MODULE COVERAGE

This module has the following lessons:

Lesson Title You’ll learn to… Estimated

No. Time
Lesson 1 Context Clues Unlock the meaning of a 5 days
word using related words
Lesson 2 Conventions in Citing Sources Determine the different 4 days
genres of television
programs
Lesson 3 Signal that indicates Distinguish the difference 4 days
coherence between Passive and
Active Voice
Lesson 4 Using Modal Verbs, Nouns, Write sentences in the past 4 days
Adjectives and Adverbs tense

 Expected Skills To do well in this module,

You need to remember and do the following:
1. Use related words in order to unlock the difficulties in understanding the meaning of
the word.
2. Be mindful of the sources of information taken from various media platforms
3. Make sentences that will make ideas vivid and understandable to the reader
4. Construct sentences using modals to express clear intentions
5. Make sentences that uses nouns and their adjectives effectively
6. Identify the different usage of adverbs.

 Module Map

Context EFFECTIVE
Coherence
Clues WRITING

Citing Grammar
Sources Awareness

1
 PRE-ASSESSMENT
1. This type of citation uses the author’s last name and the year of publication
A. parenthetical citation B. LMA citation
C. in-text citation D. paragraph-number citation

2. This type of citation uses the author’s last name, the year of publication, and the page
number
A. parenthetical citation B. LMA citation
C. in-text citation D. paragraph-number citation

3. No matter where you go, the Internet is following you. Almost every portable device is
being made with an Internet connection. Most new TVs and many other appliances come
with Internet connections as well. The Internet is truly ubiquitous.
If something is ubiquitous, __________.
A. it is fuzzy and will bite you B. it is everywhere
C. it costs too much money D. it causes rashes

4. Speaking rudely to the judges was rash behavior. You really hurt your chances of winning!
In the above context, what does “rash” mean?
A. an itchy skin condition C. trying to hide or disguise a piece of cheese
B. funny D. with little thought or consideration

5. Some people are always bashing the president just like others bashed the one before him.
Wouldn't you think that
everyone could find something to praise him for, at least once in a while?
What does “bashing” mean in the above selection?
A. hitting hard with a heavy tool B. going to too many expensive parties
C. speaking or writing harshly about D. voting for a different candidate

6. Wherever he goes, the esteemed Dr. Sanchez is applauded for his life saving research.
What does “esteemed” mean?
A. held over boiling water B. very old
C. unable to chew gum D. greatly admired

7. I believe that if you lower taxes so that people can keep more of the money they earn, it
will be an incentive for them
to work harder.
What is the meaning of “incentive”? __________.
A. a reason to do something B. a small amount of money
C. a tax D. a good job

8. In coherent writing, each paragraph begins with what kind of sentence to give it focus?
A. parallel B. transitional C. topic D. concluding

9. In coherent writing, which of the following words serves as a transitional device that shows
time?
A. first B. later C. thenD. All of these are correct.

10. ________ you go already? You only arrived an hour ago!

A. must B. should C. can D. could

2
11. When he was young, he ________ swim very well. He won medals and championships!
A. had to B. can C. could D. will

12. The company ________ go bankrupt if they don't find a lot of money quickly!
A. should B. shouldn't C. might D. could

13. You look very confused by the homework, Clive. ________ I help you?
A. will B. can C. must D. may

Underline singular nouns. Double underline plural nouns.

14. Mr. Morton was very pleased with his students.

15. "This class is amazing and deserves rewards," said Morton.

16. Mr. Morton wanted to take his students to the zoo

Underline the adjectives and circle the adverbs. There is at least one of each in every
sentence.
17. I have six dollars but, unfortunately, I need ten dollars to get into that awesome movie.

18. He quickly threw on his green pants and orange shirt.

19. I am very mad, but I am not mad at you.

20. The black cat stealthily walked on the old windowsill.

3
LESSON 1
VOCABULARY DEVELOPMENT
 KWL CHART
Below is a KWL Chart. It will help you check your understanding of the lessons in this unit.
Fill in with appropriate information the different sections of this module. Now, you are
supposed to complete the first and second columns with what you know and wonder about
the topic.

K W L
Know Wonder Learn
Write what you know about Write what you want to learn Write what you learned from
the topic the topic

 EXPLORE
The apploga bounced really high when Jimmy threw it on the ground. Then, Cathy
threw the apploga through the net and scored two points. We like playing with the
apploga during recess. What is an apploga?

________________________________________________________________

A. DISCUSSION
Strategies to Unlock the Meaning of Unfamiliar Words
CONTEXT CLUES/CONTEXTUAL CLUES
This refers to the words or sentences before or after a certain word that helps to clarify the
meaning of the not-so familiar word. Context clues may include definition, example,
comparison contrast, cause and effect, and inference from general context.

1. DEFINITION
This involves the direct definition of the unknown word, especially technical terms.
Signal words are used to set off definitions. These include or, also called that is in other
words, which is that is.

4
Example:
The pinnacle of her career as an educator, the most successful point of her being a teacher,
came when her efforts as a researcher and innovator was recognized via an international
award teachers.

2. EXAMPLE
The unknown word appears in one or more examples that are clues to its meaning
Signal words include for instance, especially, such as.

Example:
Some vegetables are low in purines, but there are some that contain high concentration, and
these include legumes, like beans, chickpeas, and peanuts, which are all in a pod.

3. COMPARISON/CONTRAST
Unknown words are either compared or contrasted. Among signal words used for
comparison are likewise, similarly, in the same way, and also. Signal words for contrast are
although, on the contrary, unlike, on the other hand, and however

Examples:
Alexandrite or Chrysoberyl, like other precious stones, which can appear green, red, or
yellow-orange, is hard and cannot be cut with a knife. Unlike her sister who is so gregarious,
Gertrude is unusually quiet and unsociable.

4. CAUSE AND EFFECT

This process calls for stating the cause of an event using an unfamiliar word, while
Familiar words are used to provide the effect. Because, consequently, therefore, as a result

Examples:
Because Marsha was a negligent babysitter, her younger sister wandered off and fell into the
river.
The weeds in my garden are so profuse. As a result, I can no longer see the flowers that are
abloom.

5. INFERENCE FROM GENERAL CONTEXT

If clues are not in the same sentence, look at the sentences that surround the word and
infer, or draw a conclusion about the word's meaning.

Example:
Roy use to be a pugnacious character, but over the years he seemed to mellow. He has
more self-confidence now and doesn't need to prove himself all the time. But when I first
knew him he seemed to have a chip on his shoulder – he was always itching for a fight.

6. SYNONYMS SYNONYMOUS RESTATEMENT CLUE

Synonyms are words with the same meaning. The meaning of an unknown word is given
away because it repeats an idea expressed in familiar words nearby.

5
Examples:
a. The mountain pass was a tortuous road, winding and twisting like a snake around the
trees of the mountainside.
The unknown word "Tortuous" is given away by the words "winding and twisting

b. His narcissistic attitude often annoys acquaintances and friends. He is excessively

interested in himself and in his physical appearance.
The second sentence contains the phrase "excessively interested in himself"- the meaning
of narcissistic.

B. EXERCISES
Unlock the meaning of the italicized words using context clues.

1. The important dates are listed in chronological order, ie from March to September.
______________________________________________________________________
2. While many believe that there is prosperity in the region, many people are still living in
below poverty line.
______________________________________________________________________
3. The school's debate team was elated when it won the grand championship.
______________________________________________________________________
4. The rainy season was just in time to take over the sweltering heat of summer.
______________________________________________________________________
5. Jack winced in pain when his right foot was hit with a crow bar.
______________________________________________________________________

C. ACTIVITY
Encircle the letter of the best meaning for the underlined word as it is used in context.

1. My brother said, "I just freed myself from a very loquacious history professor. All he
seemed to want was an audience."
a. pretentious b. grouchy c. talkative d. worried

2. There is no doubt that the idea of living in such a benign climate was appealing. The
islanders seemed to keep their vitality and live longer than Europeans.
a. tropical c. kind
b. not malignant d. favorable

3. It is difficult to imagine a surfeit of talent in one individual, yet Leonard Bernstein simply
does not have the time to make complete use of his talent as conductor, performer, writer,
and lecturer
a. excess c. superiority
b. variety d. lack

6
4. There is a large demand all over the United States for plants indigenous to the desert.
Many people in Arizona have made a good business of growing and selling cacti and other
local plants.
a. native c. foreign
b. necessary d. alien

5. After the Romans left, a millennium and a half passed before people again lived in such
comfort. Churchill wrote, "From the year 400 until the year 1900 no one had central heating
and very few had hot baths
a decade c. 1 000 years
b. many years d. century

 ENRICHMENT
Write your reflection below on your learning experiences in this lesson.

 KWL CHART
What new realizations do you have about the topic? What new connections have you
made for yourself? Revise the KWL Chart.

K W L
Know Wonder Learn
Write what you know about Write what you want to learn Write what you learned from
the topic the topic

7
LESSON 2
 KWL CHART
Below is a KWL Chart. It will help you check your understanding of the lessons in this unit.
Fill in with appropriate information the different sections of this module. Now, you are
supposed to complete the first and second columns with what you know and wonder about
the topic.

K W L
Know Wonder Learn
Write what you know about Write what you want to learn Write what you learned from
the topic the topic

 EXPLORE

Source: https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.philstar.com%2Fthe-
freeman%2Fopinion%2F2017%2F09%2F17%2F1740054%2Feditorial-real-threat-fake-
news&psig=AOvVaw1MquEwYMCMOGTi-
J9SW940&ust=1594119869491000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCKj2tLq
9uOoCFQAAAAAdAAAAABAD

What do you think is the idea that the picture is trying to convey?
_____________________________________________________________________.

8
Is it always good to take important information from various social media platforms? Explain.
_____________________________________________________________________.

A. DISCUSSION
Using Notes from Primary and Secondary Sources
In writing your outline, you can increase the content to make it complete by using notes from
primary and secondary sources.
What are primary sources?
These are the original records of the intellectual thoughts or ideas of the people who were
present in events such as social, historical, economic, or other periods. In other words, these
sources were created by those who had firsthand experience of that scenario or event.
Hence, they are first hand witnesses.
Examples:

 Documents and written records during political era

 Audio recordings of interviews or diaries
 Images like photos, videos
 Letters, texts, original documents and records
 Lectures, recipes, treaties
 Autobiographies
 E-mail messages
 Minutes of the meeting

What are secondary sources?

Any type of image, document, or text about an event or scenario that was created by
someone who used the primary source as reference for the information that he or she
needs. This is a discussion about another person's work.
Examples:

 Textbooks
 Journal articles
 Researches
 Thesis
 Dissertation
 Pamphlets

More often than not, using primary sources is recommended because of the following
reasons:

 It helps you analyze critically the meaning and relevance of the documents or texts
without the interpretation and opinion of a secondary source. This is true with
commentary, interviews, and other opinion-based documents.

9
  It will also make you use your past knowledge in interpreting and taking notes of
accounts or events. This means that there is greater interaction between you and the
material.
 You will learn to validate the information that you got instead of relying on the ones
given by the secondary source.

Citing Sources and in-text Citation

When you are writing, it is not enough to simply do research and use the information by
another person or source without properly giving due recognition to them. It is like taking
their ideas without properly acknowledging them.
There are several reasons why citing your sources is important:
1. It gives credit to the primary source of information where credit is due.
2 The information you presented can easily be validated if proper citation is present
3. It shows that you've done your fair share of research by reading other materials or data
about your topic.
4. This limits, if not, totally avoids plagiarism.
How do you cite sources?
1. Determine the citation style that you will use. For this book, we will use APA, 6th edition or
the American Psychological Association.
2. For hard copies like books, make sure to get the following information:
2.1 title
2.2 name/s of the author/s according to how they appear on the reference that you have
2.3 date of publication
2.4 publisher
2.5 page number
3. For online materials, make sure to get the following information:
3.1 direct URL
3.2 date you accessed the cite
3.3 DOI (this is present if you access a scholarly written online article)
4. Better to take photos using your phone if you do not have enough time to write down
everything or if you want to make sure that you got all the information right.

Using In-text Citations

This is used in the body of your paper. This means that the words, phrases, or information
the the reader is about to read is not your original work but rather, cited from another person
How do you do in-text citations for primary sources?

10
1. The in-text citations usually have the name of the author(s) and the year of publication
2. You include the page number if you are utilizing a direct quotation.
3. If you are quoting someone directly (word per word) with less than 40 words, then the
lines you cited should be enclosed within quotation marks citing the author's last name, year
publication, and page number.
Example:
With one author:
"Overall, reading is an integral part of the curriculum. It makes the students to holistically"
(Esteban, 2009, p. 16).

With two authors:

"Constant vocabulary practices will increase the word recognition of students" (Esteban
and Lopez, 2017, p. 9).

Another way to cite:

With one author:
Esteban (2009) stated that "overall, reading is an integral part of the curriculum. It makes the
students think holistically" (p. 16).

With two authors:

Reyes and Lopez (2017) affirmed that "constant vocabulary practices will increase the word
recognition of students” (p. 9).

4. If you are paraphrasing (indirect quotation) the material in your paper, then include the
author's last name followed by the year which is enclosed inside the parentheses. This is if
the authors name is part of the sentence.
Example:
Esteban (2009) stated that reading is an important subject because it makes students reflect
about what they are thinking.
However, if you did not include the author's name in the sentence, then place the name and
the year inside the parentheses separated by a comma.
Reading is an important subject because it makes students reflect about what they are
thinking (Esteban, 2009).
How do you do in-text citations for secondary sources?
1. If you are citing in your paper a work discussed in secondary source, then give both the
primary and the secondary sources.
Example:

11
Reyes and Herrera's study (as cited in Lopez and Miller, 2003) provided an idea about peer
pressure.

Note:
In the reference/bibliography page, you would cite the secondary source you read not the
original study.
Lopez, A. and Miller, L. (2003). Models of reading aloud. Psychological Review, 98, 90-99.
2. If the works that you will cite have no identified authors or have anonymous authors, cite
the first few words which is normally the title and the year. Use quotation marks around the
title of the article.
Example:
The book Reading and Beyond (2018) stresses that ...

3. If the works has an anonymous author, cite in your paper Anonymous followed by a
comma and then the date.
Example:
(Anonymous, 2016)
4. For YouTube videos, include the author's surname or the one who did the video and the
year.
Example:
(Manzano, 2007)

B. EXERCISE
If the citation is correct, write CORRECT. If not, rewrite it properly.

1. Neither group showed any differences (Garcia and Campos 2010).

_________________________________________________________________________.
2. Santos and Evangelista (2002, p. 23) found the significance of the study.
_________________________________________________________________________.
3. "Overall, reading is an integral part of the curriculum. It makes the students think
holistically" (Esteban, 2009. p. 16).
_________________________________________________________________________.
4. According to Cruz, too much texting is detrimental to one's health (2010).
________________________________________________________________________.
5. Citation is important to give due recognition to primary sources (Sison April 9, 2017).
_________________________________________________________________________.

12
C. ACTIVITY
Think of a topic related to your favorite subject in school. Gather information about it and cite
your sources and prepare in-text citations.
Topic:_________________________________________________________

SOURCES INDIRECT CITATIONS DIRECT CITATIONS

 ENRICHMENT
Come up with an indirect and direct quotation for the following texts:

1. Ram Cortez in June 12, 1990 stipulated on page 5.

Travelling makes one see the beautiful places that one can only imagine in books
______________________________________________________________________
2. Rose Magno in Jan. 3, 2019 stipulated on page 2.
Writing is an avenue to express your thought and ideas freely.

______________________________________________________________________

13
  KWL CHART
What new realizations do you have about the topic? What new connections have you
made for yourself? Revise the KWL Chart.

K W L
Know Wonder Learn
Write what you know about Write what you want to learn Write what you learned from
the topic the topic

LESSON 3
 KWL CHART
Below is a KWL Chart. It will help you check your understanding of the lessons in this unit.
Fill in with appropriate information the different sections of this module. Now, you are
supposed to complete the first and second columns with what you know and wonder about
the topic.

K W L
Know Wonder Learn
Write what you know about Write what you want to learn Write what you learned from
the topic the topic

14
  EXPLORE
Analyze the given paragraph below and answer the following questions.
Credit cards are convenient, but dangerous. People often get them in order to make large
purchases easily without saving up lots of money in advance. This is especially helpful for
purchases like cars, kitchen appliances, etc., that you may need to get without delay.
However, this convenience comes at a high price: interest rates. The more money you put
on your credit card, the more the bank or credit union will charge you for that convenience.
If you’re not careful, credit card debt can quickly break the bank and leave you in very dire
economic circumstances!

What can you say about the paragraph?

____________________________________________________________________
What have you observed from the paragraph?
____________________________________________________________________

GRAMMAR AWARENESS
A. DISCUSSION
Cohesive Devices
Often referred to as linkers, linking words, connectors, transitional expressions, discourse
markers, cohesive devices define their relationship between and among paragraphs or
sentences within a paragraph. They tie together ideas to clearly lead readers to the very idea
of a text. Cohesive devices are used to achieve coherence in writing.
There are main two types of cohesion - grammatical cohesion and lexical cohesion.

Methods of Cohesion with Examples

1. Anaphoric reference means that a word in a text refers back to other ideas in the text for
its meaning.
Examples:
Nica and Dindi left for Singapore last Saturday. They took the first flight out of Manila.
* THEY refers to Nica and Dindi.

Maurice auditioned for the school band. He was shortlisted.

* HE refers to Maurice.

2. Cataphoric reference means that a word in a text refers to another later in the text, and
need to look forward to understand.
Examples:
When he auditioned for the school band, Maurice was shortlisted.
" HE refers to Maurice

15
Because it heard the siren, Bo barked incessantly.
• IT refers to Bo.

3. Exophoric reference refers to an idea outside the text. This is a reference to world
knowledge shared by the reader.
Examples:
The Palace spokesperson said that the President would begin his state visits in Asian
countries a week from now.
"The readers are expected to know who the Palace spokesperson is.
The teacher of the next class will only be available 10 minutes after the bell has rung.
*The readers are expected to know who the teacher of the next class is.

4. Tense agreement refers to the way that writers use tenses to make a text hang together
Examples:
The students knew who their teacher was.
*Both verbs are in the past tense.
It is stated in the document that he is the legitimate heir.
*Both verbs are in the present tense.

5. Linkers are words or phrases that describe the relationship between ideas in the text.
Examples:
Either you take your family to a nice weekend escapade, or you get the cash worth fifty
thousand pesos.
"Either-or implies CHOICE
Jane is not only smart, but she is also good-looking.
*Not only-but also implies ADDITIONAL INFORMATION

6. Substitution or Ellipsis refers to replacing words, or leaving them out-this is how writers
reduce repetition in a text.
Examples:
Instead of spending your free time on discussing other people's lives, why don't you go to
the library?
*Spending your free time is omitted, but it is understood that the free time spent at the library
John: Can I ask a question?

16
Jane: Yes, you may ask a question. - This should have been omitted to avoid repetition.
The answer YES will suffice.

B. EXERCISE
Improve the following sentences by using methods of cohesion.
1. Marie and Grace arrived at the venue on time. Marie and Grace were the first to sign in
the registration sheet.
______________________________________________________________________
2. Eva asked Rafael if he can still submit his research paper even if it is already late.
______________________________________________________________________
3. Neither the class president or the class adviser knew about the incident.
______________________________________________________________________
4. When Isabel opened the door, Isabel saw her dog sprawled on the floor.
______________________________________________________________________
5. They counted the chicks before putting the chicks in the coop.
______________________________________________________________________

Achieving Coherence in Writing

To achieve coherence in writing, ideas must be organized logically, and must be related to
one another. There are two things to consider when writing coherent paragraphs: 1)
LOGICAL ORGANIZATION and 2) CONNECTING DEVICES.

The chart that follows should guide you in organizing your thoughts.
1. LOGICAL ORGANIZATION

METHOD DESCRIPTION
Chronological Order Details are arranged in the sequence which
they occurred, i.e. which took place first up
to the last (time order).
Order of Importance Details are arranged from the most
important idea to the least important or vice
versa.
Comparison and Contrast Details are arranged to present how two
items are similar or different. The
comparison may be done by considering
one detail after the other.
Cause and Effect/ Question and Answer Details begin with the cause followed by
detailing the effects, or one may begin with
the effects and move toward the conclusion
by mentioning the causes. The same may

17
 be said with the Q and A, where the
paragraph opens with a question, and
further developed with the answers to the
question.
Developmental Order Developmental Order may assume
two forms:
- GENERAL to SPECIFIC (deductive) or
SPECIFIC to GENERAL (inductive).
GENERAL to SPECIFIC (deductive) -
conclusion or general statement is followed
by details of explanation or proof.
SPECIFIC to GENERAL (inductive) –
details lead to concluding topic sentence.
Spatial Order Details are arranged according to their
location - top to bottom, extreme left to
extreme right, near to far, and so on.

EXERCISE B
Identify the method of development used in the given paragraphs.
1. ____________________________________________________________________
Early African Literature began in Ancient Egypt with the collection of the Pyramid Texts. This
was followed by the compilation of the Coffin Texts. This fascination of the cult of death
among Egyptians dictated Egyptian morality and ethics. The Egyptians wrote texts dedicated
to the quest of life after death, spells for the protection of the dead, and burial rites. This led
to the putting together of the Book of Dead.

2. ____________________________________________________________________
When we were younger, one of the tasks my sister and I tried to avoid was cleaning the
house. It is one of the most tedious activities one could ever imagine. We lived in a rather big
ancestral house with three bedrooms, and a living room on the second floor, and another big
bedroom on the ground floor, along with the main living room, the dining room, the kitchen,
the toilet and the bathroom, the laundry area, and the dirty kitchen.
Cleaning that old house would mean spending three to four hours to make it spic-and-span.
Sweeping and scrubbing the upper floor alone would take us a good 45 minutes. Moving the
beds, shaking off dust from the sheets and pillows could take another 20 minutes. The stairs
would have to be free of dust, since our grandmother had this habit of running her fingers on
each of the steps to check whether they were truly clean. We usually breezed through the
bedroom on the ground floor because before we reached that part of the house, Grandma
had meticulously cleaned it already. The living room was also a challenge to clean. We were
required to sweep the floor first, mop it with our might, spray it with liquid floor wax, and
scrub it until it was as shiny as our uncle's balding head. Each of the antique vases, frames,
and décor in the living room would have to be dusted off.

3. ____________________________________________________________________

18
Last August 11, Saturday, Manila Bay overflowed due to heavy downpour leaving the stretch
of Roxas Boulevard from Vito Cruz St. to Pedro Gil St., flooded and full of garbage. Plastic
items and plastic bags were among those that were hurled back by Manila Bay to the
streets, not to mention, human wastes, and decaying animals.

C. ACTIVITY
Rewrite the following events in CHRONOLOGICAL ORDER.
_____ I came into the house to measure the rainwater I had collected.
_____ I kept a weather station for a science project two years ago.
_____ I went to check the cup to see how much rain we had.
_____ The doctor numbed my finger, and then gave me stitches.
_____ I wrapped a cold washcloth around my bleeding finger.
_____ I slipped on the wet floor, and the cup broke in my hand.
_____ We had a heavy rainfall.
_____ My mother rushed me to the emergency clinic.
_____ The stitches were removed one week later.
_____ We had to spend an hour in the waiting room.

2. CONNECTING DEVICES and TRANSITION EXPRESSIONS

There are ways to connect our ideas in a composition, in the same manner that there are
numerous transitory expressions that can be used to link our thoughts, and to identify the
relationship between them.

METHODS of CONNECTING IDEAS

Repeat key words to link ideas Examples:
"And miles to go before I sleep, and miles
to go before I sleep."
-Robert Frost
Stopping by Woods on a Snowy Evening

"The question we writers are asked most

often, the favorite question, is: Why do you
write? I write because I have an innate
need to write. I write because I can't do
normal work as other people do. I write
because I want to read books like the ones
I write. I write because I am angry at
everyone. I write because I love sitting in a
room all day writing."
-Orhan Pamuk

19
 Nobel Lecture for "My Father's Suitcase

Use synonyms to connect with earlier Examples:

key words. I grew up in a household where canines
were part of the family, that was why when
a furry white dog was given to
me, I did hesitate to accept it, and named it
Coffee.

Ilocanos are known to be frugal. They are

thrifty in practically everything because they
do not enjoy the luxury of abundance from
both sea and land.

Use pronouns to connect with earlier Examples:

key nouns. Pink, red, and white roses grow in
abundance in our garden. They bring joy to
visitors who see them.

When Chessa arrived from gym practice

yesterday, she wasvery hungry, for she
finished two plates of pasta.

Use transitions to show how ideas are Examples:

related to one another. First swept the floor. Then I mopped it with
all my might.
(One came after the other.)

Because Mitch and Madel arrived early,

they were able to choose the best seats.
(The second clause was a result of the
first.)

ACTIVITY B
Rewrite the given paragraph by inserting the correct transition word. Choose from the
expressions provided below.

In addition Furthermore Finally

Although In the first place

The 100 kph speed limit in super highways must be strongly enforced. This speed
limit,___________ can save lives. Going over the 100 kph speed limit might jeopardize
motorists as the steering wheel is difficult to control if one gets too fast.
_____________ the speed limit can help save fuel. Reduced driving speed on highways
lower fuel consumption by about 2%. ___________ motorists can save a little for fuel
expense because a car's engine operates more efficiently at lower speeds.

20
  ENRICHMENT
In a ten sentenced paragraph narrate the best place that you haven’t gone to. Use
coherence in your writing.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

 KWL CHART
What new realizations do you have about the topic? What new connections have you
made for yourself? Revise the KWL Chart.

K W L
Know Wonder Learn
Write what you know about Write what you want to learn Write what you learned from
the topic the topic

21
LESSON 4
 KWL CHART
Below is a KWL Chart. It will help you check your understanding of the lessons in this unit.
Fill in with appropriate information the different sections of this module. Now, you are
supposed to complete the first and second columns with what you know and wonder about
the topic.

K W L
Know Wonder Learn
Write what you know about Write what you want to learn Write what you learned from
the topic the topic

 EXPLORE
List down the things that you think shows politeness to other people.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

22
GRAMMAR AWARENESS
A. DISCUSSION
Modals
Modals are verb-forms but they do not behave and function like ordinary verbs. They are
called modals because they express possibility, permission, and insistence, among others.
Common modals are:
Can May Must Shall Should Will Would Could Might Ought To

Differences between modals and verbs include the following:

1. Modals do not take"-5" in the third person.
Examples:
They can come here if they want to.
He should behave the way he is expected to.

2. Modals are made negative by using NOT.

Examples:
EM may not leave the house ahead of us.
He ought not to bring some of his books and painting materials.

3. Most modals cannot be used in the past and future tenses,

DISCUSSION
Using Modals in Polite Expressions
Modals are verb auxiliaries that are used to indicate possibility, ability, permission,
necessity, and obligation. Examples of these are:

1. CAN or COULD – it is used to signal an ability to do something.

Example: The eagle can fly very high

2. SHOULD – using this could mean an advice or obligation to act on something.

Example: We should be responsible enough to clean the surroundings.

23
3. MUST – it is used to signal the action as a necessity.
Example: The firefighters must put off the fire before it create further damage.

4. MIGHT – is used to express the possibility of an action to happen.

Example: I have to call her or she might worry about me.

5. MAY – is used in asking permission or giving consent to an action.

Example: May I see your output?
You may borrow this book

MODAL VERBS may be used as softeners in requesting or giving command. In school

office where we conduct business we use more acceptable language (formal) other than
those we use in casual conversation. Politeness is necessary in dealing with superiors,
seniors and co-workers. Using modals we can communicate in a civil manner.

1. Bring these papers to the guidance office. (Casual)

Could you bring these papers to the guidance office (Formal)
Would you bring these to the guidance office, please? (Formal)

2. I think, we assign a committee to work on various tasks. (Casual)

It would be better if we assign a committee to work on various tasks. (Formal)

3. I want to see your work.(Casual)

May I see your work? (Formal)

4 I need more time to complete this project. (Casual)

I could use more time to complete this project. (Formal)

5. Consider what options to take. (Casual)

You might want to reconsider your options. (Formal)

24
6. We should evaluate the activities. (Casual)

Shouldn't we evaluate the activities? (Formal)

B. EXERCISES

A. Correct the error in the use of modals. Rewrite it on the space below

1. Father should not be able to attend your graduation because he's ill.

_________________________________________________________________________

2. This treatment is effective because it must control the spread of pests.

_________________________________________________________________________

3. You might not touch the surface while the process is underway.

_________________________________________________________________________

4. We may learn how to deal with stressful work.

_________________________________________________________________________

5. She might undergo surgery before her condition worsens.

_________________________________________________________________________

6. Must I ask you few questions about the nature of your job?

_________________________________________________________________________

7. I love the sight of water but I should not swim.

_________________________________________________________________________

8. They should misinterpret your unusual mood.

_________________________________________________________________________

9. If you want to be successful you may study hard.

_________________________________________________________________________

10. You can go out anytime but you will not.

_________________________________________________________________________

25
B. Complete the sentence with the appropriate modal.

1. It ________________________ rain this afternoon so you better bring your umbrella

2. Maurice ________________________ troubleshoot software problems.

3. We _______________________ follow instructions to avoid fatal error.

4. _____________use the equipment for my presentation?

5. Everyone _____________________ observe safety rules before using the facility.

6. No one could exactly tell what ___________________________ happen in the future.

7. She reviewed all the lesson on chemical elements because it __________ come out in
the test.

8. Allan insisted that they ______________________ attend the meeting.

9. She ______________________tell from her voice that she's suspicious and edgy.

10. Leon ______________________ find a decent job so that he could support his family

C. Transform the following lines to polite expressions using modals.

1. Let us conduct a program in the Audio Visual Room.

_________________________________________________________________________

2. We should establish ties with other school organizations.

_________________________________________________________________________

3. Buy a house.

_________________________________________________________________________

4. Invite parents and teachers to join the tree planting drive.

_________________________________________________________________________

5. Hand me the shovel.

_________________________________________________________________________

6. I want you to send complete information about yourself.

_________________________________________________________________________

7. Let's discuss first the most pressing issues.

_________________________________________________________________________

26
8. I need ample time to accomplish this study.

_________________________________________________________________________

9. I think this is the best solution to the problem.

_________________________________________________________________________

10. I want to be your partner in the drama presentation.

_________________________________________________________________________

D. Write examples of polite expressions (using modals) used in doing a request to a teacher
or principal or employer.

1. _______________________________________________________________________

2. _______________________________________________________________________

3. _______________________________________________________________________

4. _______________________________________________________________________

5. _______________________________________________________________________

E. Determine whether the line is casual or formal.

_____________ 1. We organize a newspaper fund drive.

_____________ 2. I want to train students to become effective leader.

_____________ 3. I would appreciate it if I have more time to work on this

_____________ 4. Would you serve during the election of officers, please?

_____________ 5. Listen to my side of the story.

_____________ 6. You might want to buy quality shoes.

_____________ 7. I could use more time to accomplish the research work.

_____________ 8. We should find out the complaints of the residents.

_____________ 9. Help me disseminate the information to the villagers.

_____________ 10. Would you care for a coffee or tea?

27
F. Supply the missing modals. Write your answers on the blanks provided.
1. Jane hear the instructions because the crowd was cheering loudly._______________
2. You hold your breath for two minutes? _______________
3. We wait for them! _______________
4. Your kneecap have been fractured. _______________
5. Take a break. You be tired after a night shift. _______________

C. ACTIVITY
Use the following modals in correct sentences.

1. ought to
______________________________________________________________________
2. might
______________________________________________________________________

3. should
______________________________________________________________________
4. will
______________________________________________________________________
5. must
______________________________________________________________________
6. would
______________________________________________________________________
7. could
______________________________________________________________________
8. may
______________________________________________________________________
9. shall
______________________________________________________________________
10. can
______________________________________________________________________

28
GRAMMAR FOCUS
NOUNS
1. When the noun refers to a group acting together as one unit, it is called a collective noun.
Some examples are committee, group, team, crowd, jury, board. A collective noun needs a
singular verb.
Examples: The group is determined to win the game.
The crowd cheers loudly whenever a player scores a point.

2. Some nouns are always plural and need a plural verb. Some examples are: pants,
scissors, sheep, eyeglasses.
Examples: The special pants used in taekwondo are loose and comfortable

3. Some nouns have irregular plural forms.

Examples: child-children foot – feet woman-man men-women

4. Some nouns refer to things that can be counted. These are called count nouns.
Examples: one coach, three buildings, two trophies

5. Some nouns refer to things that cannot be counted. These are called mass nouns. Mass
nouns can be quantified using units of measures.
Examples: a cup of coffee a bolt of thunder a pinch of salt four tablespoons of soy sauce

The plural form of different nouns is formed in different ways.

Singular Plural
To indicate the plural form of most Car Cars
nouns: add –s Book Books
end of noun: vowel + -y boy boys
plural form: add –s key keys

end of noun: consonant + -y plural baby babies

form: change-y to -i, add -es city cities
end of noun: feorf wife wives
plural form: change -f to-v, add -es thief thieves
end of noun: -sh, -ch, -ss, -X dish dishes
plural form: add -es patch patches
class classes
box boxes
end of noun: vowel + -0 Z00 zoos
plural form: add-s radio radios

29
 end of noun: consonant+ 0 tomato tomatoes
plural form: add-es potato potatoes

EXERCISE B
Directions: Complete the sentences below by using the plural form of the words in the box.
Use each word only once.

Match radio
Authority life player

___________ 1. Some Filipinos listen to blow-by-blow accounts of PBA games on

their_____.
___________ 2. The municipal _____ like watching the PBA games during their
afternoon breaks.
___________ 3. The _____ of thousands of Filipinos are marked by the political and
PBA seasons.
___________ 4. Basketball has become more popular because of its handsome and
headline-making _____.
___________ 5. It is exciting to watch close _____ between strong basketball teams.

ACTIVITY B
Directions: Write the plural form of the noun in the parentheses to complete the sentence.
___________ 1. Their team is so competitive that they treat all their opponents as
mortal (enemy).
___________ 2. There are regular Karate (class) in school every Wednesday and
Friday afternoons.
___________ 3. The (wife) of the team's players sit in a special reserved section during
championship games.
___________ 4. The (coach) of all the (team) met yesterday to discuss the code of
discipline for (player)
___________ 5. To prepare for the upcoming match, the coach made us watch (video)
of our opponents' past games,

30
GRAMMAR FOCUS
Adjectives can be used to compare the qualities of two people or two objects. When
comparing, we use the comparative form of adjectives. We can add "er" or use "more"
before an adjective. Using "-er" or "more" means one person or object possesses a quality to
a greater degree than the other person or object.

Example: The President is older than most of the senators.

This issue was deemed more important than the others.

In the examples above, "than" follows the comparative form of the adjective.

Add -er' to adjectives with one syllable Example: old older

long longer
cheap cheaper

If an adjective ends in -y, change the Example: funny funnier

‘-y' to ‘i’' and add ‘er’ pretty prettier

Use more before adjectives with two or Example: popular more popular
more syllables (except for adjectives responsible more responsible
that end in-y)
The adjectives 'good', bad' and far Example: good better
have irregular comparative forms Bad worse
far farther / further

2. We can use the word "as” before an adjective to compare two persons or things that
possess a quality to an equal degree.

as + adjective + as Example:
The President is as old as some of the new
Senators.

3. The superlative form of adjectives is used to compare three or more people things. We
use "-est" or "most” to form the superlative of an adjective. We can add "of all” after the
superlative form of the adjective.

Example Comparative Superlative

Add -est' to old older oldest
adjectives with one long longer longest
syllable cheap cheaper cheapest

If an adjective ends funny funnier funniest

in ‘y’ change the ‘y' pretty prettier prettiest
to and add-est

Use most before Popular more popular most popular

adjectives with two responsible more responsible most responsible

31
 or more syllables
(except for
adjectives that end
in y)

The adjectives good better best

'good' bad worse worst
bad' and far have far farther/further farthest/furthest
irregular superlative
forms

4. We can also make comparisons using adverbs.

Comparative Superlative

Use 'more' and 'most with more responsibly most responsibly

adverbs that end in -ly.' more careful most careful

Use -er' and -est with harder hardest

irregular adverbs: hard, fast, faster fastest
early, late earlier earliest
late latest
The adverb well changes better best
into better and best when
making comparisons

5. We can use 'as' before an adverb to indicate similarity or equality

as + adverb + as
Example:
The President speaks as carefully as most of the new senators.

EXERCISE C
Directions: Based on the table of statistics, complete the following sentences by using the
appropriate comparative / superlative form of the adjective / adverb in the parenthesis.

Financial BIR Employed Total Labor Total

Resources in Revenue Persons Force Crime
Million Collection
pesos)
Cebu 813.8 9,036 1,146 1,400 7,500
Palawan 866.9 273.3 266 318 620
Bulacan 1,031.7 1,321.2 787 864 1,637
Pangasinan 1,168.2 1,884.6 787 923 1,554

Example: (great) The total labor force in Pangasinan is greater than in Palawan..

32
1. (efficiently) At first glance, it seems that in Bulacan, BIR revenues are collected
___________________. in Pangasinan.
2. (wealthy) In terms of financial resources, Palawan is___________________ Cebu.
3. (high) The number of employed persons in Bulacan is _________________in
Pangasinan.
4. (safe) Based on the total crime rate, Palawan is the ______________________ place
among the four provinces.
5. (stable) In terms of financial resources, Pangasinan is ________________ Palawan.

ACTIVITY C
Directions: Based on your personal knowledge, observations and opinions about the
Philippine government, compare the following persons / objects in each set. Use the
comparative forms in complete sentences.
1. The current President and the current Chief Justice.
_____________________________________________________________________.
2. The current administration and the previous administration.
_____________________________________________________________________.
3. Senators and House Representatives
_____________________________________________________________________.
4. People's respect for the government a decade ago and people's respect for the
government in the present year.
_____________________________________________________________________.
5. Your favorite public official and your least-liked public official
_____________________________________________________________________.

GRAMMAR FOCUS
An Adverb is a word that modifies a verb, an adjective or another adverb.
Adverb modifying a verb
Example: Jun walks carefully.
Example: Jun is extremely cautious when he walks near an anthill.

Adverb modifying an adjective

Example: Adverb modifying another adverb Jun walks quite carefully for fear of offending the
"nuno".

2. Sometimes, an adverb (adv.) can be mistaken for an adjective (adj.). Remember: an

adjective describes a noun, while an adverb describes a verb, an adjective or another
adverb.

33
Example: Ann is a cautious driver.
adj. noun

Ann drives cautiously

verb adv.

The Adverb as Modifier

An adverb as modifier may be placed or situated in the following ways or manner:
1. Before the subject of the sentence
Tomorrow, the cruise ships will dock at Manila Bay Port.
Adverb

Carefully, the nurse placed the baby in the crib.

Adverb

2 After the verb

The burning air balloon landed safely on the air field.
Verb Adverb

The students wave enthusiastically at the passing motorcade of their favorite stars.
Verb Adverb

3. Before the verb

Our class adviser rarely gets angry at latecomers in class.
Adverb Verb

Manong Luis patiently tried to fix the leaking water pipes in the canteen kitchen.
Adverb verb

5. Between the helping verb and the main verb

You will soon see the magnificent rice terraces.
HV Adverb MV

6. Before an adjective
I and my friends are too scared to ride the giant Ferris wheel in the amusement park.
Adverb Adjective

EXERCISE D.
Box each adverb in each of the given sentences. Then, identify its kind on top of each
adverb. Rewrite every sentence in such a way that the adverbs properly describe the verbs
in bold print

34
1. My friends and I, for fun, go to a theme park once a month.
______________________________________________________________________
2. Some medical students reviewed in the library to pass their examination hard yesterday.
______________________________________________________________________
3. A television news reporter talked last night during the interview sarcastically to provoke
someone to react accordingly.
______________________________________________________________________
4. Johnson sings for a tempting fee at the Casino Royale nightly.
______________________________________________________________________
5. My aunt has been praying in the church devotedly every morning for a year now.
______________________________________________________________________
6. The incumbent Senate President criticized the government this morning in the senate
hearing vehemently.
______________________________________________________________________
7. The AFP Chief of Staff travelled last week to see for himself the peace situation far to
Mindanao.
______________________________________________________________________
8. We missed you in Baguio terribly during the annual school retreat.
______________________________________________________________________
9. Henry drove to Batangas fast to meet his family early this morning.
______________________________________________________________________
10. The students will be reviewing to score doubly better hard in Literature.
______________________________________________________________________

ACTIVITY D
In the following sentences, place the adverb phrases in appropriate positions.
1. The members of the Zumba Wellness Club meet (once a month, at Club Filipino, at six in
the evening).
_____________________________________________________________________.
2. They have fun discussing how much weight they have managed to lose (during the
month, at the meeting, usually).
_____________________________________________________________________.
3. They invite doctors who give them advice on proper diet and exercise. (sometimes, in
order to know about the proper way of losing weight).

35
_____________________________________________________________________.
4. Their guest doctor has just arrived (tonight, from Canada, share her (experiences about
her patients, by plane)
_____________________________________________________________________.
5. A question and answer time comes (after the talk, to discuss points that the members
want clarified).
_____________________________________________________________________.
6. Dinner is served. (at eight o'clock, promptly, after the open forum). The agenda for the
next meeting is discussed. (during dinner, usually, by the club president)
_____________________________________________________________________.
7. The club encourages its members to lose weight. (by awarding prizes to those who can
maintain trim figures, indeed, once a month).
_____________________________________________________________________.
8. The club plans to put up a bigger fitness gym. (next year, to give the members a bigger
place to dance and exercise).
_____________________________________________________________________.
9. Middle-aged people can feel and look young, provided they are not overweight. (by
exercising regularly, easily).
_____________________________________________________________________.
10. The agenda for the next meeting is discussed (during dinner, usually, by the club
president).
_____________________________________________________________________.

GRAMMAR FOCUS
Adverbs of Affirmation
ADVERBS are modifiers. They modify verbs, adverbs, and adjectives. They are of various
types.
Among these are adverbs of frequency, adverbs of time, adverbs of place, adverbs of
manner, and even adverbs of affirmation and negation.
ADVERBS of affirmation tells us that something is absolutely true.
Examples:
I shall probably come tomorrow.
Carlos will definitely submit the script tomorrow.
In the following examples, underline that adverb of affirmation.
1. I shall surely report the matter to your class adviser.

36
2. The class certainly enjoyed the show.
3. The lawmaker will surely apologize.
4. He is a very active council officer.

To guide you further, here is a list of some adverbs of affirmation:

Adverbs of affirmation
Absolutely affirmatively verily avowedly clearly truly
Definitely doubtlessly exactly alright obviously positively
Really sure surely undoubtedly certainly by all
means

B. EXERCISE
Determine the adverbs of affirmation in each of the sentences.
________________ 1. Arlene, my good friend, is certainly having a difficult time lately.
________________ 2. Because Jack was eager to be informed about his daughter's or
progress in school, he will definitely attend the Parent-Teacher
Conference.
________________ 3. He really is a brilliant student.
________________ 4. His family and friends knew that Henry would undoubtedly top the
board exams.
________________ 5.The aggrieved has clearly manifested his intention to pursue the
case.

Adverbs of Negation
In the previous lesson, you have learned about adverbs of affirmation. The opposite of these
adverbs are known as adverbs of negation.
ADVERBS of negation express a negative statement, judgment, or doctrine.
Examples:
The room was almost empty.
I shall not probably come tomorrow.

Try these following examples. Underline the adverb of negation used.

37
1. Henry is no longer interested to see you.
2. I have never met Mr. Charles before.
3. The scouts were nowhere to be found.
4. lan doesn't have anything to say.

To guide you further, here is a list of some adverbs of affirmation and negation:
Adverbs of Negation
Nothing contradictorily nowhere not at all almost
invalidly not or words ending n't never no rarely
scarcely

EXERCISE
B. Determine the adverb of negation in each of the sentences.
________________ 1. There was no visibility at the runway during the he downpour.
________________ 2. Of the many visits I made to Sorsogon, I never spot a butanding
________________ 3. Rice is scarcely available at local markets lately.
________________ 4. As of the moment, I don't have any in my possess
________________ 5. We rarely end up in arguments.

C. Use five adverbs of negation in effective sentences.

1. ___________________________________________________________________.
2. ___________________________________________________________________.
3. ___________________________________________________________________.
4. ___________________________________________________________________.
5. ___________________________________________________________________.

38
C. ACTIVITY
Make an essay of what our government do should and should not do during a Health Crisis.
Use adverb of Affirmation and Negation for this activity. Write it on the space provided
below.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

39
  ENRICHMENT
Character Sketch : think of your most trusted person in your life. Make his/her name as your
title and describe him/her, make sure to use lessons about Nouns, Adjectives and Adverb in
your writing
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

40
  KWL CHART
What new realizations do you have about the topic? What new connections have you
made for yourself? Revise the KWL Chart.

K W L
Know Wonder Learn
Write what you know about Write what you want to learn Write what you learned from
the topic the topic

41
 POST ASSESSMENT
Direction: Encircle the letter of the best answer.
1. Most of America's Founding Fathers did not believe in women's suffrage. Only men could
vote in the United states until 1920. What is “suffrage” ?
A. something that causes physical pain B. an early flag
C. skirts that did not cover ankles D. the right to vote

2. Some people are sure that the new health care law will mean better care for everyone.
Others argue that the law will mean less care and longer waiting lines for those who need to
see doctors. It's a controversy that will not go away soon.
A controversy is something that people _______.
A. have strong disagreements over B. blow their noses into
C. need to pay for a visit to a doctor D. eat with sweet candy

3. Removing seeds from cotton plants was a slow job until Eli Whitney invented the cotton
gin. What is a cotton gin?
A. a drink B. a book C. a machine D. a cloth

4. In the early 1600s, a dangerous trip across the Atlantic Ocean was a daunting idea. The
Europeans, who would someday be known as the Pilgrims, must have been a very
determined and brave group of settlers. A daunting task is one that would _______
someone.
A. tickle B. amuse C. lose or misplace D. frighten or intimidate

5. The original Pilgrims called themselves the “Saints” and referred to others who joined with
them for the voyage as the “Strangers.” In this context, “original” means _______.
A. one of a kind B. first C. humorous D. musical

6. This type of citation uses the author’s last name and the year of publication
A. parenthetical citation B. LMA citation
C. in-text citation D. paragraph-number citation

7. This type of citation uses the author’s last name, the year of publication, and the page
number
A. parenthetical citation B. LMA citation
C. in-text citation D. paragraph-number citation

42
8. In coherent writing, each paragraph begins with what kind of sentence to give it focus?
A. parallel B. transitional C. topic D. concluding

9. In coherent writing, which of the following words serves as a transitional device that shows
time?
A. first B. later C. thenD. All of these are correct.

10. It's wet and windy outside today. You ________ go out without an umbrella.
A. shouldn't B. won't C. don't have to D. could

11. I think that sign means we ________ enter the building. Look, there's a security guard
too.
A. won't B. have to C. mustn't D. could

12. Lindsay watched the movie in French and ________ understand very much of it.
A. didn't have to B. can't C. couldn't D. could

Underline singular nouns. Double underline plural nouns.

13. The class was excited to see the animals at the zoo.

14. Deshawn most wanted to see a pack of wolves and a colony of bats.

15. Mr. Morton sang a song for the children.

16. The people on the bus were covering their ears.

17. The group was ready to get off the bus and see some animals.

Underline the adjectives and circle the adverbs. There is at least one of each in every
sentence.
18. She clumsily spilled hot coffee on her pink shirt.

43
19. The student sloppily wrote his answers on the crumpled homework sheet.

20. The teacher angrily graded the messy homework assignment.

44