OUR LADY OF LOURDES COLLEGE

5031 Gen. T. de Leon Valenzuela, 1442 Metro Manila 9

ENGLISH 9: Anglo-American and
Philippine Literature

Quarter 1

Learner’s material

https://clipartstation.com/wp-content/uploads/2017/11/english-literature-clipart-1.jpg
Name of Student:

Introduction

This module is designed to meet the needs of junior high school students of Our
Lady of Lourdes College which aims to enhance the learners to be equipped with the
21st century skills.
The activities provided in this module will help you to acquire the skills needed in
real-life situations. In addition, it will also boost your skills in reading, writing, listening,
speaking, language, and literary. You will be given many opportunities to learn the
lessons which will make you a better user of the world’s global language.
This module has a number of lessons with the following parts:

1. Learning Objectives – It is a list of your target skills for the lesson.

2. Lesson Proper – It presents the main lesson.

3. Activities/ Exercises – It presents the real-life activities/exercises for you to find

out how much you know about the lesson. Besides that, it will also require your

deeper understanding of the concepts studied in each lesson.

4. Assessment – it will assess your skills developed in each lesson.

5. Summary – it helps you to express important concepts that you gained in each

lesson.

6. Additional Resources – it will help you to look for other references for further

knowledge.

HOW TO USE THIS MODULE

Before you start answering the module, I want you to set aside other tasks that will
distract you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!

1. Follow carefully all the contents and instructions indicated in every page of this
module.

2. Write on your notebook or any writing pad the concepts about the lessons.
Writing enhances learning, which is important to develop and keep in mind.

3. Perform all the provided activities in the module.

4. Let your facilitator/guardian assess your answers.

5. Analyze conceptually the posttest and apply what you have learned.

6. Enjoy studying!
LESSON 1: Modals of Permission
WEEK 1

I. Overview

Verbs are the lifeblood of sentences. They could easily be the most
important part of the English language, because without verbs, there will be no
sentences. Verbs are words that express time through actions or conditions.
Verbs may also show that something exists.
Action verbs, linking verbs, and helping verbs are the most common types
of verbs. But in this module, we will be talking about modal verbs. A modal
verb is a type of helping verb that shows possibility, permission, necessity, or
prohibition.

II. Learning Objectives

As you go through this lesson, you are expected to:

 Share prior knowledge about modal verbs
 Provide words or expressions appropriate for a given situation
 Use appropriate punctuation marks and capitalization to convey meaning
 Express permission using modals
 Use modals in writing a coherent sentence
 Compose a persuasive essay
 Create a dialogue using modal verbs

III. Lesson Proper

Stress It Out.

Study the following sentences. What do the underlined words in each sentence

suggest? How do we call these underlined words?

1. Can you speak louder when delivering your lines?

2. You can take a deep breath before rendering your speech.

3. Other speakers mustn’t make noise while one speaker is on stage.

4. You can’t speak before a big audience if you are nervous.

What are modal verbs?
Modal verbs, also called modals, are used when we want to predict, suggest, or
question something in the modal verbs and how they are used. The modal verbs are:
can, could, may, might, must, ought to, shall, should, will, and would. Combined with
a main verb, these modals help express permission, obligation, ability, and
prohibition.

Expressing Permission: We use can, could, and may to show that something is
permitted – it is allowed.
Study the following sentences.
1. Jenny may attend the party on Saturday.
2. Would you like me to carry your bags for you?
3. Could I please have a glass of water?

The words may, would, and could are examples of modal verbs or modals. Modal
verbs express permission or request.
You can use modals like would and could to make polite requests in English in
different ways:
 When you are asking other people to do things, you can begin you request
with Would you or Could you.

Examples: Would you please carry my bags for me?

Could you please give me some tea?

 You can also begin your request with Would you like to...? It is a more polite way
of suggesting or requesting something than using Do you want to...?

Example: Would you like to dance?

If you want to seem polite, or if you feel that the answer to your request might be
a negative one, you can also begin your request with Would you mind rather than
Could you...?Would you mind...? literally means “Would you object to...?"
Example: Would you mind typing this report for me?
 When requesting for something for yourself, you may begin your requests with
May I...?,Can I…?, or Could I…? However, may and might are thought of as
sounding more courteous and formal than can and could. Can and could are
usually used in less formal situations.

Examples: May I see your collection of figurines?

Might I be able to join in your trip to Baguio?
Can
We often use can to ask for and give permission.
 Can I sit here?
 Can I make a suggestion?
Could
We also use could to ask for permission (but not to give it). Could is more formal and
polite than can.
 Could I ask you something?
 Could I interrupt?
 Could I borrow your pen for a moment, please?
May
May is the most formal way to ask for and give permission.
 May I see your passport, please?
 Customers may request a refund within a period of 30 days.
 These pages may be photocopied for classroom use.

IV. Activities

A: Setting the Sentence. Use each modal in a sentence. Write your answer
on the lines. Be guided by the clues in the parentheses.
1. may (giving permission to study in the library)
You may study in the library ___________________________

2. could you please (requesting to turn off the TV)

Could you please turn off the TV?____________________________

3. would you mind (requesting someone to wash his/her hands)

Would you mind washing your hands?________________________

4. might (requesting for permission to use a calculator)

Might I be able to use a calculator?___________________________

5. may (requesting for permission to go home)

May I go home?__________________________________________

6. Would you (inviting someone to join in your conversation)

Would you like to join us with our conversation?_________________

7. Could you please (requesting for a cup of coffee)

Could you please grab me a cup of coffee?____________________

8. May (giving permission to serve the food)

You may serve the food!___________________________________

9. Could (asking if Ana can seat beside you in the bus)

Could you seat beside me, Anna?____________________________

10. Might (asking for permission to speak in behalf of the class)

Might I be able to speak in behalf of the class?__________________
B: Using Modals in Dialogue
You can use what you learned about modals to request for service in a
restaurant. Read the dialogue below.

images.clipartpanda.com/dialogue-clipart-McLXeeEca.jpe

Waiter: Good evening. I am Sam and I will be your waiter for this evening. Would you
like to order some food?
Guest: Yes. Could I see the menu please?
Waiter: Here it is. Could I interest you in our special appetizer while you are going
through the menu?
Guest: Yes, that would be nice. May I have a glass of water please?
Waiter: Certainly.
Guest: Thank you.
Waiter: May I take your order now?
Guest: Yes. I think I am ready to order.
Make your own dialogue wherein you pretend to be a nurse and a patient at the same
time.
Nurse: Good afternoon, sir! My name is Andrhey, and I am your nurse for the week. Mr.
Gumabao is off duty for the rest of the week so, I will be the substitute for the week.
Would you mind if I check your VP?
Patient: Sure, you may check my VP!
Nurse: Your vital pulse is in the normal state (70) and, you're back on track. Always eat
healthy foods and don't stress yourself out. Would you mind if I ask you some
questions?
Patient: Sure, you may ask me some questions!
Nurse: What is your livelihood?
Patient: I can do things such as constructing houses, playing card games, and many
more. Anyways, could you grab that water for me, please?
Nurse: Sure, here!
Patient: Thank you very much!
Nurse: You’re welcome! Anyways last question, how are you feeling today?
Patient: Much better than before!
Nurse: Good, always take care of yourself! I shall leave now!
Patient: Thank you for taking care of me! Goodbye!

Writing a Persuasive Essay

A persuasive essay is a composition that aims to convince the reader to believe or

not to believe an issue. In writing a persuasive essay, you begin by talking about an
issue which may be about the garbage problem, situation of poor Filipinos, or the
high prices of goods. In the next part of the essay, you try to convince the reader to
believe in the issue by presenting proofs to support you claims about the issue. You
end your essay with a conclusion. Make sure you use modals in writing your
persuasive essay.

Task 5: Featuring Persuasive Essay.

Write a persuasive essay about the following topics: (5-10 Sentences)

a. Social network addiction may require an intervention

Seeing and scrolling through social media has turn into an increasingly
common, process around the last decade. Although the number of peoples’
function of social media is non-problematic, there is one smaller proportion of
users that grow addicted to social networking websites and engage at
unreasonable or compulsive use. As a matter of fact, pyschologists estimate
that as more as 5 to 10% percent of Americans meet the standards for social
media dependence nowadays. Social media addiction is the behavioural
addiction that is characterized as being too concerned about social media,
driven by the uncontrolled need to log on to or utilize social media, and
dedicating a lot time and effort to social media that it impairs other critical living
countries.

b. Smoking cannot relieve stress.

Cigarette includes nicotine, the hallucinogenic or mood altering agent. When
the person smokes, nicotine hits the brain at eight minutes and stimulates the
release of a chemical called dopamine. Dopamine stimulates feelings of joy and
tranquility, the sense that body craves again and again. Yet, within these
feelings of perceived ease, the body is really feeling increased tension – blood
pressure and pulse change, muscles turn into nervous, and less oxygen is
available to the body and brain. These feelings of relief identified by people who
consume may only take relief from short term symptoms of separation from
nicotine.

c. Using earphones when crossing the street should be banned.

Pedestrians who wear headphones while walking are at greater risk of serious
injury or even death than people who don’t tune out, according to a new study
published this week in the journal Injury Prevention. Between 2004 and 2011,
the study found, 116 pedestrians wearing headphones died or were injured in
the U.S. in accidents involving cars or trains they didn’t hear or see coming.
Overall, the number of injuries related to headphone use tripled between 2004-
05 and 2010-11.

d. Energy drinks should be treated as drugs.

 Energy drinks can lead to serious health consequences, including palpitations,
rapid heart rates, dehydration, elevated blood pressures, or even heart attacks.
Their high caffeine content, along with “natural” additives, can interact with
prescription drugs. Worse, 56% of college students report mixing energy drinks
with alcohol, which studies show increase the risk of committing or
experiencing a sexual assault, riding with a drunk driver, or becoming involved
in an alcohol-related car accident. According to a recent report by the
Substance Abuse and Mental Health Services Administration, there were over
20,000 emergency room visits involving energy drinks in 2011, double the
number from 2007. Last year, the Food and Drug Administration received
reports of 18 deaths and over 150 injuries that may have been associated with
the drinks.

Task 6: Establishing Permission. Write down five things you would permit performers
from doing during a presentation or a delivery of a speech. You may also include the
permissions for the audience.

Performers can… Audience can…

make eye contact with everyone ask question after the presentation
make slides write notes
explain after every paragraph suggest
take their time answer question
avoid question that they can’t answer tell the performers what they need to
improve

V. Assessment

Fill in the blanks with the correct modal to complete each sentence

1. Will you be taking these clean shirts to your father?

2. You may now open the doors to the dining room for the guests.
3. Can I be allowed to choose my own group?
4. Could you play me my favorite tune on the piano?
5. Will Eric be my partner in the game?
6. Leonard and Penny could help me bake the cake.
7. Should I be watering the flowers in the garden?
8. Could you send me a copy of the bill?
9. Would if I change in the other room?
10. You may now put back the books in the shelves

VI. SUMMARY

 The words may, would, and could are examples of modal verbs or modals.
Modal verbs express permission or request.
  You can use modals like would and could to make polite requests in English in
different ways:

Can

We often use can to ask for and give permission.

 Can I sit here?

 Can I make a suggestion?
Could
We also use could to ask for permission (but not to give it). Could is more formal and polite
than can.
 Could I ask you something?
 Could I interrupt?
 Could I borrow your pen for a moment, please?
May
May is the most formal way to ask for and give permission.
 May I see your passport, please?
 Customers may request a refund within a period of 30 days.
 These pages may be photocopied for classroom use.

VII. ADDITIONAL RESOURCES

https://learnenglish.britishcouncil.org/english-grammar-reference/modal-verbs

https://www.gingersoftware.com/content/grammar-rules/verbs/modal-verbs/