9

English
Quarter 1 – Module 2:
Conditionals in Expressing
Arguments
English– Grade 9
Alternative Delivery Mode
Quarter 1 – Module 2: Conditionals in Expressing Arguments
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Shimei Kin P. Ombreso- Tapanan
Editors: RamilR.Cubelo, PhD &Jojane N. Gelbolingo
Reviewers: Shiela C. Alemania
Illustrator: Ivory Joan M. Tambala &Kathrina O. Quizan
Layout Artist: Melanio R. Florino Jr.
Management Team: Reynaldo M. Guillena, CESO V
Basilio P. Mana-ay Jr., CESE
Emma A. Camporedondo, CESE
Alma D. Cifra, EdD
May Ann M. Jumuad, PhD
Aris B. Juanillo, PhD

Printed in the Philippines byDAVAO CITY DIVISION LEARNING RESOURCES

MANAGEMENT DEVELOPMENT SYSTEM (LRMDS)

Department of Education – RegionXI

Office Address: ElpidioQuirino Ave., Poblacion District, Davao City, 8000 Davao del Sur
Telefax: (082) 224-3724, (082) 222-1672
E-mail Address: davao.city@deped.gov.ph
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English
Quarter 1 – Module 2:
Conditionals in Expressing
Arguments
Introductory Message
For the facilitator:

Welcome to the English Grade 9Alternative Delivery Mode (ADM) about Conditionals
in Expressing Arguments.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

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

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

Notes to the Teacher

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

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

For the learner:

Welcome to the New Normal learning under the competency of Grade 9 Alternative
Delivery Mode (ADM) about Conditionals in Expressing Arguments.

This course is designed to present you to more activities, challenges and deeper
learning of the topic that will surely help you, students, to be guided more about
conditionals focusing on expressing arguments.

There will be several activities in this module that will explore you more about the
topic. You need to read and understand the concept discussed and do the activities
required. If you have already finished answering the module and still did not
understand the topic, do not hesitate to approach your teacher for assistance.

I hope you have wonderful time as you progress through the module and wish you
success as you start the journey.

Enjoy learning, everyone!

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This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

Great day to you dear learner! In this module you will learn the dynamically
colorful examples and meanings of the English language particularly conditionals
expressing arguments.

You may be able to use conditionals expressing arguments in oral

conversations and even in written outputs. May you find significant learning
experiences and joy from this module.

Let’s start the fun and learning now!

After going through this module, you are expected to:

1. Identify the structures of the Zero to Third type conditional in English;
2. Categorize the conditional sentences according to its type;
3. Give arguments to specific situations that will match the conditional state;
4. Sort and match the key vocabulary, clauses, structures and information in
short and simple texts in conditional sentences;
5. Write a short essay using conditional in expressing arguments.

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 What I Know

DIRECTIONS: Choose your best answer on the following arguments.

1. Which of the following statements is the converse of "If the moon is full, then
the vampires are prowling."?

a. If the vampires are prowling, then the moon is full.

b. If the moon is not full, then the vampires are prowling.
c. If the vampires are not prowling, then the moon is not full.

2. Which of the following statements is the inverse of "If you do not understand
geometry, then you do not know how to reason deductively."?

a. If you reason deductively, then you understand geometry.

b. If you understand geometry, then you reason deductively.
c. If you do not reason deductively, then you understand geometry.

3. Which of the following statements is the converse of "You cannot skateboard

if you do not have a sense of balance."?

a. If you cannot skateboard, then you do not have a sense of balance.

b. If you do not have a sense of balance, then you cannot skateboard.
c. If you skateboard, then you have a sense of balance.

4. Which of the following statements is the inverse of "If it rains, then I do not
go fishing."?

a. If I go fishing, then it does not rain.

b. If I do not go fishing, then it rains.
c. If it does not rain, then I go fishing.

5. Which of the following statements is the inverse of "Our pond floods

whenever there is a thunderstorm."?

a. If there is a thunderstorm, then our pond floods.

b. If we do not get a thunderstorm, then our pond does not flood.
c. If you pond does not flood, then we did not get a thunderstorm.

6. Given, "If I have a Siberian Husky, then I have a dog." Identify the converse.

a. If I do not have a Siberian Husky, then I do not have a dog.

b. If I have a dog, then I have a Siberian Husky.
c. If I do not have a dog, then I do not have a Siberian Husky. If I do not have
a Siberian Husky, then I have a dog.

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7. Given, "If I have a Siberian Husky, then I have a dog." Identify the inverse.

a. If I do not have a Siberian Husky, then I do not have a dog.

b. If I have a dog, then I have a Siberian Husky.
c. If I do not have a dog, then I do not have a Siberian Husky. If I do not
have a Siberian Husky, then I have a dog.

8. Given, "If I have a Siberian Husky, then I have a dog." Identify the contrapositive.

a. If I do not have a Siberian Husky, then I do not have a dog.

b. If I have a dog, then I have a Siberian Husky. If I do not have a dog, then I do not
have a Siberian Husky.
c. If I do not have a Siberian Husky, then I have a dog.

9. Given, "If I have a Siberian Husky, then I have a dog." Identify the hypothesis.

a. If I have a Siberian Husky.

b. I have a Siberian Husky.
c. Then I have a dog.
d. I have a dog.

10. Given, "If I have a Siberian Husky, then I have a dog." Identify the conclusion.

a. If I have a Siberian Husky.

b. I have a Siberian Husky.
c. Then I have a dog.
d. I have a dog.

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 Lesson
Conditional expressing
1 Arguments

Every day in our lives, we use and encounter conditionals. Being able to
identify the different structures is very important for effective communication.

What’s In

Activity 1: Let’s Argue and Consider!

Look closely at the given pictures.

Based from the pictures below, write/give a short definition about what each
picture is trying to tell or portrait to come up with an argument.

Scenario: Definition:

1. If I drink coffee tonight, I don’t

sleep well.

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 2. If you study, then you’ll pass.

3. If someone is a mother, then

they’re female.

4. If you didn't pass, then you

couldn't have studied.

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 See? You are already expressing your own arguments based from these
pictures.

We will learn more of these arguments and how to know the different
structures as we move on to the different activities of this module.

Are you ready?

What’s New

Activity 2: Express Yourself!

This time, we will have another five (5) different situations which contains different
structures of conditional.

DIRECTIONS: Categorize the following statements according to its conditional type.

Column A Column B

1. If you heat ice, it melts. * * Zero Conditional Type

2. If I had won the lottery, I would

have bought a car. * * First Conditional Type

3. If I won the lottery, I would buy a car* * Second Conditional Type

4. If I win the lottery, I will buy a car. * * Third Conditional Type

5. If I see her, I will tell her. *

Did you get everything right?

Well, if yes, good job! If not, you can always use this for reviewing more or check.
Still, we have different activities for you to deepen and learn more about this topic.

Excited? Here we go!

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 What is It

Conditional sentences are sentences expressing factual implications, or

hypothetical situations and their consequences. They are so called because the
validity of the main clause of the sentence is conditional on the existence of certain
circumstances, which may be expressed in a dependent clause or may be understood
from the context.

If you study, then you’ll pass.

Main Clause Conditional

Statement

If it rains, the picnic will be cancelled.

A full conditional sentence (one that
expresses the condition as well as its If it rains,
consequences) therefore contains two
clauses: the dependent clause expressing protasis
the condition, called the protasis; and the
main clause expressing the consequence,
the picnic
called will be cancelled.
the apodosis. An example of such a
sentence (in English) is the following:
apodosis

Conditionals, typically (though not always) e

xpressed in English as sentences of the form "If ... (then) ..., state necessary and
sufficient conditions. In a conditional so expressed, the clause that follows the "if" is
the antecedent; the other clause is the consequent.

To say that it is sufficient is just say what it sounds like: it is to say that it is enough,
nothing more is required to guarantee that the state of affairs described in the other
clause obtains.

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Consider, for example 1:

If someone is a mother, then they're female.

If you know that someone is a mother (not just a parent) that is enough to show that
the person is female therefore being a mother is a enough condition on being female.

It is not, however, a necessary condition on being female since being a mother is not
a requirement for being female: you can be female without being a mother. On the
other hand, being female is necessary for being a mother: if someone is not female,
they can't possibly be a mother. Thus, says that being a mother is enough condition
on being female and being female is a necessary condition on being a mother.

In general, for any conditional whatsoever, the antecedent is enough condition on

the consequent and the consequent is a necessary condition on the antecedent.
This may not always be obvious, for consider the following, example 2:

If you study, then you'll pass.

In this sentence, it clearly says that studying is enough for passing. It's not so clear
that it says passing is necessary for studying and, in fact, it sounds peculiar because
passing is something that happens after you study and it seems odd to suggest that
the occurrence of a later event is necessary for the occurrence of an earlier event.

Another example 3 is:

If you didn't pass, then you couldn't have studied.

When one thing is necessary for another thing that means that if you haven't got the
first then you haven't got the second. Water, for example, is necessary for plant life:
no water, no plants. Similarly, it says no pass conclusively shows no study, hence
that passing is necessary for studying.

Conditionals and Arguments

Conditionals can figure as parts of arguments--as premises, conclusions or both. The

following are arguments, which contain conditionals:

Example 4:

If you study then you'll pass. If you pass then you'll graduate. Therefore if you study
you'll graduate.

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Example 5:
If a number is even then it's divisible by 2 without a remainder. 4 is divisible by 2
without a remainder. Therefore, 4 is even.

In English language teaching, conditional sentences are often classified under the
headings zero conditional, first conditional (or conditional I), second
conditional (or conditional II), third conditional (or conditional III).

A range of variations on these structures is possible.

Zero conditional
"Zero conditional" refers to conditional sentences that express a simple
implication, particularly when both clauses are in the present tense:

If you don't eat for a long time, you become hungry.

This form of the conditional expresses the idea that a universally known fact is
being described:

If you touch a flame, you burn yourself.

The act of burning oneself only happens on the condition of the first clause being
completed. However, such sentences can be formulated with a variety of tenses (and
moods), as appropriate to the situation.

First Conditional

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 "First conditional" refers to predictive conditional sentences, normally, the
condition is expressed using the present tense and the consequence using the future:
If you make a mistake, someone will let you know.

if + present tense + future tense

Second Conditional

"Second conditional" refers to the pattern where the condition clause uses the
past subjunctive (in colloquial English, simply the past tense), and the consequence
is in conditional mood (using would or, in the first person and rarely, should). This
is used for hypothetical, counterfactual situations in a present or future time frame
(where the condition expressed is known to be false or is presented as unlikely).

if + past subjunctive + would + 1st form of verb (infinitive)

If I were hungry, I would not tell thee: for the world is mine, and the fulness thereof.

One can also use a compound past subjunctive, "were to" plus infinitive:

If it were to rain tomorrow, I would dance in the street.

The form used in the condition clause is historically the past subjunctive. In
present-day English this is identical to the past indicative except for the verb be in
the first and third person singular, where the indicative is was and the past
subjunctive is were. In this case both the subjunctive and the indicative are
commonly used — was is more colloquial, although the phrase if I were you is
common in colloquial language too:

If I (he, she, it) was/were rich, there would be plenty of money available for this
project.

Third Conditional

"Third conditional" is the pattern where the condition clause is in the past
subjunctive form of the present perfect (now identical with the past perfect even for
the verb "be"), and the consequence is expressed using the conditional perfect. This
is used to refer to hypothetical, counterfactual (or believed likely to be counterfactual)
situations in the past

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 if + had + would have + 3rd form of verb

If you had called me, I would have come.

Languages use a variety of grammatical forms and constructions in conditional

sentences. The forms of verbs used in the protasis and apodosis are often subject to
particular rules as regards their tense and mood. Many languages have a specialized
type of verb form called the conditional mood – broadly equivalent in meaning to the
English "would (do something)" – for use in some types of conditional sentence.

What’s More

Activity 3: Text Check!

DIRECTIONS: Read the following statements and determine what conditional text
type is being used. Write 0 for Zero Conditional, 1 for First Conditional, 2 for Second
Conditional, and 3 for Third Conditional.

1. A story about a young athlete who wears Nike Answer:

shoes and he wins every race.

2. A medical report about pimples. Answer:

3. A speech written by a professional athlete listing Answer:

the negative effects of steroids and urging young
athletes not to use steroids.

4. A booklet containing the school rules and the Answer:

consequences for violating those rules.

5. A story written about a young boy who moves to Answer:

a new school and is bullied, but he gains self-
confidence by joining a sports team and learns
to stand up for himself.

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 What I Have Learned

Activity 4. You Complete Me!

DIRECTIONS: Complete the statements by giving your arguments or ideas on the
following conditional statements.

1. I’d feel very angry if…

2. If I didn’t pass the exam…

3. Would you bunk classes if…

4. They’d be much happier if…

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 5. Would you mind if…

6. Could you wait if…

7. You could catch a cold if…

What I Can Do

Activity 5: Fight COVID-19

DIRECTIONS: Compose a 2-paragraph form recommendation on how you can

survive and heal as one in this pandemic time. You may state what actions they
observed that are not helping to subside the virus and give more suggestions on how
to fight the virus. Create your own title.

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 Rubric is provided for checking.

Excellent 4 pts Good 3 pts. Fair 2 pts. Needs

Attention 1 pt.
Topic Excellent Good Fair Needs
Sentence attention
4 pts The topic sentence is The topic sentence The topic
the first sentence in gives some clarity of sentence gives The topic
the paragraph. It is a the overall little evidence of a sentence is
clear statement of connectivity of the relevant topic missing or is
the paragraph sentences present. connecting to the not included
content. other sentences. at the start of
the
paragraph.

Organization Excellent Good Fair Needs

4 pts attention
The paragraph has The paragraph The paragraph is
good organization. contains mostly well- confusing to read The paragraph
The sentences and ordered sentences and has limited is hard to
transitions are well with smooth use of transitions. read; the
structured. The transitions. The events jump events are not
paragraph is easy to around too much. organized and
read. make little
sense.

Concluding Excellent Good Fair Needs

Statement attention
4 pts The concluding The concluding The concluding
statement is the last statement is the last statement is the There is no
sentence of the sentence of the last sentence of concluding
paragraph. It is a paragraph. It is a the paragraph. It statement at
clear statement that somewhat clear is not a clear the end of the
repeats key words statement that statement and paragraph.
from the topic repeats some key does not repeat
sentence. words from the topic key words from
sentence. the topic
sentence.

Mechanics Excellent Good Fair Needs

4 pts attention
You did not make You have some You have several
any spelling or spelling and spelling and It is difficult to
grammatical grammatical grammatical read and
mistakes. You mistakes. You mistakes. You did understand
included a title and included a title and not include a title your
indented the indented the and/or forgot to paragraph,
paragraph paragraph. indent your there is no
paragraph. evidence of
editing.

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Title:

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 Additional Activities

DIRECTIONS: Write true if the statement about the conditional type is correct and
false if not.

1. We use one clause

to form a
conditional
sentence.

2. We use “if (past

tense), would
(verb)” to talk
about unreal /
improbable
situations in the
present or future.
3. If the if-clause is
first, we need to
use a comma
before the would-
clause.
4. If the would-clause
is first, we need to
use a comma
before the if-clause.
5. We sometimes use
“If I were you...”
instead of ‘’If I was
you...’’.

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 19
Additional Activities What’s New
1. False 1. A story about a young Answer:
2. True athlete who wears Nike
3. True shoes and he wins every
4. False race.
5. True
2. A medical report about Answer:
pimples.
3. A speech written by a Answer:
professional athlete listing
the negative effects of
steroids and urging young
athletes not to use steroids.
4. A booklet containing the Answer:
school rules and the
consequences for violating
those rules.
5. A story written about a Answer:
young boy who moves to a
new school and is bullied,
but he gains self-confidence
by joining a sports team
and learns to stand up for
himself.
What’s New
Answer Key:
References
Conditionals and Arguments. (2010, October 13) Retrieved from
http://home.sandiego.edu/~baber/logic/conditionals

Conditional and Grammar. (1997-2020) Retrieved from

https://www.englishclub.com/grammar/verbs-conditional.htm

Conditional Sentences-Practice and Learn English. (2018, March 1) Retrieved from

https://www2.estrellamountain.edu/faculty/stonebrink/ESL040/4_types_of
_conditionals.htm

The 4 Types of Conditional. Retrieved from

https://www.englishclub.com/grammar/verbs-conditional-zero.htm

Pictures and Graphics. Retrieved from

https://www.google.com/search?ei=OAcLX4LDOManoATh2Z74DQ&q=argu
ment+cartoon+images+free&oq=argument+cartoon+images+free&gs_lcp=CgZ
wc3ktYWIQAzoECAAQRzoICAAQCBANEB5QkSlYpUBgyUNoAHACeACAAd8B
iAGvCpIBBTAuNy4xmAEAoAEBqgEHZ3dzLXdpeg&sclient=psy-
ab&ved=0ahUKEwiCv9G34MfqAhXGE4gKHeGsB98Q4dUDCAw&uact=5

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For inquiries or feedback, please write or call:

Department of Education–Region XI Davao City Division

Elpidio Quirino Avenue, Davao City, Davao del Sur, Philippines

Telephone: (082) 224 0100 / 228 3970

Email Address: info@deped-davaocity.ph / lrmds.davaocity@deped.gov.ph

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