Learning Area English 9

Learning Modality Modular Distance Learning

School Palahanan NHS Grade Level Nine (9)
Teacher Niña Liza P. Magpantay Learning Area English
Juan Carlos H. Perez
Teaching Date(s) August 2, 2020 Quarter First Quarter
August 27-30 , 2020
Teaching Time No. of Days 10 days

I.OBJECTIVES At the end of the lesson, the learners are expected to:
1.
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of preserving unchanging values in a changing world; also how to
use the features of a full-length play, tense consistency, modals, active and passive
constructions plus direct and indirect speech to enable him/her competently performs in a
full-length play.
B. Performance Standards The learner competently performs in a full- length play through applying effective verbal
and non-verbal strategies and ICT resources based on the following criteria: Focus, Voice,
Delivery and Dramatic Conventions.
C. Most Essential Learning MELC 2
Competencies (MELC) Use conditionals in expressing arguments
(If available, write the indicated
MELC)
D. Enabling Competencies Identify parts of conditionals
(If available, write the attached
enabling competencies)
II. CONTENT Conditionals
III. LEARNING RESOURCES
A .References
a. Teacher’s Guide n/a
b. Learners’ Materials n/a
pages
c. Textbook pages
d. Additional Materials from Self-Learning Module( SLM) SOCCSKSARGEN Region
Learning Resources
B. List of Learning Resources for Activity sheets, Reading Material
Development and Engagement
Activities
IV. PROCEDURES
A.Introduction WHAT I NEED TO KNOW?

Personal motivation and positive disposition in gaining knowledge each

day are the most effective ways to learn English. Thus, studying English rules
helps you acquire whatever aspect of conversational English is most interesting
or important to you at the moment.

The teacher informs the students the following objectives of the lesson:
1. Identify the types of conditionals used in given situations
2. Construct sentences using conditionals in expressing one’s self on different
argumentative circumstances
3. Show appreciation on the importance of using conditionals in asserting arguments on
social issues.

WHAT’S NEW

TASK 1. ON ONE CONDITION!

Directions: Complete the statements below by writing the possible condition or result of the
situation given.

1.
B. Development WHAT I KNOW?
The teacher will ask the students to answer the following pre-test items on their Modules.
Test 1
Directions: Identify the type of conditional used in each of the following sentences by
matching column A with Column B. Write your answer on a separate sheet.

A B
1. If I don't drink coffee in the afternoon, I feel
sleepy. a. Future or Real Conditional
2. If you had run a bit faster, you would have won. (First Conditional)
3. If people are not careful, Covid Infection will increase
4. If I were you, I would buy it as soon as possible. b. Past Unreal Conditional
5. If we continue cutting down trees, the Earth’s (Third Conditional)
temperature will further rise.
6. If we had listened to the radio,we would have heard c. Present Real Conditional
the news. (Zero Conditional)
7. It would not surprise me if he did not know the answer.
8. If you cross an international date line, the time d. Present Unreal Conditional
changes. (Second Conditional)
9. If you respect people, they will treat you fairly.
10. If you turned up the radio, we would hear the news.

Test 2
Directions: Complete the clauses using conditionals in expressing one’s self on different
argumentative situations. Write your answer on a separate sheet of paper.

1. If President Duterte signs the Anti-terrorism Bill, ______________________________.

2. If I will become rich,_____________________________________.
3. If Filipinos had followed government orders,___________________.
4. If kids are over-exposed to social media, ___________________________.
5. If you are knowledgeable with technology, __________________.

WHAT’S IN?
TASK 2: MODALS ON
Directions: Choose the correct modal to complete the sentence from the given choices.
Write your answer on a separate sheet of paper.

1. You ___ come to the meeting but it would help us all if you’re there.
a. couldn’t b. doesn’t c. mustn't d. don't have to

2. I can’t get a connection on my phone. ___ I borrow yours?

a. Do b. Can c. Does d. Have to

3. The rules say that you ___ only invite one guest to the club.
a. can b. might c. has to d. have to

4. I ___ stay on for a few hours because I’d rather work late today than over the weekend.
a. do b. must c. has to d. have to
5. There’s a lot of noise coming from outside. ___ I close the window?
a. do b. must c. could d. Have to

TASK 3: If…Then what?

Read an excerpt from the poem entitled “If” by Rudyard Kipling and answer the guide
questions below.
If by: Rudyard Kipling - 1865-1936
Taken from A Journey Through Anglo-American Literature

If you can keep your head when all about you

Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise:

If you can dream—and not make dreams your master;

If you can think—and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build ’em up with worn-out tools:

If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: ‘Hold on!’

If you can talk with crowds and keep your virtue,

Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,

Directions: Answer the following questions. Write your answer on a separate sheet of
paper.
1. What will happen if you can keep your emotions even when you are in stressful
situations?
2. What word is common in the poem?

WHAT IS IT?
The teacher presents the content of the lesson.
My bucket list of ifs….
What are conditionals in English grammar?

Conditionals are sometimes called “if clauses”. They describe the result of something that
might happen (in the present or future) or might have happened but didn’t (in the past).
They are made using different English verb tenses.

There are four types of conditionals

TYPE 1 – Present or Future Real Conditional

The first conditional has the present simple after if, then the future simple in the other
clause:
If + present simple…..will + infinitive
It’s used to talk about things which might happen in the future. Of course, we can’t know
what will happen in the future, but this describes possible things, which could easily come
true.
Examples:
a. If you don’t hurry, you will miss the plane.
(It’s about what will happen today, another day might be different.)
b. If she studies harder, she’ll pass the examination.
(It’s possible she will study harder and so she’ll pass.)

TYPE 2 – Present Unreal Conditional

The second conditional uses the simple past after if, then would and the infinitive:
If + Simple past……would + infinitive
It has two uses:

A. We use it to talk about things in the future that are probably not going to be true.
Examples:
a. If I had enough money, I would buy a house with twenty bedrooms and a swimming
pool.
(I’m probably not going to have much money, it’s just a dream, not very real.)
b. She would pass the examination if she ever studied.
(She never studies, so this won’t happen.)
B. We use it to talk about something in the present which is impossible, but because it’s
not true.
Examples:
a. If I had his number, I would call him.
(I don’t have his number now, so it’s impossible for me to call him.)
b. If I were you, I wouldn’t go out with that man. (but I’m not you,)

TYPE 3- Past Unreal Conditional

We make the third conditional by using the past perfect after if, then would have and the
past participle in the second part of the sentence:
If + past perfect…..would + have + past participle
It talks about the past. It is used to describe a situation that didn’t happen, and to imagine
the result of this situation.
Examples:
a. If she had studied, she would have passed the examination.
(But, really we know she didn’t study and so she didn’t pass.)
b. If I had eaten so much, I wouldn’t have felt sick. (But I did eat a lot, and so I did feel
sick.)
ZERO TYPE CONDITIONAL – Present Real Conditional
We can make a zero-conditional sentence with two present simple verbs (one in the if
clause and one in the main clause):
If + present simple….present simple
This conditional is used when the result will always happen.
Example:
a. If water reaches 100 degrees, it boils. (It is always true, there can’t be a different result
sometimes.
C. Engagement WHAT’S MORE?
TASK 4: TRY THIS!
Directions: Use must, have to, should and ought to correctly in the following
sentences.

1. Children __________ obey their parents.

2. Parents ___________ respect their children too.
3. Challenges ___________ not keep us from achieving our dreams.
4. Parents ___________ send their children to school.
5. Before, one talks about an issue, he/she ___________ read about it first.
6. Family members __________ understand that they have important roles to perform in
keeping the family strong.
7. Friends __________ be carefully chosen for the influence they can have.
8. The school, as a second home ________constantly nurture and protect the rights of
children.
9. We _______find courage even in the small things that we do.
10. In order to succeed, you _________ believe that you can.

WHAT I CAN DO?

Task 5. Change for the Better.
Directions: Replace the underlined phrases with the appropriate modal verb.
Write your answer on a separate sheet of paper.

1. You are not permitted to say anything about it.

______________________________________________.
2. Well, you are advised to buy that CD set from the greatest hits of Queen.
_________________________________________________________.
3. Dog owners are not allowed to bring their pets inside the new restaurant in town.
_________________________________________________________________.
4. The situation there is indeed serious. We really need to stay here.
_______________________________________________________________.
5. There is a meeting on the first floor, Patrick is not allowed to make noise.
_________________________________________________________________.

WHAT OTHER ENRICHMENT ACTIVITIES CAN I ENGAGE IN? (ADDITIONAL

ACTIVITIES)

Task 6. Reflect and Write!

Write a reflective paragraph of 80-120 words on the importance of using
modals when asking permission and providing obligation and prohibition. Be
guided with the rubrics below.

4 3 2 1
CRITERIA Above Meets Approaching Below
Expectation Expectation Expectation Expectation
Depth of Demonstrate Demonstrate Demonstrate a Demonstrate a
Reflection apprehensive thoughtful basic limited
and thorough understanding understanding understanding
understanding of the writing of the writing of the writing
of the writing prompt and the prompt and the prompt and the
prompt and the subject matter. subject matter. subject matter.
subject matter.
Main Idea Main idea is Main idea is Main idea is The main idea
clear. established. unclear not is not present.
specifically
stated in the
writing
Conventions The work is The work has The work The work has
free (almost few grammar needs editing many errors in
 free) of and spelling for many grammar and
grammar and errors. grammar and spelling and it
spelling errors spelling errors interferes with
meaning
D.Assimilation WHAT I HAVE LEARNED?

Task 7. Complete Me!

The teacher will ask the students to complete the following statements.

1. When we want to express permission, prohibition (not allowing something), obligation or

no obligation, we use ______________.
2. _________ usually gives the idea of something that is against the rules.
3. Have to shows that the obligation comes from____________, not the speaker. This is
usually referring to a rule or law.
4. We use don't have to to show that there is no ___________. You can do something if
you want but it is not an obligation.
5. Can is most often used to ask for or give__________.

WHAT CAN I DO? (ASSESSMENT)

Task 8: Make me Whole Again!
Directions: Choose the correct modal from the box to complete the sentence.
Write your answer on a separate sheet of paper.

must can have to

mustn’t can’t
1. Drivers _________ always stop on red lights.
2. If you are going to drive, you _________ consume alcoholic drinks.
3. Students _________ review their lessons each day of the class.
4. Guests ________ dress appropriately when attending formal events.
5. Children ________ play with matches.
6. People ________ smoke in indoor public places.
7. You________ write your output without doing research.
8. Students with ID_________ enter the library.
9. We _______ wear mask when going outside.
10. You _______ stay late during weekdays.

V. Reflection The learners, in their notebook, journal or portfolio will write their personal insights about
the lesson using the prompts below.

I understand that
_________________________________________________
I realize that_____________________________________________________