity 2:
A. Read and analyze the following situations and distinguish which communication style is being
used. Write your answer on the blank provided before each item. (intimate, casual, consultative,
frozen)
__________ 1. You join in singing the national anthem.

__________ 2. You talk to your family about your future plans.
29
__________ 3. You share secrets with your bestfriend.
__________ 4. You consult a doctor because you are sick.
__________ 5. You recite inside your classroom.
__________ 6. You throw a prank to a friend.
__________ 7. You convince your peers for a milktea after having a long day.
__________ 8. You cried on your bestfriend’s shoulder because you need someone to share your pain
with.
__________ 9. You listen to a speech from your Guest Speaker.
__________ 10. You visit the Registrar’s office to ask for important documents.
B. Distinguish the communicative style used in the following lines. Write your answer on the
blank provided before each item.
__________ 11. Excuse me, may I know where the registrar’s office is?
__________ 12. Mom, why was Dad fired out?
__________ 13. Nah! didn’t do the assignment either.
__________ 14. Turn left, and enter the second door to your right.
__________ 15. I need you to complete me.
Day 3:
Activity 3: Accomplish the following activities
3. A. Think of an intimate conversation that happened between you and your close ties. Write a sample
dialogue in the box below.
3.B. What do you think is the difference between the intimate and casual communication style?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
30
Day 4-5: Making a Script using the different Communicative Styles
Activity 5: Make a script where the intimate, casual, and consultative communicative styles are
observed.
Rubrics: Creativity- 2; Inclusion of Communicative Styles- 5; Organization of Content- 3
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
____________________________
31
Maddela, Quirino

Subject: English 9
First Quarter

Content Standard The learner demonstrates communicative competence through

his/her understanding of British-American Literature including
Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
Performance Standard The learner shall be able to use appropriate communicative style
in various situations.
Most Essential Learning Employ the appropriate communicative styles for various
Competencies (MELCs) situations (intimate, casual, consultative, formal, and frozen)
21st Century Learning Skills Communication and Social Skills
Core Values Academically Excellent, Operatively Engaged
MODULE 7: FORMAL COMMUNICATION STYLE, AND GOOD COMMUNICATION

SKILLS
Week 7 Learning Targets/ Specific Objectives Remarks Score
Day 1 Change statements in Natural English to Formal English.
Day 2 Determine the characteristics of a formal communication.
Day 3 Give the importance of good communication skill.
Day 4 Determine the communication skill applied in a communication
situation
TOTAL
References:
C. Printed:
Lapid, M.G., & Serrano, J.B. (2018). Teachers Wraparound Edition, English
Communication Arts and Skills through Anglo-American and Philippine Literature 9.
Giving the appropriate communicative styles for various situations. Phoenix
Publishing House. pp. 144-145
D. Online:
Elcomblus. Speech styles. Retrieved from https://elcomblus.com/speech-styles-
definition-types-and-examples/
Types of speech styles. Retrieved from
https://oralcom.wordpress.com/2016/10/14/types-of-speech-styles/
Speech styles. Retrieved from https://www.slideshare.net/djhoannaalmodiente/speech-
styles#:~:text=SPEECH%20STYLES%20are%20patterns%20of,intent%2C
%20participants%2C%20and%20grammatical%20structures
Wikijob. Communication skills. Retrieved from
https://www.wikijob.co.uk/content/interview-advice/competencies/communication
Day 1:
Topic: FORMAL
32
Formal speeches are straightforward speeches. In this speech style, the speaker avoids using
slang terminologies, what the speaker says is something that has been prepared beforehand, its complex
sentence and noun phrases are well structured, logically sequenced and strongly coherent.
It is used in speaking to medium to large groups though it may also be used in single hearers-
strangers, older persons, and professional. Speaker must frame whole sentences ahead before they are
delivered. It avoids using slang terminologies. The language is comparatively rigid and has a set, agreed
upon vocabulary that is well documented; is often of a standard variety.
It is called upon when speaking in formal settings no matter how participants are related to each
other.
Much of the language spoken in formal style depends on what the education system has taught
individuals as to be used in formal settings. It requires careful attention to producing well-formed
sentences and coherent, very logically-organized speech.
This type uses formal words and expressions and is mostly seen in writing rather than speaking.
It also disallows the use of ellipsis, contractions, and qualifying modal adverbials.
EXAMPLES: Announcements, SONA, welcome addresses, etc.
SLANG FORMAL
gonna got to
it’s it is
what’cha doin’? what are you doing?
y’all great! you are all great!
Activity 1:
Change the following statements in Natural English into Formal English.
EXAMPLE:
Natural English: This is me.
Formal English: This is I.
NATURAL ENGLISH FORMAL ENGLISH
1. Who did you get it from?
2. It’s me.
3. I’m gonna fetch you at 6.
4. I wanna be the one to make you happy.
5. I’ve already got the envelope.
Day 2
TOPIC: IMPORTANCE OF GOOD COMMUNICATION SKILL
The way you communicate with others has an effect on how your message will be received by
your listener. Knowing what kind of communicative style to use in different situations will also help you
persuade your listener, avoid conflict, and carry a conversation more confidently.
The way you communicate has a big impact on how you get on with people and get the things
you want. Good communication skills can help you avoid conflict and solve problems – they are also
important for making friends and having healthy relationships.
Being able to communicate effectively is perhaps the most important of all life skills. It is what
enables us to pass information to other people, and to understand what is said to us. You only have to
watch a baby listening intently to its mother and trying to repeat the sounds that she makes to understand
how fundamental is the urge to communicate.
Communication, at its simplest, is the act of transferring information from one place to another.
It may be vocally (using voice), written (using printed or digital media such as books, magazines,
33
websites or emails), visually (using logos, maps, charts or graphs) or non-verbally (using body language,
gestures and the tone and pitch of voice). In practice, it is often a combination of several of these.
Communication skills may take a lifetime to master—if indeed anyone can ever claim to have
mastered them. There are, however, many things that you can do fairly easily to improve your
communication skills and ensure that you are able to transmit and receive information effectively. The
ability to communicate information accurately, clearly and as intended, is a vital life skill and something
that should not be overlooked.
Activity 3: SHORT-RESPONSE
In your opinion, what is the importance of good communication skills?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________
Activity 3:
What do you think is the difference of intimate and casual communication style? Answer
briefly and meaningfully.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________________
___________
Day 3
Topic: THE TOP 10 COMMUNICATION SKILLS
1. Emotional Intelligence
Emotional intelligence is the ability to understand and manage your emotions so as to
communicate effectively, avoid stress, overcome challenges and empathize with others. It’s a skill which
is learned over time rather than obtained.
There are four main strands to emotional intelligence: self-awareness, self-management, social
awareness and relationship management.
Each of these strands is important in its own way and allows you to communicate confidently
with a variety of people.
2. Cohesion and Clarity

Good communication is much more than saying the right thing; it is about communicating
messages clearly and concisely.
Before you start a conversation, type an email or begin a discussion, have in mind what the
purpose of the communication is and what information you hope to obtain as a result.
Lack of clarity and cohesion can result in poor decisions and confusion.
3. Friendliness
In any type of communication, make sure that you set the right tone. A friendly tone will
encourage others to communicate with you.
Always try to personalize messages, particularly when working with partners or fellow
colleagues.
Wishing the recipient, a good weekend, for example, is a great way to personalize your message.
4. Confidence
34
In all interactions, confidence (but not over-confidence) is crucial. Demonstrating confidence
will give customers faith in your abilities to deliver what they need, and that you will follow through
with what you have promised.
Conveying confidence can be something as simple as maintaining eye contact during a
conversation, or using a firm but friendly tone when speaking with people over the phone.
Be careful not to come across as aggressive, since this will have the opposite effect of what you
are hoping to achieve.
5. Empathy
Within a busy work environment, everyone will have their own ideas about how things should be
done. Even if you have disagreements with your colleagues or partners, their point of view should be
considered and respected.
Empathy is also beneficial when speaking with customers in certain types of customer-facing
role.
The goal here is to understand where the other person is coming from – and respect their views
even if they are very different from your own.
6. Respect
Empathy leads into the next communication skill, respect.
If you respect the ideas and opinions of others, they will be more likely to communicate with
you. Active listening or simply using the name of the person you are speaking to can both be effective.
Make sure that when you type emails, you don’t sound insincere or write in a way that is
insincere.
7. Listening
Good communication is all about listening effectively. Take the time to listen to what the other
person is saying and practice active listening.
Pay attention to what the other person is saying, ask questions and clarify points, and rephrase
what they have said so that you know you have understood correctly.
8. Open-Mindedness
Try to enter into communications without having an agenda.
Strong communications require an open mind and a commitment to understanding other people’s
points of view. If you disagree with the people you are speaking to, try to reach a middle ground that
benefits all parties.
Approaching a discussion with an open mind is more likely to result in a successful outcome.
9. Tone of Voice
The tone of your voice can set the whole mood of the conversation. If you start the discussion in
an aggressive or unhelpful manner, the recipient will be more inclined to respond in a similar way.
The tone of your voice will include the level of emotion that you use, the volume you use and the
level of communication you choose.
The same sentence can have a very different meaning depending on which words are emphasized
and the tone of your voice.
In a customer complaint scenario, for example, your tone of voice should be as calm as possible,
since an unfriendly tone of voice will only serve to worsen the situation.
10. Asking Good Questions

Good questions can help conversations flow and improve the outcome.
During a conversation, always aim to ask open-ended questions. These are questions with
prompts which encourage the recipient to speak about certain points and they require more detailed
responses.
If you need further information still, you can use probing questions which request even more
information from the recipient such as ‘Tell me the process of…”
During the conversation include a mixture of questions including clarification, ‘what if’
scenarios and open-ended questions to make sure that you achieve what you set out to do at the
beginning of the call or conversation.
It is likely that you will need to show evidence of your own communication skills during a
competency-based interview. Questions you may be asked include:
Activity 4:
35
Determine whether the following communication situations employ good communication skill.
Shade the circle if it employs good communication skill. Then briefly explain what makes each
communication situation good or not.
1. __________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
________________________________
2. __________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
________________________________
3. __________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
________________________________
Day 4: Accomplish the following table below.
Wrap up:
Activity 5:
Share an experience of yours where you have gotten involved in a formal setting. Then,
identify which communication skills you observed in that experience.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
36
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________________________________________
37
Maddela, Quirino

Subject: English 9
First Quarter


Content Standard
Appreciating Drama
MODULE 8: APPRECIATING DRAMA

Trace the development of England during the Renaissance
Day 1
Era.
Recognize Shakespeare as one of the most notable poets
Day 2
an playwrights during the Renaissance period.
Read and reflect to Shakespeare’s masterpiece, “Romeo
Day 3
and Juliet.”
Day 4-5 Seek the relevance of the drama to personal life.
TOTAL
C. Offline:

38
Day 1-2: Tracing the development of England during the Renaissance Era
Before the Renaissance era, was the Old English era. Do you still remember the characteristics of
the people during the Old English period? Well, let’s find out how they have changed today.
The Middle Ages came to an end in England and a brave new world took its place. The
characteristics of this new world can be packed in one word and that is EXPANSION. The world was
expanding:
- Geographically- their lands get much wider and wider as well as their territories;
- Politically- they already have a much better way of governance;
- Economically- their economic status was developed; businesses grew, etc.
- Socially- they are more civilized;
Education, religion, literature, and art were also developed.
The New Poetry

The Renaissance produced the fullest and freshest lyrical outburst in the history of English
Literature. Poetry seemed to be the natural language of the people. Dramas were written in poetry; songs
and lyrics were interspersed in the dramatic framework.
The Drama
William Shakespeare
The temper of the age was not only lyrical but also highly dramatic. Consequently, the flower of
the English Renaissance is, by general consent, a dramatist:
William Shakespeare(1564-1616) was both a poet and a playwright, but his greatest work was in
the field of the drama and finest lyrics are those that adorn his plays. It is said that Shakespeare’s did not
really write plays. HIS POEMS ALONE GIVES HIM A COMMANDING PLACE IN ENGLISH
LITERATURE.
Day 3: “Romeo and Juliet” – Shakespeare’s Masterpiece
Romeo and Juliet- A Summary
The play is set in Verona, Italy, where a feud has broken out between the families of the
Montagues and the Capulets. Romeo, a Montague, has fallen in love with Juliet Capulet. Juliet finds out
who Romeo is and laments the fact that she is in love with her family’s enemy. She wishes Romeo could
hide his name and marry her, but Juliet is obligated to marry another man named Paris. Juliet then goes
to Friar Laurence, her confidant, who gives her a potion that will make her seem dead for at least two
days. She takes the potion and drinks it that night. The next morning, the day Juliet is supposed to marry
Paris, her nurse finds her “dead” in bed. Romeo’s servant arrives and tells his master that Juliet is dead
and buried. Romeo hurries back to Verona. Seeing Juliet dead within the tomb, Romeo drinks some
poison he has purchased and dies kissing her.
Friar Laurence arrives just as Juliet wakes up within the bloody vault. He tries to get her to come
out, but when she sees Romeo dead beside her, Juliet takes his dagger and kills herself with it. The rest
of the town starts to arrive, including the Capulets and Montagues. Friar Laurence tells the whole story.
The two family patriarchs agree to become friends. Each family erects a golden statue of the other’s
child.
Romeo and Juliet

ACT 2, SCENE 2
SCENE II. CAPULET’S ORCHARD
(Enter Romeo)
Romeo: She jests at scars that never felt a wound.

(Juliet appears above at a window)
But soft! what light through yonder window breaks?
It is the east, and Juliet is the sun.
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief,
39
That thou her maid art far more fair than she:
Be not her maid, since she is envious;
Her vestal livery is but sick and green
And none but fools do wear it; cast it off.
It is my lady, Oh it is my love!
O, that she knew she were!
She speaks yet she says nothing: what of that?
Her eye discourses; I will answer it.
I am too bold, ‘tis not to me she speaks;
Two of the fairest stars in all the heaven,
Having some business, do entreat her eyes
To twinkle in their spheres till they return.
What if her eyes were there they in her head
The brightness of her cheek would shame those stars,
As daylight doth a lamp; her eyes in heaven
Would through the airy region stream so bright
That birds would sing and think it were not night.
See, how she leans her cheek upon her hand!
O, that I were a glove upon that hand,
That I might touch that cheek!
Juliet: Ay me!
Romeo: She speaks:
Oh speak again, bright angel! for thou art
As glorious to this night, being o’er my head
As is a winged messenger of heaven
Unto the white-upturned wondering eyes
Of mortals that fall back to gaze on him
When he bestrides the lazy pacing clouds
And sails upon the bosom of the air
Juliet: Oh Romeo, Romeo, wherefore art thou Romeo?

Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I’ll not longer be a Capulet.
Romeo: (Aside) Shall I hear more, or shall I speak at this?
Juliet: ‘tis but thy name that is my enemy;

thou art thyself, though not a Montague
What’s Montague? It is nor hand, nor foot, nor arm, nor face, nor any other part belonging to a man
O be some other name!
What’s in a name? that which we call a rose
By any other name would smell as sweet;
So Romeo would, were he not Romeo call’d,
Retain that dear perfection which he owes
Without that title
Romeo doff thy name,
And for that name which is no part of thee
Take all myself.
Romeo: (Shows himself)

I take thee at thy word;
Call me but love, and I’ll be new baptized
Henceforth, I will never be Romeo.
Days 4-5: Values; Life Connection

A.
1. Do you consider your family when choosing a partner? Does it matter to you whether your family will
approve of your partner or not? Or do you just pick someone without considering your family?
40
2. Romeo and Juliet come from two feuding families and cannot be together, even though they are in
love. Would you risk dishonoring your family and not ever seeing them again for the love of your lfe?
3. If you were Romeo/Juliet, and you were caught in a similar situation, how would you have handled or
solved the conflict to avoid a tragic ending?
B.
1. Imagine you are about to introduce your parents to your boyfriend’s or girlfriend’s parents. Give a
description of how you would make this meeting as pleasant as possible.
NOTED:
ANNABELLE G. TACADENA
HS Principal
41

English 9 1stq w1-8 Module (Whole)

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English 9 1stq w1-8 Module (Whole)

Uploaded by

Copyright:

Available Formats

Diocese of Bayombong Educational System (DBES)

Saint Vincent School

SELF-PACED LEARNING MODULE

Name of Student: ______________________________ Year and Section: ______________

The learner demonstrates understanding of how Anglo-American

MODULE 1: THE BEGINNINGS OF EARLY ENGLISH LITERATURE DURING THE OLD

Week 1 Learning Targets/ Specific Objectives Remarks Activity Score

CONTENT DISCUSSION/ PAGTALAKAY SA ARALIN: (For Self-Paced Learning) If you have

DAY 1: THE BEGINNINGS OF ENGLISH LITERATURE: THE OLD ENGLISH PERIOD

Read and analyze the history of English Literature below:

Who made a difference?

Activity 1: Respond to the following questions regarding Early English Literature.

Day 2: READING OF THE LITERARY TEXT

The Story of Beowulf- A Summary

4. What quality/ies of Beowulf should you follow as an ordinary citizen?

DAY 3: IDENTIFYING SENSORY DETAILS

3. Sense of smell- Give the word to describe each:

4. Sense of taste- Give the word to describe each

DAY 4: IDENTIFYING SENSORY IMAGES FROM THE STORY BEING READ.

DAY 5: CONSTRUCTING A POEM USING SENSORY IMAGES

SELF-PACED LEARNING MODULE

Name of Student: ______________________________ Year and Section: ______________

The learner demonstrates understanding of how Anglo-American

MODULE 2: USING MODALS IN DIFFERENT EXPRESSIONS

Week 2 Learning Targets/ Specific Objectives Remarks Activity Score

CONTENT DISCUSSION/ PAGTALAKAY SA ARALIN: (For Self-Paced Learning) If you have

Modal Meaning Example

Q1: What do you think is the importance of modals in delivering meaning?

DAY 2: COMPLETING SENTENCES USING PROPER MODALS

DAYS 3 AND 4: NEGOTIATING IN TRANSACTIONS USING MODALS.

SELF-PACED LEARNING MODULE

Name of Student: ______________________________ Year and Section: ______________

The learner demonstrates understanding of how Anglo-American

MODULE 2: USING CONDITIONALS IN EXPRESSING ARGUMENTS

Week 3 Learning Targets/ Specific Objectives Remarks Activity Score

CONTENT DISCUSSION/ PAGTALAKAY SA ARALIN: (For Self-Paced Learning) If you have

If Maria is sick, she would go to the hospital.

 If + present simple …… present simple.

Here are some more examples:

Activity 1: Make the Zero Conditional

For example: (not / rain / the flowers / die)

Answer: If it doesn’t rain, the flowers die.

1. (I / wake up late / I / be late for work)

2. (my husband / cook / he / burn the food)

3. (Julie / not wear a hat / she / get sunstroke)

4. (children / not eat well /they /not be healthy)

5. (You / mix water and electricity / you / get a shock)

6. (people / eat / too many sweets / they / get fat)

7. (you / smoke / you / get yellow fingers)

8. (children / play outside / they / not get overweight)

9. (you / heat ice / it / melt)

10. (I / speak to John / he / get annoyed)

1. The First Conditional

 if + present simple, ... will + infinitive without to

 If it rains, I won't go to the park.

Example: If I __________ (go) to the mall, I _________ (buy) a pair of shoes.

Answer: If I go to the mall, I will buy a pair of shoes.

1. If I __________________ (go) out tonight, I __________________ (go) to the cinema.

2. If you__________________ (get) back late, I __________________ (be) angry.

3. If we __________________ (not / see) each other tomorrow, we __________________ (see) each

4. If he __________________ (come), I __________________ (be) surprised.

5. If we __________________ (wait) here, we __________________ (be) late.

6. If we __________________ (go) on holiday this summer, we __________________ (go) to Spain.

Name of Student: ________________ Year and Section:

Name of Student: ________________ Year and Section:

Name of Student: ________________ Year and Section:

Example: If I __ (go) to the mall, I _ (buy) a pair of shoes.

1. If I (go) out tonight, I (go) to the cinema.

2. If you (get) back late, I (be) angry.

3. If we (not / see) each other tomorrow, we (see) each

4. If he (come), I (be) surprised.

5. If we (wait) here, we (be) late.

6. If we (go) on holiday this summer, we (go) to Spain.

7. If the weather (not / improve), we (not / have) a picnic.

8. If I (not / go) to bed early, I (be) tired tomorrow.

9. If we (eat) all this cake, we (feel) sick.

1. If I _ (be) you, I _ (get) a new job.

2. If he _ (be) younger, he _ (travel) more.

3. If we _ (not / be) friends, I _ (be) angry with you.

4. If I _ (have) enough money, I _ (buy) a big house.

6. If we _ (win) the lottery, we _ (travel) the world.

8. If I _ (speak) perfect English, I _ (have) a good job.

9. If we _ (live) in Mexico, I _ (speak) Spanish.

Example: If I (not/be) hit, I (not/cry.)

2. If she (study), she (pass) the exam.

3. If we (arrive) earlier, we (see) John.

5. If he (become) a musician, he (record) a CD.

6. If she (go) to art school, she (become) a painter.

7. If I (be) born in a different country, I (learn) to speak a different

8. If she (go) to university, she (study) French.

9. If we (not / go) to the party, we (not / meet) them.

10. If he (take) the job, he (not / go) travelling.

Name of Student: ________________ Year and Section:

8. (Second conditional) If Lucy (have) enough time, she

14. (Third conditional) If we (tidy) our flat, we (not lose)

17. (Second conditional) If you (not be) so stubborn, we

18. (Third conditional) If Julie (not go) to Sweden, she (go)

20. (Third conditional) If we (not have) an argument, we

Name of Student: ________________ Year and Section: