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Quarter 3 - Module 8
Grammar Awareness
ENGLISH - Grade 8
Alternative Delivery Mode
Quarter 3 – Module 8: Grammar Awareness

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Author/s: Darlene Jean C. Catigay , Josephine B. Villanon

Reviewers: Levie D. Llemit,PhD;Rolan B. Acido;Jucelou B. Tagupa

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Members Levie D. Llemit, PhD- Instructional Supervisor

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 Sharing Ideas using Opinion-
Lesson Marking Signals
1
What’s In

In the previous lessons, you were taught on the competencies of oral reading
fluency. You harnessed yourselves on using the correct sounds of English during speech
delivery, observing the use of correct stress, pitch and juncture when delivering a persuasive
speech, using appropriate persuasive devices, and using appropriate verbal and non-verbal
cues when delivering a persuasive speech.

This time around, you are going to improve your skill in grammar awareness. We all
do believe that grammar is very important in learning English because it is the backbone of
such discipline. Take note of your past lesson about identifying opinions from facts. The
lesson you’ve learned from that is very necessary as you venture yourself to the next level
since you are going to share ideas using opinion-marking signals.

What’s New
Activity 1: Say Something

Directions: Read the sentences given below. Identify the statements that signify
opinions by underlining the whole statement.

Source: (https://www.google.com.ph/search?q=thailand+attractions)

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 What Is It?
The ability to distinguish opinions helps you develop your critical and
analytical skills in both reading and listening. It is therefore imperative that you are able to
unravel the threads of what is true from what is mere belief. Whether on the news, in
advertising, or in a history book, distinguishing an opinion is crucial to becoming an
autonomous person with the critical abilities necessary to avoid being manipulated easily.
Often writers will liven up facts with a sprinkling of opinion. Unfortunately, it can at
times be difficult to extract the verifiable truths from the author’s preferences and biases.
Luckily the language used itself often throws up helpful clues in the forms of words and
phrases that assist us in identifying statements as opinion-based.
Source: (https://www.literacyideas.com/teaching-fact-and-opinion)

As of youth today, your opinion is important because you need to build a strong
foundation for your generation, most especially our nation. Every time people engage in
interaction or conversation, the interactions are always laden with opinion.
An opinion is a statement that holds an element of belief; it tells how someone feels.
An opinion is not always true and cannot be proven. Instruction of opinions builds on high-
level thinking skills, such as explaining, proving, and defending. Examples of opinions are:

1. Dog fur is pretty.

2. The Beatles sang great songs.
3. May 22nd is the best day of the year.

Source: (https://study.com/academy/lesson/facts-vs-opinions-examples-games-activities.html)

In expressing your opinion, you can also write an opinion essay. In writing your
opinion essay, you may use the following structure.
Paragraph 1 Introduction
State your main idea or the point that you are trying to prove and give two
reasons for taking this stand.
Paragraph 2 & 3- Body
Explain in detail the reasons you have stated in your first paragraph Develop a
paragraph for each reason you have cited.

Paragraph 4- Conclusion
Sum up your position by restating your main idea and finishing with a “call of action”.

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Opinion-Marking Signals

Listed in the table are phrases that you can use to start a conversation and discussion.
Stating your Opinion Outlining Facts

It seems to me that … The fact is that

In my opinion, … The (main) point is that …
I am of the opinion that …/ I take the view This proves that …
that .. What it comes down to is that …
My personal view is that … It is obvious that …
In my experience … It is certain that …
As far as I understand / can see, … One can say that …
As I see it, … / From my point of view … It is clear that …
As far as I know … / From what I know … There is no doubt that …
I might be wrong but …
If I am not mistaken …
I believe one can (safely) say … Concluding Opinions
It is claimed that …
I must admit that … For the reason above…
I cannot deny that … As you can see…
I can imagine that … On the whole…
I think/believe/suppose … As I have noted…
Personally, I think … In other words…
That is why I think …
I am sure/certain/convinced that …
I am not sure/certain, but …
I am not sure, because I don't know the
situation exactly.
I am not convinced that …
I have read that …
I am of mixed opinions (about / on) …
I am of mixed opinions about / on this.
I have no opinion in this matter

Source: (https://www.ego4u.com/en/business-english/communication/opinion)

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 What I Can Do
Activity 2: Opinion Matters!

Directions: Read the statement below given by the Philippine President Rodrigo R.
Duterte on the issue of the Balik-Probinsya Program to the Local Government Units in
accepting/refusing Returning Overseas Filipino workers (ROFws) and Locally Stranded
Individuals (LSIs) during the COVID-19 Pandemic. Share your opinions/views using the
structure you learned above.

Source:( Presidential Communications Facebook Page)

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 Lesson Use Modals Appropriately
2
Forms of Modals and their Uses
1. Modals expressing ability
a.) can → express present or future ability
☻Andrew can lift that heavy object. (present ability)
☻We can solve this problem tomorrow. (future ability)
b.) could → express past ability
☻When I was young, I could memorize a poem easily.
2. Modals expressing request and permission
a.) may
☻May I join the contest? (request)
☻You may go now. (permission)
b.) can
☻Can we submit our term paper tomorrow? (request)
☻She can go over the question. (permission)
c.) could
☻Could they borrow your books? (request)
☻Marina could see me later. (permission)
d.) must → be used to express a conclusion
☻Her parents are silent. They must be angry.
☻They are touring the South as their prize. They must be enjoying themselves.
3. Modals expressing obligation or necessity
a.) should
☻We should help our parents.
☻One should be careful with his words.
b.) ought (to)
☻We ought to help fight pollution.
☻A student ought to study hard.
c.) must
☻You must come immediately.
☻He must submit his project now.
4. Modals expressing possibility or probability
a.) may
☻War may erupt anytime in the Middle East.
☻The teams may fight in spite of the dwindling funds.
b.) might
☻They might come at any moment.
☻She might use force if you don't listen to her.
5. Modals expressing preference or willingness
a.) would rather
☻We would rather watch the movie than stay at home.
☻The class would rather have an excursion than a party.
b.) would
☻He would help in the fight against poverty.
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 ☻She would write the speech.
Source: https://bit.ly/37Bxzkh

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OTHER FORMS AND USES OF MODALS

1. Shall, would you mind/do you mind, won't you, and would you
→ are used for permission, requests, suggestions, and offers in the interrogative
form.

*Shall is exclusively used for the first person. It shows advisability and is almost used
in question forms.

Example:
☻The bell has rung. Shall I call the class to come in now?

Note: Shall is also used in laws, regulations, or directives.

Examples:
☻You shall live in harmony with all of God's creations.
☻You shall not steal.

*Do you mind and would you mind are used in two common patterns:

a.) the speaker requests permission to do something

Example:
☻Do you mind if I leave?
Not at all.

b.) the speaker requests the person to do something or refrain from doing something.

2. May have and might have + the past participle of the main verb
→ are used for actions that were possible in the past but did not take place. In short,
they express past possibility or probability.

Examples:
☻I may have left the tickets in my locker.
☻She might have forgotten her appointment with me.

3. Could have + the past participle of the main verb

→ is used to indicate the ability to do something in the past, but the action was not
performed.

Example:
☻Cutting trees indiscriminately could have been prevented through a total log ban in
endangered areas.

4. Should have and ought to have + past participle of the verb

→ are used to indicate a past obligation or necessity.

Examples:
☻The total log ban should have saved the trees.
☻You ought to have seen the doctor.
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 5. For deductions about a past situation, use must have + the past participle of the verb.

Examples:
☻He was panting hard. He must have walked a long way.
☻The long dry spell must have caused it.

6. Would have + the past participle of the verb

→ is used to express willingness to do something in the past but no action occurred.

Example:
☻James would have helped us but his commitment to the city prevented him from coming.

7. Would rather have + the past participle of the verb

→ is used to express a preference to do an act in the past but had to do otherwise.

Example:
☻I would rather have listened to your speech.

Source: https://bit.ly/37Bxzkh

Modal Auxiliaries

Modal auxiliaries are sometimes called verbs. These are helping verbs that are used to
express certain moods likeability, inability, permission, obligation, willingness, and
conjecture. The underlined words in the "Language Activity" above are modals.

They are used with one of the principal parts of other verbs. Unlike other auxiliaries, modals
do not change in form, number, or person. In order to use them properly, their meanings
should be understood because the meaning of the sentence changes when different modals
are used.

Source: https://bit.ly/37Bxzkh

What’s More
Activity 1: Choose Me!

Direction: Read the following sentences and find out what moods are expressed in
the underlined modals. Choose the appropriate use of the modal from the options in the
parentheses.

1. The seas and the rivers can naturally clean themselves.

( ability , inability , possibility )
2. With the mounting garbage problem, they can't do it anymore.
( ability , inability , possibility )
3. Twenty years ago, people could swim in clear rivers and seas.
( ability , inability , possibility )
4. May we just leave the beach?
( ability , possibility , permission )
5. We can dispose of our garbage properly.
( ability , possibility , permission )

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 Using Emphasis Markers for
Lesson Persuasive Purposes
3

What’s In
In the previous lesson, you have learned how to use modals appropriately. You then
knew that there are different forms of modals with its functions. By this learning, you can
make an emphatic and forceful opinion that would linger in the hearts and minds of the
readers.
In the next lesson, you are going to use emphasis markers for persuasive purposes.

An emphasis is a form of exaggeration or amplification making things bigger in some

way than they really are.
The use of emphasis in speech is very common and is an accepted way of talking
that sends subtle (and sometimes not so subtle) signals to tell the listener where the
important parts are and so focus their attention. Use Emphasis to draw attention to things.
However, beware of overusing it as this will lead people to ignore what you say and possibly
try to avoid you altogether. You can also use emphasis to draw attention away from other
things that you want to avoid.

What’s New

Activity 1: Emphasis Markers

Direction: Complete the sentences below with a word from the words inside the box.

it what reason happens all place what me

1. _______ was my father who told me not to marry him.

2. _______ I hate about Sundays is knowing you have to work the next day.
3. The _______ why I want you to come early is so that we can have some time on your
own before the others arrive. 4. After you have sent in your CV, what _______ next is that
you get called for an interview.
5. It’s not my fault you can’t find them! _______ I did was tidy up your desk a bit.

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 What Is It

Words and expressions that emphasize a point according to their categories

and functions.

1. Contrast (Expressing opposition)

Examples:

•Instead (replace a previous idea)

•Yet, but, still, though, however, conversely, even so in contrast, on the
contrary, on the other hand (disagree)
• Still, despite, nonetheless, nevertheless, notwithstanding, in spite of (present
a logical idea)
• Otherwise (suggest contrasting result when a certain condition is not met)
2. Cause and Effect (Relationship between reason and outcome)
Examples:
• For, since, because, the reason why (stress the cause of something)
• So, thus, hence, therefore, accordingly, thereupon, subsequently,
consequently, so that, after that, as a result, as a consequence, for that
reason, an account of (present an outcome)
3. Sequence (Chronology of Ideas)

Examples:
• First, second, third, ..firstly, secondly, thirdly…initially, in the first place, then,
next, later, eventually, finally, lastly (denote order)
• Meanwhile, at the moment (present an action occurring at the same time with
another action.

EMPHASIS WORDS

Among the most valuable signals for you to know are emphasis words, through which the
writer tells you directly that a particular idea or detail is especially important. Think of such
words as red flags that the author is using to make sure you pay attention to an idea. Look
over the following list, which contains some typical words showing emphasis.

important to note most of all

a significant factor a primary concern
a key feature the main value
especially valuable most noteworthy
remember that a major event
the chief outcome the principal item
pay particular attention to the chief factor
a vital force above all
a central issue a distinctive quality
especially relevant should be noted
the most substantial issue

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What’s More
Activity 2: Make me new!
Directions: Rewrite the sentences with the word given.

1. She left her husband because he cheated on her. REASON

____________________________________________ he cheated on her.
2. We stopped in an absolutely beautiful place for lunch. PLACE
____________________________________________ was absolutely beautiful.
3. We got stuck in an enormous traffic jam. HAPPENED
____________________________________________ we got stuck in an enormous traffic
jam.
4. They didn’t apologize for arriving late, which really annoyed me. WHAT
____________________________________________ they didn’t apologize for arriving
late.
5. A girl from my town won the silver medal. IT
____________________________________________ won the silver medal.

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 Key to Answers
Lesson 1:
Activity 1: Say Something (answers may vary according to the student’s idea)
Activity 2: Opinion Matters! (answers may vary according to the student’s idea)
Lesson 2:
Activity 1: Choose Me!
1. Possibility
2. Inability
3. Ability
4. Permission
5. Ability
Lesson 3
Activity 1: Emphasis Makers
1. it 2. what 3. reason 4. happens 5. all
Activity 2: Make me new!
The reason why she left him was because he cheated on her.
2. The place where we stopped for lunch was asolutely beautiful.
3. What happened was (that) we got stuck in an enormous traffic jam.
4. What really annoyed me was they didn’t apologize for arriving late.
5. It was a girl from my town who won the silver medal.