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English 11

Quarter 1 - Module 3
(Lesson 6-8)
Department of Education ● Republic of the Philippines
English- Grade 5
Alternative Delivery Mode
Quarter 1 - Module 3: Lesson 6-8
First Edition, 2020

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 5
English
Quarter 1 - Module 3
(Lesson 6-8)

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Table of Contents
What This Module is About...........................................................................................................................i
What I Need to Know......................................................................................................................................i
How to Learn from this Module................................................................................................................... i
Icons of this Module....................................................................................................................................... ii
What I Know.................................................................................................................................................. iii

Lesson 6:
(Composing Clear and Coherent Sentences Using Appropriate Grammatical Structures –
Aspects of Verbs)

What I Need to Know………………………………………………… ………..1

What’s In………………………………………………………………………….1
What’s New……………………………………………………………………….2
What Is It …………………………………………………………………………2
What’s More ……………………………………………………………..……… 3
What I Have Learned ……………………………………………………...……..4
What I Can Do ……………………………………………………………..…….4
Lesson 7:
(Composing Clear and Coherent Sentences Using Appropriate Grammatical Structures -
Using Modals)

What’s In…………………………………………………………………………5
What I Need to Know ……………………………………………………….….5
What Is New…………………………………………………………………..…6
What Is It……………………………………………………………………… 6
What’s More………………………………………………………………………….…..7
What I Have Learned……………………………………………………… ….8
What I Can Do………………………………………………………………...…8

Lesson 8:
(Composing Clear and Coherent Sentences Using Appropriate Grammatical Structures -
Conjunctions)

What’s In………………………………………………………………………..9
What I Need to Know……………………………………………………..……9
What’s New……………………………………………………………………10
What Is It ………………………………………………………………….…..10
What’s More ……………………………………………………………….….11
What I Have Learned …………………………………………………………12.
What I Can Do …………………………………………………………….….13

Key to Answers…………………………………………………………………………………14
References………………………………………………………………………………16
What This Module is About

This module is all about the lessons on composing clear and coherent sentences using
appropriate grammatical structures for aspects of verbs, modals and conjunctions.

What I Need to Know

This module will help you learn to compose clear and coherent sentences
using appropriate grammatical structures for aspects of verbs, modals and
conjuctions.

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:

• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

i
Icons of this Module

This part contains learning objectives that

What I Need to Know
are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge.

This part connects previous lesson with

What’s In that of the current one.

An introduction of the new lesson through

various activities, before it will be
What’s New presented to you.

These are discussions of the activities as a

way to deepen your discovery and
What is It understanding of the concept.

These are follow-up activities that are

What’s More
intended for you to practice further in
order to master the competencies.

Activities designed to process what you

What I Have Learned have earned from the lesson.

These are tasks that are designed to

showcase your skills and knowledge gained
What I can do
and applied into real-life concerns and
situations.

This is an assessment tool for every module

to measure the knowledge and skills the
Assessment learners learned.

This provides answers to the different

activities and assessments.
Answer Key

What I Know
 A. Directions: Choose the correct answer from the parenthesis to
complete the sentence below.

1. Our teacher (teach, teaches) us how to write an essay.

2. My mother and |I (travel,traveled) last week.
3. Joenna sits down and (writes, wrote) in her notebook.
4. My sister ( can, should ) sing well.
5. I (must, might) finish my task before the deadline.
6. You ( can, should) wash hands often with soap and water.
7. We (can, must) obey the guidelines of the quarantine protocol.

B. Compose a sentence observing subject verb agreement with the given

word below.
8. examine_________________________________________.
9. should__________________________________________.
10. Whether_______________________________________.
 Lesson
Composing Clear and Coherent Sentences
Using Appropriate Grammatical Structures –

6 Aspects of Verbs

What’s In

Verbs are words that shows action.

The verb tense place the verb in time. The three major tenses are past, present and future.
Sometimes it helps a kid to think that the past as “yesterday”, the present as “ today”, and
the future as “ tomorrow”
Look at the sample below.

Past Present Future

I rode my bike yesterday I ride my bike I will ride my bike
tomorrow.

Task 1. Choose the correct tense of verb to complete each sentence.

1. Yesterday, Samuel ( write ) __ his name on the test
paper.
2. My mother ( sing ) on the next Sunday.
3. Our teacher (teach) how to do that last week.
4. My brother ( cook ) pasta yesterday.
5. Jonathan ( clean ) his
room._________________

What I Need to Know

Objective: Compose clear and coherent sentences using

appropriate grammatical structures – aspects of verb
EN5G-1a-3.3

1
 What’s New
Aspects of verb are determined by whether the verb expresses a fact, an
ongoing action, a completed action, or the end of ongoing action.

The three aspects are:

1. The simple aspect is indefinite, not sure if the action is on-going or
completed. It may also indicate if the action is habitual or repeated
action.
2. In the perfect aspect the task is already completed.
3. While in the progressive aspect, the action is still taking place or on-
going.

Read the following sentences and notice the difference between the underlined words.
 I wash the car.
 I am washing the car.
 I have washed the car.

1. What have you noticed about the words?

2. What does this remind you about verbs?

What Is It

Let us study the following sentences.

1. In the sentence “I wash the car.”, wash, which is the verb, is in the simple
form. The time when the action is indefinite or it is unsure if it is on-going or
completed. Thus, this sentence is in the simple aspect of the verb.

2. While in the sentence “I am washing the car”, washing, which is the verb, is
in the present progressive form, which tells us that the action is on-going.

3. On the other hand, the sentence “I have washed the car.”, have washed, being
in the present perfect, tells us that the action has just been done or completed.
These sentences are in the present tense, if we are to write it in past tense, we would
have.
 I was washing the car. – simple past
 I had washed the car. – past perfect
 I had been washing the car. – past perfect progressive
 What’s More
Task 2. Complete the paragraph with the correct form of verbs in the
parentheses. Use the present progressive aspect.

Right now, I ( work ) ___________ on my assignment. My brother

Frank ( repair ) ___________ his bike. Father ( help ) _________ him
inflate the tires. Great ! I have an idea now. Why don’t I write about
biking? I am going to ask my uncle who is the mechanical engineer.
He ( work ) _________ in a company that manufactures bicycles and
motorbikes. Uncle mike surely knows how a bicycle started.
Meanwhile , I ( write ) the questions that I will ask him.

Task 3. Try and answer the following. Write the correct aspect of the verb
for the following sets of sentences.
1. walk (present)
a. SJ __________ to school. (simple)
b. SJ ________________ to school. (present progressive)
c. SJ ________________ to school. (present perfect)
2. cook (present)
a. Mother __________ dinner for us. (simple)
b. Mother __________________ dinner for us. (present progressive)
c. Mother __________________ dinner for us. (present perfect)
3. water (present)
a. Gabrielle __________ the garden. (simple)
b. Gabrielle____________________ the garden. (present progressive)
c. Gabrielle ____________________ the garden. (present perfect)
4. play (past)
 a. I _______________ in the plaza. (simple)
b. I _______________ in the plaza. (past perfect)
c. I _______________________ in the plaza. (past perfect progressive)
5. read (past)
a. We _______________ books in the library. (simple)
b. We _______________ books in the library. (past perfect)
c. We ________________ books in the library. (past perfect progressive)
 What I Have Learned

From the activities that you have performed, what are the three aspects of
verb?
When are we going use the simple, perfect and progressive aspects of verb?

What I Can Do

Tasks 4. Read the following sentences. Have the pupils identify what is the
aspect of the verb used in the sentence. Write SPR for simple present, SPS for simple
past, PRP for present progressive, PSP for past perfect, PPF for present perfect, and
PPP for past perfect progressive.

1. Romina studied her lesson for the test.

2. Father rides the bus to go to work.
3. I have been cleaning my room.
4. Finn and Jake are watching his favourite TV show.
5. Jerry talks to Tom over the phone.
 Lesson Composing Clear and Coherent Sentences

7 Using Appropriate Grammatical Structures

– Modals

What’s In

Directions: Compose sentences using the given sets of words. Refer to the word
enclosed in the parentheses to know the tense of the verb to be used in each item.
Example: Andy, climb, above the tree, (present)
Andy climbs above the tree.

1. Andrea, read, pocketbook, (future)

________________________________________________

2. Minda, celebrate, Sinulog Festival, last year, (past)

_________________________________________________

3. Farmers, plant rice, (present)

_________________________________________________

4. Rommel, clean, his bedroom, (present)

_________________________________________________

5. The children, dance, gracefully, (past)

_________________________________________________

What I Need to Know

Objective: Compose clear and coherent sentences using appropriate grammatical

structures: Modals
Code : EN5G-lc- 3.6

What’s New
 Study this table.
1. What are modal verbs?
2. How is it use in a sentence?
3. Does it help you understand the sentence better?
type Modal verbs Examples
ability can, could  David can speak three languages.
 He could speak fluent English.
permission can, could, may  Can I sit in this chair, please.
 Could I open the window.
 May I borrow your dictionary.
advice should  You should visit your dentist at
least twice a year.
 You should try to lose weight.
obligation must, have to  I must memorize rules about
tenses.
 You have to take off your shoes
before you get into the mosque.
possibility might, may  It looks nice, but it might be very
expensive.
could, can
 Richard may be coming to see us
tomorrow.

What Is It
A Day with Grandma
Diane: What are you going to do grandma?
Grandma: Well, I’m going to make a pizza.
Diane: Can I help you?
Grandma: Yes, of course but you should wear an apron.
Diane: Perfect! Can we start now?
Grandma: First, we must mix everything for dough.
Next, we must roll the dough with the rolling pin.
Then, we are going to top it with tomato sauce, cheese,
onion, bacon and mushrooms.
Diane: Can I slice the onions?
Grandma: No you shouldn’t.
Diane: Why not?
 Grandma: Because your eyes may start to burn and tears may run down
your face.
But you can cut the bacon.
You must be careful with the knife and you shouldn’t
cut it so fast.
Lastly, we must put it in the oven and wait to get done.
Diane: The pizza must be ready now. Let’s take a look.
Grandma: Oh its deliciously done now but we must wash our hands
first before eating this pizza.
Diane: It is really delicious grandma.
Thank you for teaching me how to make a pizza.
I really had fun doing this. Shall we do it next time?

1. What are the modal verbs uses in the dialogue?

2. Underline the modal verbs in the dialogue.
3. Can you teach us making your project using modal of verbs in giving directions?
4. How will you help grandparents at home?

What’s More
Directions: Complete the sentence with correct modal of verb.
1. It __________ (may, might, must) rain today.
2. It __________ ( can, should, might) be risky.
3. ____________ (should, may, must) we come in?
4. You ________ ( should, could, can) obey the class teacher.
5. I ___________ (can, should, would) like to have a cup of milk.
Write About It: Use each modal inside the pie in a sentence.

1. _________________________________________________________________________

2. _________________________________________________________________________
3. _________________________________________________________________________

4. _________________________________________________________________________

5. _________________________________________________________________________

What I have Learned

Study the table below, how did you use the modal verbs in constructing clear and coherent
sentences?
type Modal Verbs To Use
ability can, could
permission can, could ,may
advice should
obligation must, have to
possibility might, may
can, could

What I Can Do

Write five (5) sentences using modal of verbs.

1.____________________________________________________
2.____________________________________________________
3____________________________________________________
4.____________________________________________________
5.____________________________________________________

Lesson
Composing Clear and Coherent

8 Sentences Using Appropriate

Grammatical Structures – Conjunctions
 What’s In

Read the following sentences.

1. I had a good time in the party although I didn’t know those people.
2. She passed her exam because she studied very well.
3. You won’t know what to do if you don’t listen attentively.
Read the underlined words.
What is the use of these underlined words?

What I Need To Know

Objective: Compose clear and coherent sentences using appropriate grammatical

structures with conjunctions. EN5G-Ie-8.3/8.4

Read and analyze the following sentences.

Clause 1 Conjunction Clause 2 Sentence

1. Lito got sick because He played under Lito got sick because he
the rain. played under the rain.
2. Elsa’s although She only sells Elsa’s mother supports
mother vegetables for a her studies in a private
supports living. school although she
her studies only sells vegetables.
in a private
school

1. What is the conjunction used in the first example?

2. In the second example what is the conjunction use?

What’s New

Conjunctions are a part of speech that joins two words, phrases or clauses together.

There are three types of conjunctions:

 Coordinating Correlative
Common Subordinating Conjunctions
Conjunctions Conjunctions

for either...or after

and neither...nor before
nor not only...but although
but also though
or both...and even
though
yet whether...or
as much as
so
as long as
as soon as
because
since
so that

What Is It

Example no.1 used Coordinating conjunction.

It is used to give equal emphasis to a pair of main clauses. Let us remember the
acronym
FANBOYS.
( for, and, nor, but, or, yet and so)

Example no.2 used Subordinating conjunction.

It is a conjunction that used to join independent clause and dependent clause. The
most common subordinating conjunctions are: after, although, as, because, before, how, if,
once, since, than, that, though, till, until, when, where, whether, while.

Coordinating conjunctions also called coordinators, are conjunctions that connect two or
more equal items.

Examples:
 He plays tennis and soccer
Correlative conjunctions are used in pairs. They work in pairs to coordinate two items.
Examples:

I didn't know that she can neither read nor write.

Subordinating conjunctions, also called subordinators, are conjunctions that join a

dependent (or subordinating) clause to an independent (or main) clause.

Examples:

He reads the newspapers after  he finishes work..

"So" is a small English word that can have different meanings. As mentioned in the
table above, it is commonly used as a coordinator rather than as a subordinating
conjunction. There are, however, instances when "so" may introduce purpose and in
this case "so" is used as a subordinating conjunction.
Examples:
"I took my umbrella with me so I wouldn't get wet."
" I stayed so I could see you."

What’s More

A. Write the correct conjunction to complete the sentence.

1. I need to work hard _________ I pass the exam.

B.
2. _________ he was the best candidate, he didn’t win
the elections.
3. _________ you come back from your trip, we’ll meet
to discuss the problem.
4. They said that the movie was fantastic _________I
watched it.
5. _________ he was very ill, he didn’t take any
medicine.

Complete each sentence using the subordinating conjunction from the parenthesis:

1.We are leaving Wednesday _________ or not it rains. (if, whether, though)
2.Pay attention to your work _________ you will not make mistakes. (so that,
unless, or)
 3.The musicians delivered a rousing performance _________ they had rehearsed
often. (though, as, once)
4.She’s honest _________ everyone trusts her. (if, so, when)
5.Write this down _________ you forget. (or, when, lest)

What I Have Learned

How did you compose clear and coherent sentences using appropriate grammatical
structure using conjunctions?
When are you going to use, each type of conjunction in composing a sentence or
sentences?

What I Can Do
A. Write 5 sentences using conjunctions.
1.
2.
3.
4.
5.

B. Make a short paragraph using conjunctions.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Summary
The module enabled you to learn the use of aspects of verbs accurately such as the
simple aspect, perfect aspect and the progressive aspect.
It presented the correct usage of modal verbs as to the ability, permission, advice,
obligation and possibility.
Conjunctions specify on its function as to coordinating, correlative and common
subordinating which particulars were presented in the lesson activities.
Learning about the aspects of verbs, modals and conjunctions allowed you to compose clear
and coherent sentences with the appropriate grammatical structures.

Posttest
 Compose a paragraph or paragraphs about the most beautiful place that you have
visited. Underline the aspects of verbs, modals and conjunctions found in the paragraph /s.

Key to Answers
Pretest
1.teach
2.traveled
3.writes
 4.should
5.must
6.should
7.must
8-10. Learners have varied answers

Key to Corrections: Lesson Lesson 7

6 What’s In
Task 1. 1. Andrea should read pocketbook.
2. Minda celebrated Sinulog Festival last year.
1. wrote 3. Farmers plant rice.
2. will sing 4. Rommel cleans his bedroom
3. taught 5. The children danced gracefully.
What’s New
4. cooked
1.
5. cleans 2.
Task II. 3.
What’s Is It
1.am working
1.
2. is repairing 2.
3. is helping 3.Pupils may have varied answers.
4. is working 4Pupils may have varied answers.
What’s More
5. am writing 1. might
2. Might
Tasks III 3. may
4. Should
1. a. walks 5. Could
b. is walking
What Have I Learned
c. have walked
2. a. cooks Please state here the possible answer
b. is cooking
What I can Do
c. have cooked
3. a. waters Assessment

b. is watering Modal Verb Practice Elementary

c. have watered
1. couldn’t 6. could
4. a. was playing
b. had played 2. can’t 7. could
c. had been playing 3. could 8. couldn’t
5. a. was reading
4. can, couldn’t 9. can’t
b. had read
c. had been reading 5.can, couldn’t 10. could
Tasks IV Use can, can’t must, mustn’t, should, shouldn’t
1. SPS
2. SPR 1. can 11. can’t
2. can 12. must
3. PPP 3. can’t 13. shouldn’t
4. PRP 4. can 14. must
5. can 15. must
5. SPR 6. can 16. can’t
7. should 17. shouldn’t
8. should 18. can
9. mustn’t 19. shouldn’t
10. should

What I learned

The aspect of a verb is determined by whether the action is on-going or

completed.

The three aspects are:

4. The simple aspect is indefinite, not sure if the action is on-going
or completed. It may also indicate if the action is habitual or
repeated action.
 Lesson 8

What’s More
A. Learners may have varied answers
B. 1.whether
2 so that
3. as
4. so
5. lest

What I Have Learned

Learners have varied answers

What I can Do
A. Learners have varied answers.
B. Learners have varied answers.
C. Posttest: Learners have varied answers.

References:

Curriculum Guide in English 5 – EN5G-Ib-3.3, EN5WC-Ib-1.1.6.1

Learners Manual in English 5

Buenaventura,R. Cupcupin R., Second Edition, SIBS Publishing House Inc.

English Language Power
Castillo, Kristine Erika C, Joy in Learning English 5 Textbook,
copyright 2016 by Vibal Group Inc.

file:///C:/Users/Admin/Documents/GRADE%205%20ENGLISH%20WORKBOO
K%20(1).pdf

https://www.grammar-monster.com/glossary/aspect.htm

English Learners Manual for Grade 5

Department of Education