Copyright © 2021

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or transmitted in any
form or by any means electronic or mechanical without written permission from the authors.

English 9
Workbook
First Edition, 2021

Development Team/Authors

Writers: Chartchel D. Bantigue,

Christine G. Bohol
Daivie Mar C. Sueta
Ezra M. Perez
Judee V. Fernandez

Editors: Chartchel D. Bantigue

Daivie Mar C. Sueta
Layout Artists: Davie Mar C. Sueta
Ezra M. Perez

Book Cover Designer: Ezra M. Perez

Disclaimer

Any form of examples or figures are all fiction. Unless otherwise indicated, all the names, characters,
places, events and incidents in this book are either the product of the developer's imagination or used in
a fictitious manner. Any resemblance to actual persons, living or dead, or actual events is purely
coincidental.

Preface

This English workbook is designed to assist students in improving their grammatical skills and
inductively toward accurate understanding and use of grammatical structures. This will bring aid to the
students that are in the developing stage of piling up their basic English grammar awareness and broaden
the concept of the strands of English language that looms to the holistic foundation of learning.
Furthermore, this workbook can be utilized to reinforce formal English lesson to the students that
addresses their basic idea and concept in countering new knowledge and will aide them in developing
clear, fluent and precise ideas and translations to whatever desires of discipline of verbal, non-linear and
linear manifestation.
This English Workbook is constituted of three main topics, Syntax, Parts of Speech and
Morphology which focuses on the areas of basic functions, usage, purpose, and the importance of each
aspect that contributes to the exact knowledge and application of basic English grammar. Each main topic
contains three exercises that were organized from simple to complex and were integrated with
infographics which will provide a brief background of the topic and will guide the students before the
exercises. Each topic provides a single framework of English grammar lesson that covers three content
exercises of this workbook.
Primarily, this workbook is written for grade 9 students and the selected lessons for each domain
of infographics were designed to be congruent to this specific grade level only. The directions and
exercises of this workbook were carefully minimized to meet some of the basic needs of all grade 9
learners and all types of exercises were optimized to their specific purpose. However, this workbook can
be utilized as a support to other grade levels since the created content and topics are spherical to aid other
English grammar lessons, workbooks and e-books.
Each topic focuses on a specific grammatical structure, but the exercises do not begin by
introducing a basic rule. Instead, students start by reading the content of every infographic before going
through a series of examples and exercises. These are designed to allow students to perceive for
themselves the rules that govern the structure that is the focus of the topic and encourages deductive
thinking that leads to results.
Furthermore, this workbook addresses each concept with clear, concise, and effective examples
that are immediately reinforced with exercises and opportunities to demonstrate learning. Each main topic
allows students to demonstrate mastery of the given principles of quality writing. With its laddered
approach, this book can address a range of writing levels and abilities, helping each student prepare for
the next grade level. Constant reinforcement is provided through examples and exercises, and the text
involves students in the learning process through reading, problem, practicing, and experiencing the
writing process.

Table of Contents

TOPIC I: Syntax Page

Worksheet 1 TransFormTense! ………………………………………………..………….. 1
Worksheet 2 Eyes on the Error! …………………………………..………………..…….. 2
Worksheet 3 Modified Telephone Grammar! ….………………………….…….…… 3
TOPIC II: Parts of Speech
Worksheet 1 Choose Wisely ……………………………………………………………… 4
Worksheet 2 Filling Up the Boxes! ………………………………………………………. 5
Worksheet 3 Make Your Own …………………………………………………………… 7

TOPIC III: Morphology

Worksheet 1 Know Me Within! ………………………………………………..………… 8
Worksheet 2 Word Mining ……………………………………………………..………… 9
Worksheet 3 Poetry Morphology! …………………………………………….……….. 11

TOPIC-I

OBJECTIVES:
At the end of the lesson, the students should be able to:

1. Underline the appropriate form and tense of the

verb to be used in the sentences within the
paragraph;

2. Identify the syntactical errors in the sentences;

3. Identify the tenses presented by the underlined

verbs in the sentences.

Background Information:
Name of Learner: _________________________ Grade and Section: _______________
Date: ____________________________ Score: ___________________________

Activity 1: TransFormTense!

Direction: Underline the appropriate form and tense of the verb to be used in
the sentences within the paragraph.

Example:
I (went, go) home early. I (am not, was not) feeling good in school. It (is, was) a rainy day, so I
went home and (had, have) a rest. When I (wake, woke) up, I (felt, feel) better.
Try this!

Community pantries 1. (was, were) all the talk across social media this week, with the
Maginhawa Community Pantry being the first to generate media buzz. A community pantry 2.
(is, are) a service that provides food directly to locals suffering from food insecurity. Some 3.
(rely, relies) purely on local donations. Some 4. (coordinate, coordinates) with food banks and
organizations for steady supplies of food and essential goods. Some also 5. (organizes,
organize) other socio-civic activities for patrons. The community pantry is not a new idea, as
many 6. (have been established, has been established) elsewhere as an immediate, local
response to hunger, but in the context of the pandemic and millions of food-insecure Filipinos,
the idea 7. (have proven, has proven) nothing short of revolutionary. In less than a week, the
Maginhawa cart 8. (have served, has served) thousands of individuals and inspired many to
help sustain the pantry. Other communities across the country 9. (have been inspired, has been
inspired) to start their own pantries, such as those in Quezon City, Rizal, and Nueva Ecija. In a
news week filled with petulant presidents, VIPs easily gaining admittance to hospitals, and yet
another dose of dolomite, the efforts of community pantry organizers 10. (have been, has been)
a pleasant change.

1
Name of Learner: _______________________ Grade and Section: _____________

Date: ____________________________ Score: _____________________

Activity 2: Eyes on the Error!

Direction: Read and reread the sentences carefully. Identify the errors in the
sentences given below. Encircle only the letter of the correct answer
for each item.

Example: The crowd are yelling.

A B C D

TRY THIS!
 1. The local government is planning to convert the town’s rice fields into a industrial park.
A B C D
2. One of the bridge with historical value will be demolished.
A B C D
3. Fresh vegetables are at sale today at the corner market.
A B C D
4. Four quarts of oil were required to get the car running.
A B C D
5. My favorete bakery is on Second Street.
A B C D
6. What proof of his love do Juliet ask from Romeo?
A B C D
7. We propose to dealing with this subject in the following chapter.
A B C D
8. We don’t know who’s keys these are, so we can’t return them.
A B C D
9. He worked fastly, cutting and slicing the turf neatly, heaving the sod to one side.
A B C D
10. Swim in the ocean has been Sharon’s passion since she was five years old.
A B C D

Name of Learner: _______________________ Grade and Section: _____________

2
Date: ____________________________ Score: _____________________

Activity 3: Modified Telephone Grammar!

Mechanics: In telephone grammar, the first person writes a grammar concept on a slip of paper and
passes it to the next student. This time, in the modified telephone grammar, the teacher will write a
grammar concept on a clean sheet and the students shall put their answer on the space provided. Students
must follow the arrows until they reach the end.

Direction: Identify the tenses presented by the underlined verbs in the sentences below. Written in the
yellow papers are the sentences and blue papers are intended for your answers. Do this activity
individually.

Example:

I stud ie d Eng lish Sim p le Pa st I ha ve b e e n Pre se nt Pe rfe c t

ye ste rd a y. stud ying Eng lish. C o ntinuo us
TRY THIS!

1. I walk to 2. I drove home

START HERE! yesterday.
the market.

3. I will go to my
4. I am eating my friend’s house
breakfast now. later.

6. I will be
5.I was landscaping travelling to El Nido
when you called. if the storm stops
tomorrow.

8. I will have driven 7. I have spent a lot

a hundred miles by of money to buy
tomorrow. this.

9. I had already 10. I have been

endured that pain swimming since
in the past. this morning.

CONGRATULATIONS !!
YOU DID IT!

TOPIC-II
3

OBJECTIVES:

At the end of the lesson, the students should be able to:

1. Underline the appropriate adverb to be used in the sentence;

2. Categorize the adverbs taken from the passage through the use of
a graphic organizer;

3. Identify the type of the underlined adverbs in the sentence.

Background Information:
Name of Learner:_______________________________ Grade and Section:_________

Date:_________________________________ Score:___________________________

Activity 1: Choose your ADVERBS wisely!

Instruction: Underline the appropriate adverb to be used in the sentence.

1. She worked (hard, hardly) and passed the periodical test.

2. We (rarely, scarcely, hardly) see a tiger.

3. He narrated the incident in (details, detail).

4. He often comes (late, lately) to work.

5. I really feel (badly, bad) about it.

6. He is (very, much, so) dirty.

7. The journey was (rather, fairly, fair) tiring.

8. The lecture was (fairly, rather) boring.

9. Hardly (have I, I have) had any rest for months.

10. He is getting (well, better, best) day by day.

 Name of Learner:____________________________ Grade and Section:_____________

Date:__________________________________ Score:___________________________
Activity 2: In Search for Adverbs! 4

Instructions: Read the passage below. Categorize the adverbs and write them in the corresponding boxes
below. Only one example for each of the type of adverb is required to be filled up in the boxes provided.

Example:
Tom and Gina will go to the hospital  tomorrow. They will visit  Maria because she was
confined there due to a high fever. Since Maria likes to watch TV  every day, they think it will
be best if they would bring a laptop so they can watch a movie together. So, they hurriedly
downloaded some good movies from the internet . They were  completely  surprised  to see
Frozen II on their search list because it was Maria’s favorite. She  never misses any Disney
movies. Happily, they finished downloading the film. Consequently, they become very excited to
meet her at the hospital so off they go to bed afterwards. 

Adverb of Time

Examples: tomorrow

Adverb of Place Adverb of Manner

Examples: there Examples: hurriedly

Adverb of Degree

Examples: completely

Types
Of
 Adverb of Frequency

Examples: every day

Adverb of Conjunction

Examples: consequently

Adverb of Confirmation &

Negation

NOW LET’S TRY THIS! Examples: never

The Boasting Traveler 5

A man proudly came back from a tour and undisputedly boasted about his adventurous
journeys. He talked at length about the different people he met and his amazing feats that
quite got him fame and praise from people. He went on everywhere to say that he went to the
Rhodes lately where he had leaped to such distances that no man could ever match his feat.

Furthermore, he went on to say that there were witnesses who would always vouch for
his words. Hearing the man boast so much, a smart bystander said, “Oh good man, we do not
need any witnesses to believe your words. Imagine this place to be Rhodes and leap for us”.

Unfortunately, the lying traveler didn’t know what to do and went away quietly.

Adverb of Time
Examples:

Adverb of Place Adverb of Manner

Examples: Examples:

Adverb of Degree
Examples:
 Adverb of Frequency
Examples:

Types
Of
Adverbs Adverb of Conjunction
Examples:

Name of Learner:______________________________ Grade and Section:___________

Date:_________________________________ Score:______________________
6

Activity 3: Pool of Answers!

Instructions: Identify the type of the underlined adverbs in the sentence. Get your
answer from the Word Pool. Write only the letter of the correct answer on the space
provided before each number.

a. ADVERBS OF MANNER b. ADVERB OF DEGREE c. ADVERB OF CONJUNCTION

d. ADVERBS OF TIME e. ADVERB OF FREQUENCY f. ADVERB OF AFFIRMATION

AND

g. ADVERBS OF PLACE h. ADVERB OF COMMENT NEGATION

Example:

____a___1. She works fast.

TRY THIS!

_______1. The design certainly looks good on the paper.

 _______2. She’s almost 50.

_______3. We waited anxiously by the phone.

_______4. I have not seen him since.

_______5. I normally go to the gym.

_______6. Is that your scarf there?

_______7. Furthermore, they had not consulted with her.

_______8. David is clearly unhappy to be here.

_______9. I usually buy all my vegetables at the market.

_______10. He was quite agreeable to accept the plan.

TOPIC-III
7

OBJECTIVES:

At the end of the lesson, the students should be able to:

1. a. supply appropriate prefixes and suffixes to the root words to

complete and correct the thought presented in the following
sentences;
2. distinguish and classify the morphological structure of the word
based on how it was written in the text;

3. identify the morphological structure of the words in a given piece

of poetry.

Background Information:
Name of Learner: ______________________________ Grade and Section: _________
Date: ______________________________ Score: _____________________

Activity 1: Know Me Within!

Directions: Fill in the blanks with the appropriate form of prefix or suffix to the root word.
Write your answer on the space provided below.

Example:

With his doubtful mind, he failed to gain her trust.

Let’s Grind it!

1. I wanted to ease my stomach ________comfort, so I drank some ginger root tea.

2. Lenny looked funny in his ________matched shirt and pants.

3. Penelope felt ________glamorous at the party because she was the only one not wearing a
dress.

4. My mother said those ________aging creams do not work, so I should not waste my money
on them.
5. The child’s ________standard performance on the test alarmed his parents.

6. When my sister first saw the meteor, she thought it was a ________natural phenomenon.

7. Even though she got an excellent job offer, Cherie did not want to ________locate to a
different country.

8. With a small class size, the students get to ________act with the teacher more frequently.

9. I slipped on the ice because I did not heed the ________cautions about watching my step.

10. A ________combatant is another word for civilian.

ANSWER SHEET.

DIRECTION: Write your answers below.

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Name of Learner: _________________________________ Grade and Section: _______
Date: _____________________________________ Score: ________________
8

Activity 2: Word Mining-Classification of Words Based on its

Morphological Structure!

Direction: In the given table below, distinguish and classify the morphological structure of the
word based on how it was written in the text. Write your answers on the table provided below.

Note: If a word is repeated multiple times in the text, that word must only appear
once in the table.

Example:

Emotional abuse happens when yelling and anger go too far or when important adults
constantly criticize, threaten, or talk down to kids or teens until their confidence is damaged
and they feel really bad about themselves. Emotional abuse can hurt and cause damage just as
physical and sexual abuse do.
Free Morphemes Bound Morphemes
 Abuse, go, far, important, talk, feel, bad, hurt, Emotional, constantly, criticize, threaten,
cause, damage, do. confidence, really, physical, sexual.

when, and, too, or, down, to, until, their, is, and, Happens, yelling, anger, adults, kids, teens,
they, about, themselves, can, just, as. damaged.

NOW LET’S TRY THIS!

Bullying is happening everywhere, even at your own school. You may not see it, you
may not know it is existing, but it is happening and it causes unimaginable pain to the victims.
The only way to end bullying is to talk about it openly rather than making it a taboo issue. If
someone is hurting another person, they will not stop unless someone (either a fellow
classmate or someone in authority) stands up for the victim and tells their tormentor to stop.
Bullying is everyone’s problem; so, everyone has to be part of the solution

Free Morphemes Bound Morphemes

Name of Learner: _________________________________ Grade and Section: _______

Date: _____________________________________ Score: ________________

9

Activity 3: Poetry Morphology!

DIRECTIONS: Identify the morphological structure of the words in the poem entitled “This is
Nature” by Donna Bella. Choose ONLY ONE WORD from each line of the poem and tell its
morphological structure by writing LFM if it refers to Lexical Free Morpheme, FFM for
Functional Free Morpheme, DBM for Derivational Bound Morpheme, and IBM for Inflectional
Bound Morpheme. Use the table below for your answers.

Example: Line #1 The rain of the cloud is very refreshing

Line #2 The blowing of the wind is so soothing
Line # Chosen Word Morphological Structure
1 rain LFM
2 soothing IBM
NOW LET’S TRY THIS!

“This is Nature”

By Donna Bella

LINE # 1 Butterflies fluttering around

LINE# 2 Canoes moving slowly

LINE # 3 Across the subtle waves

LINE # 4 Kids laughing and gawking

LINE # 5 Bugs flying

LINE # 6 Ducks fighting

LINE# 7 Families grilling

LINE #8 Couples holding hands

LINE #9 This is relaxation

LINE # 10 This is nature

LINE NUMBER CHOSEN WORD MORPHOLOGICAL STRUCTURE

1
2
3 10
4
5
6
7
8
9
10
Answer Key:
11
Activity 1

Community pantries 1. (was, were) all the talk across social media this week, with the
Maginhawa Community Pantry being the first to generate media buzz. A community pantry 2.
(is, are) a service that provides food directly to locals suffering from food insecurity. Some 3.
(rely, relies) purely on local donations. Some 4. (coordinate, coordinates) with food banks
and organizations for steady supplies of food and essential goods. Some also 5. (organizes,
organize) other socio-civic activities for patrons. The community pantry is not a new idea, as
many 6. (have been established, has been established) elsewhere as an immediate, local
response to hunger, but in the context of the pandemic and millions of food-insecure Filipinos,
the idea 7. (have proven, has proven) nothing short of revolutionary. In less than a week,
the Maginhawa cart 8. (have served, has served) thousands of individuals and inspired
many to help sustain the pantry. Other communities across the country 9. (have been
inspired, has been inspired) to start their own pantries, such as those in Quezon City, Rizal,
and Nueva Ecija. In a news week filled with petulant presidents, VIPs easily gaining admittance
to hospitals, and yet another dose of dolomite, the efforts of community pantry organizers 10.
(have been, has been) a pleasant change.

Activity 2
 1. The local government is planning to convert the town’s rice fields into a industrial park.
A B C D
2. One of the bridge with historical value will be demolished.
A B C D
3. Fresh vegetables are at sale today at the corner market.
A B C D
4. Four quarts of oil were required to get the car running.
A B C D
5. My favorete bakery is on Second Street.
A B C D
6. What proof of his love do Juliet ask from Romeo?
A B C D
7. We propose to dealing with this subject in the following chapter.
A B C D
8. We don’t know who’s keys these are, so we can’t return them.
A B C D

9. He worked fastly, cutting and slicing the turf neatly, heaving the sod to one side.
A B C D
10. Swim in the ocean has been Sharon’s passion since she was five years old.
A B C D

Activity 3
TOPIC II

Activity 1

1. She worked (hard, hardly) and passed the periodical test.

2. We (rarely, scarcely, hardly) see a tiger.

3. He narrated the incident in (details, detail).

4. He often comes (late, lately) to work.

5. I really feel (badly, bad) about it.

6. He is (very, much, so) dirty.

7. The journey was (rather, fairly, fair) tiring.

 8. The lecture was (fairly, rather) boring.

9. Hardly (have I, I have) had any rest for months.

10. He is getting (well, better, best) day by day.

Activity 2

Adverb of Time
Examples: lately

Adverb of Place Adverb of Manner

Examples: everywhere Examples: proudly, quietly

Adverb of Degree Adverb of Frequency

Examples: quite Examples: always

Adverb of Comment
Adverb of Conjunction
Examples: unfortunately
Examples: furthermore

Adverb of Confirmation &

Negation
Examples: undisputedly

Activity 3
 ____f___1. The design certainly looks good on the paper.

____b___2. She’s almost 50.

____a___3. We waited anxiously by the phone.

____d___4. I have not seen him since.

____e___5. I normally go to the gym.

____g___6. Is that your scarf there?

____c___7. Furthermore, they had not consulted with her.

____h___8. David is clearly unhappy to be here.

____e___9. I usually buy all my vegetables at the market.

____b___10. He was quite agreeable to accept the plan.

TOPIC III

Activity 1 Activity 2

Free Morphemes Bound Morphemes

1. -ache Own, school, see, know, pain, way, Everywhere, unimaginable, openly,
end, talk, taboo, issue, person, tormentor, solution.
2. un- stop, fellow, classmate, authority,
victim, problem. Bullying, happening, existing, causes,
3. un- victims, making, hurting, stands up,
Is, even, at, your, you, may, not, it, tells, everyone’s.
4. un- but, and, to, the, only, about,
rather, than, a, if, someone,
5. sub- another, they, will, unless, either,
or, in, for, the, their, that, so,
6. super-
everyone, has, be, of.
7. re-

8. re-

9. pre-

10. non-

Activity 3
 y
Butterflies fluttering around
LFM IBM LFM IBM FFM
e
Canoes moving slowly
LFM IBM LFM IBM LFM DBM

Across the subtle waves

FFM FFM LFM LFM IBM

Kids laughing and gawking

LFM IBM LFM IBM FFM LFM IBM

Bugs flying
LFM IBM LFM IBM

Ducks fighting
LFM IBM LFM IBM
y
Families grilling
LFM IBM LFM IBM

Couples holding hands

LFM IBM LFM IBM LFM IBM

This is relaxation
FFM FFM LFM DBM

This is nature
FFM FFM LFM

About the Authors

Chartchel D. Bantigue,

- He is a Grade 9 adviser in Kabankalan National High School. He teaches English subjects

such as English 9, Creative Writing, Creative Non-Fiction, and Trends, Networks, and
Critical Thinking in the 21st Century. He wrote and submitted several Self-Learning
Modules (SLMs) and Learning Activity Sheets (LAS) to be used by Grade 7 Special
Program in the Arts major in Theatre Arts students in the whole Region VI. He was
designated as the KNHS’s Information Officer. He’s also a teacher on air in the program
“Eskwelahan sa Kahanginan” of the SDO Kabankalan City. He’s a host as well in the
segment “Eskwelahan sa Kahanginan” in Radyo Milenyo 91.3 News FM Kabankalan and
Radyo Bandera Sweet FM Kabankalan.

Christine G. Bohol

Daivie Mar C. Sueta

- She is a Grade 9 Teacher in Sofronio Carmona Memorial National High School of Don
Salvador Benedicto. She is handling more of her loads teaching the Filipino subject, but
it did not stop her to continue her learnings in teaching the English Language. She is
also an empowered woman to lead the girls of the school in joining the Girl Scouts of
the Philippines. Besides, she was the one who conducted activities of the organization
for the very first time. She is also a computer literate and does most of the layouts of
school activities most of the time.

Ezra M. Perez

- Ezra is a public high school teacher of Tuyom National High School, Cauayan Negros
Occidental, and handles English subjects to junior high school students. He is also the
Guidance Counselor of both Senior and Junior high school students and pioneered the
integration of online programs and software to all printed and non-printed documents of
the Guidance Office through embedded QR and Bar codes to any requested certificates,
online auto-generated requested certificate of good moral character, the online auto-
generated certificate for teachers during year-end and mid-year In-service training
program and embedded security codes to all online transactions of the office. He is one
of the ICT technical maintenance personnel of the school and in charge of the school’s
studio for the online and pre-recorded delivery mode of instruction.

Judee V. Fernandez
 - She is a private school teacher of the Diocese of Dumaguete School: Holy Cross High
School, handles the Subject of Chinese Language and have rendering her service for 3
years.

References:
https://courses.lumenlearning.com/englishforbusiness/chapter/3-5-synonyms-and-
antonyms/
https://kidshealth.org/en/teens/family-abuse.html
https://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/
https://in.pinterest.com/pin/928023066934703849/
https://opinion.inquirer.net/139447/on-community-pantries#ixzz6xX57CSDA
https://app.grammarly.com/ddocs/1206632282
https://www.dreamstime.com/stock-images-weathered-paper-scroll-image15546604