10

ENGLISH
Quarter 2 – Module 2: Lesson 2
Identifying Language Features
of an Argumentative Text

Department of Education - MIMAROPA Region

English 10
Alternative Delivery Mode
Quarter 2 – Module 2: Identifying Language Features of an Argumentative text
First Edition, 2020

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Introductory Message

For the facilitator:

Welcome to the Grade 10 Self-Learning Module (SLM) Identifying Language
Features of an Argumentative text
The Department of Education is continuously improving and developing new
alternative methods to deliver and offer educational opportunities to you learners
amidst this crisis.

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.

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. Facilitator or teacher should
also pay attention on the cards the students will place in every activity for you to find
out which activity is difficult for them to do that needs your guidance and assistance.

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For the learner:
Welcome to your new exciting learning journey!
This module is specifically created for you Grade 10 students as a modality of
learning in response to the crisis that we are facing due to COVID-19 Pandemic. This
module contains engaging and interesting activities that will develop your skills and
intellect that is useful and appropriate in the new normal.
As you work on each activity presented in this module, you will feel the real
enjoyment and pleasure it offers. Discover and realize the true meaning of your own
learning journey.
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

The Most Essential Learning Competency you are about to learn

from this module is to identify language features of an Argumentative
text e.g.
• conjunctions or connectives to link ideas: because, therefore, on
the other hand, etc.;
• rhetorical questions;
• passive voice

This module comprises three lessons.

Lesson 1 intends to guide you on learning about conjunctions. As you

work on the activities in this module, you are expected to:

a. determine the different kinds of conjunctions and their uses;

b. construct conjunction inspired bio-poem; and
c. express encouraging thoughts using conjunctions.

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Lesson 2 focuses on Rhetorical Questions. In this lesson, you should be
able to:
a. identify and recognize a rhetorical question;
b. explain the importance of the rhetorical question; and
c. express emotional reaction to the given rhetorical question.

Lesson 3 discusses Passive Voice of the verb which aims you to:

a. identify the structure of a passive voice;

b. construct sentences in the passive voice; and
c. express feelings in a paragraph using passive voice.

What I Know

Let us start with testing your knowledge in advance regarding our

lesson about conjunctions.

A. Encircle the letter of the correct answer.

1. Which among the choices is not conjunction?

a. at b. and c. so

2. For belongs to what kind of conjunction?

a. Correlative b. Coordinating c. Subordinating

3. What is the use of conjunction?

a. It modifies the verb.
b. It introduces the subject.
c. It links other words, phrases, or clauses together.

4. What is the correct conjunction for the sentence below?

I am exhausted____________I have been working all day.
a. So b. because c. and

5. A conjunction that works in pairs is?

a. Correlative b. coordinating c. subordinating

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B. Select the letter of the correct word from the key lists given.

6. An art of expressive and persuasive speech discourse

a. rhetoric b. narrative c. expository

7. The form assumed by a verb to indicate the time of its action

a. tense b. mood c. voice

8. Indicates whether the subject of a verb is the doer or the receiver of the
action
a. voice b. passive c. active

9. Subject and verb are the most important parts of a sentence.

a. subject b. verb c. sentence base

10. Preposition word to be used if you want to express the doer/agent of

the verb.
a. by b. to c. in

C. Answer TRUE OR FALSE. Write your answer on the blank after the

sentence.

11. Some questions are meaningless with exaggerated style.______________

12. Questions may be means of someone to his opinion on a topic. _______
13. Chatting is also a discourse. ______________
14. Rhetorical question is used for the effect. ______________
15. All questions need answers. ______________

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 Classifications and Uses
Lesson 1
of Conjunctions

What’s In

Let us have a brief recall of your previous lesson by writing sentences

using at least three modal verbs and adverbs that you’ve learned.
1.

2.

3.

Knowing that you are fully equipped with knowledge about modal verbs
and adverbs, you are now stepping forward for additional learning to broaden
your knowledge about conjunctions.

What’s New

Activity 1

Directions: Read and analyze the quotation observing the use of highlighted
words.

“Success is neither magical nor mysterious. Success is the natural

consequence of consistently applying the basic fundamentals”

( Rohn 2018 )

1. What is being talked about in the quotation?

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 2. What are the words in the first sentence of the quotation linked to two
unacceptable aspects in gaining success?

What is It

are words that link other words, phrases, or clauses together.

Source:https://www.grammarly.com/blog/conjunctions/
Can you determine the conjunctions use in the previous quotation? Write it on the
space provided.______________________________________________________________

Conjunctions can be classified into three. These are as follows:

Allow you to join words, phrases , and clauses of equal grammatical rank in
sentence. The most common coordinating conjunctions are for,and,nor,but, or, yet,
and so; you can remember the by using the mnemonic device FANBOYS.

Are pairs of conjunctions that work together. Some examples are either/or,
neither/nor, and not only/but also.
Learning the definition of this classification of conjunction, therefore we can
conclude that, the conjunctions neither and nor used in the quotation previously, fall
under this type of conjunction.

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Subordinating Conjunctions

Join independent and dependent clauses. A subordinating conjunction

can signal a cause-and-effect relationship, a contrast, or so kind of
relationship between the clauses. Common subordinating conjunctions are
because, since, as although, though, while, and whereas. Sometimes an
adverb, such as until, after, or before can function as conjunction.

Source: http://www.learnhive.net/learn/cbse-grade-
8/english/conjunctions
In this type of conjunction, we consider the two contradicting ideas that are
being connected.

We will also be informed about some rules to consider using specific

conjunction.

For – explains reasons or purpose (just like “because”)

Ex. I go to the park every Sunday. For I long to see his face.

And- adds one thing to another

Ex. I like to read, and I write faithfully in my journal every night.

Nor- used to present an alternative negative idea to an already stated

negative idea.

Ex. I neither love nor hate to watch TV.

But- Shows contrast

Ex. Television is a wonderful escape, but it interferes with my writing.

Or- presents an alternative or a choice.
Ex. Would you rather read a book or watch a good TV show?
Yet- introduces a contrasting idea that follows the preceding idea logically
(similar to “but”)
Ex. I always take a book to the beach, yet I never seem to turn a single page,

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S0- indicates effect, result or consequence.
Ex. I like to read, so my grammar is always on-point.
Source: https://grammar.yourdictionary.com/parts-o-
speech/conjunctions/coordinating-conjunctions.html

Either.....Or: this correlative conjunction pair is used to join to positive items

or options.
Ex. We can either eat at home or go to the restaurant today.

Neither.....Nor: this pair of correlative conjunction is used to join negative

options or items.
Ex. Neither did her sister nor her best friend showed up at the event.

Not only.....But also: this correlative conjunction pair is similar to using

‘and’.
Ex. Not only is he a linguist but also a pianist.

From: https://www.toppr.com/guides/enlish/conjunction/paired-or-correlative-and-
compound-conjunctions/
Subordinating conjunctions

Subordinating conjunctions have different properties and they can

be grouped accordingly:
• Those which show cause and effect (that show reason)
Few commonly used subordinating conjunctions that show cause and
effect are because, since, though, as, hence, as a result of, in order that,
so that, even though, although, unless, because of, provided that, etc.
• Those which show the significance of time or place
Few subordinating conjunctions are used to show the transition of
place and time. Examples of this type of conjunction are where,
wherever, as soon as, as long as, once, when, till, until, while, whenever,
etc

Source: https://www.toppr.com/guides/english/conjunction/subordinating-
conjunctions/

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 What’s More

Let us now test your understanding regarding conjunctions through

this set of exercises.

Activity 2

Directions: Complete the sentence with the correct coordinating conjunction.

Choose your answer from the box.

for and nor but or yet so

1. I definitely know the answer_______ I won't tell you.

2. She did not study well,_______She failed the exam.
3. Should we go by tricycle_________ride in a jeep?
4. Marie does not like pineapple________does she likes grapes.
5. I will not be on time_________I will be having a meeting with my co-
workers first.
6. I wanted to go to the show _______watch that concert with my friends.
7. His coffee was too hot_______he added some cold water in it.
8. A mother called her children______ nobody answered.
9. We have a small house_______it fells very spacious.
10. Wake up early______we don’t get late at school.

Activity 3

Directions: Choose a suitable pair of correlating conjunctions to complete the

sentence.

either...or not only...but also neither...nor

whether…or such…that

1. You should ___________________disrespect______________deceive your

parents.

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 2. ________________loyalty________________honesty are essential in a
friendship.
3. Our parents promised to take us ________________to the beach
_______________ to the mall once the pandemic is over.
4. ________________Ben_______________Marvie have disappointed me.They
did come to surprise me on my birthday.
5. In order to learn, a student must ____________listen closely___________
Understand.

Activity 4

Directions: Match column A with column B to complete the sentence by

writing the corresponding letter of the correct answer. Write your answer in
the box before each number.

1. I often cook hotcakes a. unless you study

2. Junk foods are very tasty b. since she was born.

c. because they’re quick and easy

3. You will not pass the test
to cook.
4. Pay attention to your work d. I finished my seatwork.

e. although they are not very

5. Terry listens to music
healthy.
f. whenever, she watches that
6. Ana hasn't seen Baguio
movie.
g. so that you will not make
7. As soon as the bell rings,
mistakes.
8. She cries h. while watching TV.

9. I went to the market i. she still lost the game.

10. Although she tried her best, j. in order to buy tomatoes.

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Activity 5

Directions: Write a sentence using conjunction given for each number.

1. So -
____________________________________________________________________
2. Either…or -
____________________________________________________________________
3. Because -
___________________________________________________________________
4. But -
____________________________________________________________________
5. Since -
____________________________________________________________________

What I Have Learned

______________________ are words that link other words,

phrases, or clauses together. It can be classify into three
namely:________________,___________________,_____________.
I was also informed about the mnemonic device FANBOYS
that stands for_____,_____,_____,_____,______,______,______.

There are conjunctions that go in pairs like

__________..._____________ and
_____________..._________________.These pairs of conjunctions worked
together to join the positive or negative part of the sentence.

I have learned that there are specific conjunctions that can be

used to show cause and effect relationships,
like______,_______,_______. and also significance of time and place, for
example_________,_________.It falls under subordinating
conjunctions.

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 What I Can Do

Activity 6
Directions: Write a bio-poem using the mnemonic device FANBOYS of
coordinating conjunctions as the starting word for every line of your poem.
MY BIO-POEM

For_____________________________________________________________

And____________________________________________________________

Nor_______________________________________________________________

But_______________________________________________________________

Or_______________________________________________________________

Yet______________________________________________________________

So________________________________________________________________

Be guided with this rubric:

BIO-POEM RUBRIC

5 4 3 2
Organization The bio- The bio- The bio- The bio
poem has poem has poem has poem’s
excellent appropriate some content and
content and content and organized organization
very well a well- content. of ideas are
organized organized confusing
flow of ideas flow of ideas
Creativity The overall The bio- The bio- The bio-poem
and bio-poem is poem is poem is is not visually
originality visually visually presentable appealing and
appealing appealing but not that dull. Ideas are
and yet ideas creative and imitated
creatively from original the ideas without any

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 done are partly from the original idea/s
without imitated. original are reflected
imitating or just copied
using ideas and
from the imitated.
book or
online
sources.
Language The The The Language is
Mechanics language language language vague/unclear
used is used is used is and
structurally concise, yet partly grammatical
concise, free grammatical unclear with errors are
from any errors are grammatical numerous.
grammatical evident. errors on Failed to use
errors and Rarely structure conjunctions
justified the justified the and correctly.
use of use of mechanics.
conjunctions conjunctions Did not used
conjunctions
effectively.

What I Can Do On My Own

Activity 7

Directions: Underline the conjunction in the following sentences, and state

whether they are coordinating, subordinating, or correlative.

_________________1. You will succeed unless you work harder.

_________________2. I did not come because you did not call me.

_________________3. He deserved to succeed, for he worked hard.

_________________4. I plan to take my vacation either in June or in July.

________________5. Carol wanted to drive to Colorado, but Bill insisted that

they fly.

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_________________6. Not only flowers but also trees grow during warm
weather.

_________________7.My car has a radio and a CD player.

_________________8. I have to be on time, for my boss will be annoyed if I’m

late.

_________________9. I have to go to work at six, so I’m waking up at four.

_________________10. I’m afraid of heights, yet I appreciate the view from the
top of this building.

Sources: https://www.gingersoftware.com/content/grammar-rules/conjunctions/conjunction-exercises/

https://www.hitbullseye.com/Conjunctions-Practice.php

What I Can Do More

Activity 8

Directions: Fill out the bubble map with an encouraging statement to

promote the responsible use of social media using correlative and
subordinating conjunctions.

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 Lesson
Rhetorical Question
2
`

When you asked somebody a question and he just ignored you and did
not give any answer, you will be annoyed. But, sometimes when someone
asked you a question you will take a pause and will think about it because
the question needs not to be answered.
That kind of question is a rhetorical question. A rhetorical question is
one from which the question does not expect a direct answer.

What’s In

Directions: Check what you have learned in your previous lessons. Write
the letters of your answer.
1. An interrogative sentence is to ask a question?
a. yes b. no c. not sure
2. Rhetoric is an art of discourse.
a. true b. false c. perhaps
3. A persuasive device also is known as a rhetorical question.
a. Agree b. disagree c. no comment
4. The art of using the language for persuasive
a. rhetoric b. question c. answer
5. An advertisement uses questions to persuade.
a. maybe b. yes c. not at all

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 What’s New

“…you’re becoming poorer and poorer and then what happened?”

Do you think you need to answer this question directly? Of course not.
The question wants you to think about what happened. What else does the
question ask you to do?
The question asks you to think and make a point. And that is called
Rhetorical Question.

What is It

A rhetorical question is used to make a point and to make you think.

It gives you a question not for you to answer. The question wants you to think
about what happened and for you to make it a point. So, the writer lets you
focus on the ideas of the question.
Take this example:
Can fish swim?
This question only wants you to emphasize a point that all fishes do swim.

Sometimes a rhetorical question merely asked for effect with no answer

expected.
Example:
Are you serious?
This makes you think and not for you to answer it.

Rhetorical question is effectively use in essay or any prose or poetry. In

other cases, a rhetorical question asks you to emphasize the most important
word in your question by stressing the most important word on it.
Example:
Do you know the total number of positive patients?
If you stress total, you are expecting to answer the number of positive patients.

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 What’s More

Study this excerpt from a persuasive speech about the civil rights
movement.

“The Ballot or the Bullet”

By: Malcom X

“The man is becoming richer and richer and

you’re becoming poorer and poorer
and then what happened?
The community in which you live becomes a slum.”

ACTIVITY 1
Directions: Answer the following questions based on the excerpt. Write
your answer in your answer sheet.

1. Identify the rhetorical question used in the excerpt.

_____________________________________________________________________
2. Give a synonym of the slum.

_____________________________________________________________________
3. From the given rhetorical question in the excerpt, do you think you
are asked to give your answer?

_____________________________________________________________________
4. Rewrite the key ideas of the text.

____________________________________________________________________
5. In the excerpt, the speaker himself answered his question. What is
the given answer by the speaker?
___________________________________________________________________

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ACTIVITY 2.

Directions: Fill in the blanks to form a rhetorical question. Choose your

answer from the words inside the box.
failure
1. Is the pope _____________?
wet
2. Is rain ______________?
3. You didn't ______________. I would say you do that. Did swim
you? bark
4. Do dogs________________?
catholic
5. Do you want to be a _______________ for the rest of your
think
life?

ACTIVITY 3

Directions: Read and decide which the following is a simple question and
which is the rhetorical question . Write your answer on your answer sheets.

1. Why do you even bother?

2. You don’t think I’m that stupid to do it?
3. What are the reasons for this?
4. Are you kidding?
5. Where did you get the answer?

ACTIVITY 4

Directions: Choose which stressed word is asked in the statement.

Rhetorical question: Have you seen Mark recently?

What word should be stressed if you are :

1. asking for appearance - ______________________

2. asking who is the person - ______________________
3. asking for time - ______________________
4. asking for the second person - ______________________
5. What is the verb in the present form - _____________________

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 What I Have Learned

Explain why this statement is considered a

rhetorical question.
“You don’t think I’m that stupid to do it?”

_________________________________________
_________________________________________
_________________________________________
_________________________________________

What I Can Do

Activity 5
Directions: Complete the resolution below.
A Resolution
In the past, I’ve not tried to use rhetorical question to
(1.)________________________________________________________________________
Now that I have learned the art of (2.)________________________________
a discourse, I will try my very best to start using rhetorical questioning in my
(3.)___________________________________________________________________.

STUDENT TEACHER

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 What I Can Do on My Own

Directions: Choose the appropriate word from the key list below to complete
the best idea of a given sentence.

( for numbers 1-5 ) ( for numbers 6-10 )

answer focus point ideas statement discourse

think persuasive to emphasize questioner

1. The speaker/writer uses a rhetorical question to let the audience_______

in the ideas.
2. Rhetorical question is used in order to make a _________.
3. Rhetorical question is used to make you _____________.
4. A rhetorical question is posed only for dramatic and ________ effect.
5. The question to which the asker does not expect the ______.
6. A rhetorical question is not a question but a _________ because there’s
no answer.
7. The rhetorical question asks you to identify the key _______.
8. A rhetorical question is asked when the ________ knows the answer
already.
9. Rhetorical question is used __________ a point.
10. Rhetorical question maybe intended to start a ___________.

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 What I Can Do More

A. Match it!

Directions: Match the meaning of the rhetorical question to the left column.
Write the letter of your answer.

1. Who do you think you are? a. Challenge

2. Do you think I’m made of b. saying you don’t know

money? c. doesn’t have enough

3. How should I know? money

4. Are you serious? d. showing surprise

5. Who cares? e. saying you don’t bother

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 Lesson
Passive Voice
3

Most reports use the passive voice of the verb which gives more
emphasis on the action being carried out than on the doer of the action. It is
often used in the informal text.

What’s In

Let’s check what have you stored.

Directions: Number your paper 1-10. For every item, identify the verb or verbs
used in each sentence from the passage below.

1. In winter, our house makes strange noises. 2. Doors in old brass hinges

creak as they open and close. 3. Pipes in the basement shudder when the water

heater starts up. 4. Loose floor and boards crack from the weight of footsteps. 5.

The rustle of window curtains whispers when the winds blow outside. 6. The old

china cabinet rattles noisily each time a truck passes by. 7. Beams and rafters in

the attic strain and groan during the cold, windy nights.

8. Often, members of the family sit silently and listen for these noises of the

house. 9. We disconnect the television and the appliances.10. Each of us makes a

list of the various sounds and sometimes we pretend that ghosts lurk upstairs and

cause the eerie noises.

Source: Warriner’s English Grammar- second course

by John E. Warriner p.49

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 What’s New

Are you aware about the voice of the verb?

Study the following sentences then take note of the doer – action -
receiver patterns to show the difference between the active or passive voice.

Table 1
VOICE DOER ACTION RECEIVER
Active An operator transmits facts and figures.

Table 2
VOICE RECEIVER ACTION DOER
Passive Facts and figures are transmitted by the operator.

In active voice the subject of the sentence is the doer of the action.
While in passive voice the subject became the receiver of the action.

What is It

One of the voices of verbs is Passive Voice. It is used to report or

describe action whereby the subject or the doer of the action is not as
important as the action that is carried out. The focus of the statement is
not the doer of the action but the object being acted upon.

The Passive Voice is made up of be + past participle of the verb.

Examples: A letter is received by him.

A letter was received by him.

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 Sometimes we use the passive voice because we don’t know or don’t
want to express who perform the action. Using passive voice is to show
interest in the object or person that experiences an action rather than the
person or object that performs the action.
Example: The patient was admitted in the hospital.
• It did not state who did the admission but only who was able
to admit.
There are times that you want to say who or what performs the
action, because you are interested and you know the doer while using the
passive voice, you use the preposition by.
Example: The patient was admitted by the doctor in the hospital.
In the sentence it is mentioned who was the one admitted the patient
by using the prepostion by.

The passive voice with modal auxiliaries is formed in this way: Modal
(can, might, should, will) + be + past participle + by + agent.

Example:
The fund can be deposited by the sponsor.
The passive voice is often used with it to avoid mentioning the agent
or source.
Example:
It was hoped that vaccine would be discovered next month.
It was believed that pandemic would be ended soon.
If we want to express our beliefs, thoughts and hopes, we use these
expressions:
- It was hoped that . . . .
- It was felt that. . . . .
- It was said that . . . .
- It was believed that. . .
- It was feared that. . . .

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 What’s More

ACTIVITY 1
Directions: In the following sentences, decide whether the sentences are
written in the passive voice or not. Write passive if the sentence has the
passive voice of the verb and not if the sentence has no passive voice of the
verb.

1. The practices were scheduled twice a week.

2. Patrick checked the result of his English examination.
3. Herbal plants were used as supplements.
4. The annual English fair was held last December.
5. The road is being repaired.
6. The students worked with their assignments.
7. Patient John was seen in the laboratory.
8. All were given awards for their accomplishments.
9. The problem was explained to the students properly.
10. The artist painted that amazing picture.

ACTIVITY 2
Directions: Choose the correct form of the verb from the parenthesis needed
in the sentence.
1. The brand new car (has been, have been) damaged.
2. All the cookies in the jar (was, were) eaten.
3. Thousands of people (was killed, were killed) instantly.
4. This composition (was written, were written) for the competition.
5. Frontliners (has been, have been) transferred to other sites.

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 ACTIVITY 3
Directions: Change the active voice to the passive voice form by using the
preposition by emphasizing the doer.

ACTIVE PASSIVE

1. Spielberg directed the movie E.T.

2. My father built this modern house.
3. The doctor discussed the topic about
COVID-19.
4. Newton described the Force of Gravity.
5. The local tourists enjoyed the whole
resort.

ACTIVITY 4
Directions: Apply passive voice with modal auxiliaries in the following
sentences.

1. The senior chef (prepare) the dinner.

2. The teachers (clarify) the point.
3. The experts (do) their part.
4. Each of us (protect) the community.
5. The team captain (shoot) the final ball.

What I Have Learned

Voice

PASSIVE
ACTIVE
1. Subject is the doer. 1. Subject is the _______.
2.Subject is the most important 2. ______ is the most
part. important part.
3. No prepositional word needed. 3. Preposition ________ is
used.

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 What I Can Do

Directions: Restate the following quotation to include these expressions.

Remember to use the past form in that clause.

- It was hoped that . . . .

- It was felt that. . . . .
- It was said that . . . .
- It was believed that. . .
- It was feared that. . . .
1. “People will enjoy an unlimited amount of fresh air”.
2. “People will be able to make the air clean”.
3. “Polluted air will escape into the atmosphere”.
4. “Factories are going to stop discharging tons of pollutants into the air.”
5. “Tourist establishments will go out of business.”

What I Can Do On My Own

Directions: Write a short paragraph by using the anticipatory It with the

passive voice. What beliefs, hopes, or fears you have after graduating from
junior high school?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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Use this rubric as a guide.

Point Value 5 4 3 2
Organizatio Thoughtful, Details are Acceptable No
n and logical arranged in a arrangemen discernible
Transitions progression logical t of pattern of
of progression; examples; organization
supporting appropriate transitions ; unrelated
examples; transitions maybe weak details; no
mature transitions
transitions
between
ideas
Mechanics Consistent Some errors A few errors Distracting
standard but none in usage, errors in
English major in spelling or usage
usage, usage, punctuation spelling or
spelling, spelling or (3-4) punctuation
and punctuation(1
punctuation -2)
. No errors.

What I Can Do More

A. Construct sentences in a passive form of a verb using each of the following.

1. present

2. conduct

3. describe

4. explain

5. find out

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 Answer Key for lesson 1

What’s more Activity 3

Activity 1
1. c

1.but 2. e

2. so 3. a

3. or 4. g

4. nor 5. h

5. for 6. b

6. and 7. d

7. so 8. f

8. but 9. j

9. yet 10. i

10. so Assessment

Activity 2 Subordinating 1. Unless

1.Neither...nor Subordinating 2.because

2.Not only........but also Coordinating 3. For

3.Either....or Correlative 4.either..or

4.Neither...nor Subordinating 5. But

5. Not only...but also Correlative 6. Not

only..but also
Coordinating 7. And
Coordinating 8. For
Coordinating 9. So
Coordinating 10. yet

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 Answer Key for lesson 2

REVIEW TEST
1. A
2. A
3. A
4. A
5. B
WHAT IS IT
1. and then what happens?
2. squatter
3. No
4. becoming richer and richer and you’re becoming poorer and poorer
5. the community in which you live becomes a slum.
WHAT’S MORE?
ACTIVITY 1 - Possible answer
1. catholic
2. wet
3. think
4. bark
5. failure
ACTIVITY 2
1. Rhetorical Question
2. Rhetorical Question
3. Simple Question
4. Rhetorical Question
5. Simple Question
ACTIVITY 3
1. seen
2. mark
3. recently
4. you
5. have

32
WHAT I HAVE LEARNED

- because it doesn’t need to be answered

WHAT I CAN DO

1. Make a point

2. Questions

3. Language

WHAT I CAN DO ON MY OWN

1. Focus

2. Point

3. Think

4. Persuasive

5. Answer

6. Statement

7. Ideas

8. questioner

9. emphasize

10.discourse

WHAT I CAN DO MORE

Word Match

1. a

2. c

3. b

4. d

5. e

33
 Answers Key for lesson 3

REVIEW TEST
1. makes
2. creak
3. shudder, starts up
4. crack
5. whisper
6. rattles, passes by
7. strain and groan
8. sit and listen
9. disconnect
10.make

WHAT IS IT

6. passive
7. not
8. passive
9. passive
10.not
11.not
12.passive
13.passive
14.passive
15.not

34
WHAT’S MORE
ACTIVITY 1
6. has been
7. were
8. were killed
9. was written
10.have been

ACTIVITY 2
6. The movie E.T. was directed by Spielberg
7. The modern house was built by my father
8. The topic, COVID-19, was discussed by the doctor
9. The Force of Gravity was described by Newton
10.The whole resort has been enjoyed by the local tourists

ACTIVITY 3
1. The dinner will be prepared by the senior chef
2. The point can be clarified by the teacher
3. Their part should be done by the experts
4. The community should be protected by each of us
5. The final ball might be shot by the team captain

WHAT I HAVE LEARNED

a. receiver
b. object
c. by

WHAT I CAN DO
1. It was hoped that people would enjoy an unlimited amount of fresh
air.
2. It was felt that people would be able to make the air clean.
3. It was said that polluted air would be escaped into the atmosphere.
4. It was believed that factories were going to stop discharging tons of
pollutants into the air.
5. It was feared that tourist establishments would go out of business.
WHAT I CAN DO MORE
A. B. Answers Vary
1. a
2. d
3. c
4. e
5. b

35
References for lesson 1
“What are Conjunctions”.grammarlyblog, Accessed July 10, 2020
https://www.grammarly.com/blog/conjunctions/

“Fanboys and a Bunch of Inspirational Quotes”. My English Matters,

Accessed July 10, 2020,
https://myenglishmatters.com/2018/03/08/fanboys-bunch-
inspirationalquotes/

“Coordinating Conjunctions”.Your Dictionary, Accessed July 10, 2020,

https://grammar.yourdictionary.com/parts-o-
speech/conjunctions/coordinating-conjunctions.html
“Paired or Correlative and Compound Conjunction”. Toppr. Accessed July
10, 2020,
https://www.toppr.com/guides/enlish/conjunction/paired-or-
correlative-and-compound-conjunctions/
“Subordinating Conjunctions”. Toppr, Accessed July 10, 2020,
https://www.toppr.com/guides/english/conjunction/subordinating-
conjunctions/
“Conjunction Exercises”.Ginger. Accessed July 10, 2020,
https://www.gingersoftware.com/content/grammar-
rules/conjunctions/conjunction-exercises/

“Grammar Practice questions Conjunctions “. Hitbullseye, Accessed July 10,

2020, https://www.hitbullseye.com/Conjunctions-Practice.php

References for lesson 2

Dorwart, Laura. “What is Rhetorical Question? Definition and
Example.” ThoughtCo., August 6, 2018,
https://www.thoughtco.com/what-is-a-rhetorical-question-
1691877.

“Rhetorical Question.” Literarydevices.net, Accessed July 1, 2020,

https://literarydevices.net/hetorical-question/.

“Social Justice Speeches.” Edchange Multicultural Pavilion, Accessed

July 1, 2020,
https://www.edchange.org/multicultural/speeches/malcom-x-
ballot.html/.

36
References for lesson 3

Bermudez, V.Cruz, Josephine M. Cruz, Eugenia R. Gorgon, Remedios F.

Nery. English Expressways IV. Quezon City Philippnes: Book Media
Press, Inc., 2010.

“Passive Voice.” Resource for Learning English, Accesed July 1, 2020,

https://www. ef.com/ca/english-resources/English-
grammar/passive-voice/.

Englisch-hilfen.de-Learning English online

https://www.ef.com>passive voice

https://scholarship.org>language feature of Argumentative text

For inquiries or feedback, please write or call:

Department of Education – MIMAROPA Region

Meralco Avenue, corner St. Paul Road,

Pasig City, Philippines 1600

Telephone No: (02) 6314070

Email Address: mimaropa.region@deped.gov.ph

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