9

English
Quarter 1 – Module 2A:
Using (Real) Conditionals in
Expressing Arguments
English – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 2A: Title: Using (Real) Conditionals in Expressing Arguments
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for the exploitation of such work for a
profit. Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education, Schools Division Office Quezon City

Quezon City Local Government
Schools Division Superintendent Jenilyn Rose B. Corpuz
Honorable Mayor Josefina Belmonte Alimurong

Development Team of the Module

Writer: MARILOU A. DEMETERIO

Editors: MARY ANN F. GABITO
Reviewer: MA. NIMFA R. GABERTAN, RYAN RIC E. MARY
Illustrator: RYAN RIC E. MARY
Layout Artist: PATRICK D. HERNANDEZ JR.
Management Team: JENILYN ROSE B. CORPUZ, CESO VI, SDS
FREDIE V. AVENDANO, ASDS
JUAN C. OBIERNA, CHIEF, CID
NIMFA R. GABERTAN, EPS - ENGLISH
HEIDEE F. FERRER, EPS-LRMS

Printed in the Philippines by Schools Division Office Quezon City

Quezon City Local Government Unit

Department of Education: National Capital Region

Office Address: Nueva Ecija St. Bago Bantay, Quezon City

Telefax: 3456-0343
E-mail Address: sdoqcactioncenter@gmail.com
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English
Quarter 1 – Lesson 2A:
Using (Real) Conditionals in
Expressing Arguments
(EN9G-IIe-20)
Introductory Message
For the facilitator:

Welcome to Module 2A of the English Grade 9 Supplementary Learning

Materials for Quarter 1 on using (real) conditionals in expressing arguments!
This module is constructed to ensure learning continuity under the new
‗normal‘ in education amidst the COVID-19 pandemic. It is designed to foster the five
macro-skills in English—reading, writing, speaking, listening, and viewing through
activities that were carefully developed to ensure that learners are properly assisted
towards achieving the best learning outcomes.

As the learning facilitator, you are requested to orient your students on the
proper use of this module and assist para-teachers – parents, elder siblings, and other
significant adults – to understand their potent role in optimizing this learning material
towards developing mutual responsibility for children‘s success under the distant
learning set up.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

Finally, please do not forget to remind the learners to use separate sheets in
answering the pre-test, self-check exercises, and post-test.

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For the learner:
Welcome to Module 2A of the English Grade 9 Supplementary Learning
Materials for the First Quarter. This material will help you learn how to use(real)
conditionals in expressing arguments (EN9G-IIe-20)!

This module is designed to help you continue learning English at home. It

provides you with meaningful and engaging learning experiences that will help you
enhance your skills in reading, writing, listening, speaking, and viewing.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you are
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace. Your academic success lies in your own hands!

The following are the standard symbols (icons) used to represent specific parts
of the module:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

This part includes an activity that aims to

What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

This is a brief drill or review to help you link

What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.

This section provides a brief discussion of

What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

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 This includes questions or blank
What I Have Learned sentences/paragraphs to be filled in to
process what you learned from the lesson.

This section provides an activity that will

What I Can Do help you transfer your new knowledge or
skill in real-life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be
Additional Activities given to you to enrich your knowledge or
skill of the lesson learned. This also tends
to the retention of learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don‘t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain an opinion deep understanding of the relevant competencies. You can do it!

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 Hello! My name is Filipina. I am here to
guide you in your journey in this module about
Real Conditionals.

There are exercises prepared for you to help

you enhance your skills in the lesson.

After answering each activity, you can check

your answers in Answer Key on pages 17-18.

If you got 8 for 15-16-item test, 6 and above

for 10-item test and 2 for 4-item test, you can
proceed to the next part. If not, review the
lesson before you move to the next part.

Are you ready?

LRMDS Portal

Lesson
Using (Real) Conditionals in
2A Expressing Arguments

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master conditionals in expressing arguments. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

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Module 2 is divided into two lessons, namely:
● Lesson 2A – Real or Factual Conditionals
● Lesson 2B – Unreal or Counter-factual Conditionals
This particular module focuses on the Lesson 2A – Real or Factual
Conditionals.

After going through this module, you are expected to:

1. Get information from various print media like brochures, pamphlets,
periodicals, and audio-video recordings;
2. Draw conclusions based on the text read; and
3. Share personal opinion about the ideas presented in the material viewed.

What I Know

Before we begin with the lesson, let us first find out how well you know
about Using Conditionals in Expressing Arguments.

Read each sentence below. Choose the word that best completes the idea
in the sentence. Write your answer in your notebook.

1. If you (call, calls) me, I will be there.

2. I always wear pajamas (if, when) I sleep.

3. If it (rain, rains) I will not go to the market.

4. We (can, may) go to the mall if you like.

5. Aira (can, may) come if she is available.

6. I (can, may) buy a car if I have a lot of money.

7. We shall inform you if we (get, gets) an update.

8. Leila won‘t talk with you (if, unless) you apologize.

9. Henry will not participate (if, unless) you join.

10. Miyu (must, can) bring her laptop if you are her groupmate.

11. I will not go to your house (if, unless) you invite me.

12. He won‘t go abroad (if, unless) the salary is low.

13. (If, When) my friends visit me, I usually cook food.

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 14. We (shall, can) return on time if there is no heavy traffic.

15. Anna (can, may) finish her project on time if her groupmates will help her

What’s In

Do you remember these words? You have already encountered them in the
previous lesson, Module 1: Modals. You will also find some of the words as we go
through the lesson. Copy the word search box in your notebook. Find the hidden
words in the search box and encircle them.

1. MAY
2. CAN
3. MUST
4. VERB
5. COULD
6. SHOULD
7. MODALS
8. OBLIGATION
9. PERMISSION
10. PROHIBITION

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 What’s New

Listen to the song, ―Count on Me‖ by Bruno Mars at

https://www.youtube.com/watch?v=hN5WMvtzaD8. Fill in the blanks below to complete the
lyrics of the song. Then answer the questions below. Use your notebook.

You Can Count on Me

Bruno Mars

If you ever find yourself stuck in the middle of the sea,

I'll 1. __________ the world to find you
If you ever find yourself lost in the dark and you can't see,
I'll be the 2. __________to guide you
Find out what we're made of

When we are called to help our 3. __________ in need https://www.pexels.com/photo/box-cheerful-color-cute-207983/

You can 4. __________ on me like one two three

I'll be there
And I know when I need it, I can count on you like four 5. __________ two
You'll be there
'Cause that's what friends are supposed to do, oh yeah

Whoa, whoa
Oh, oh
Yeah, yeah

If you tossin' and you're turnin' and you just can't fall asleep
I'll sing a song
Beside you
And if you ever forget how much you 6. __________ mean to me
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Every day I will
Remind you
You'll 9. __________ have my when you cry
I'll 10. __________ let go
Never say goodbye
You know you can

Count on me like one two three

I'll be there
And I know when I need it, I can count on you like four three two
And you'll be there

Answer the questions below. Write your answers in your notebook.

11. What is the song about? Draw the hearts as shown below in your
notebook. Write your answers inside them (the hearts).

12. Who do you think is the persona or the speaker in the poem talking to?
13. If the addresseenoon is stuck in the middle of the sea, what will the
speaker do?
14. If the addressee finds himself lost, what does the speaker promise to do?
15. If the addressee forgets about the speaker, what is the speaker going to
do?
16. According to the poem, what are friends supposed to do? Do you agree?
Why?

Take note:
LRMDS Portal

Persona refers to the person who is speaking in a poem.

The Addressee is the person whom the speaker or the persona

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is talking to.
 What is It

Study the following lines taken from the song in the previous activity:

1. If you ever find yourself stuck in the middle of the sea,

I'll sail the world to find you.
2. If you ever find yourself lost in the dark and you can't see,
I'll be the light to guide you.
3. And if you ever forget how much you really mean to me,
every day I will remind you.

The sentences above each contain two clauses. The main clause and the
independent clause. One clause states a condition, the other clause states
the result or the effect.

Answer these questions by writing your answers in your notebook.

● Which part of the sentence expresses a condition?

● Which one states the result or the effect?
● What word is used to express a condition?

Remember

LRMDS Portal Real Conditionals

Real conditionals deals with facts and real situations.
A conditional sentence consists of two parts:

conditional clause and main (result) clause

The conditional clause expresses a condition while the main clause conveys
the corresponding result or effect.
There is no comma if the if-clause is at the end of the sentence.
Example:
I will go to Baguio City if I have enough money.

main (result) clause conditional clause

LRMDS Portal

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 However, if the if-clause is at the beginning of the sentence, put a comma
after it.

If I have enough money, I will go to Baguio City.

conditional clause main (result) clause

―If I have enough money,‖ is the present situation or condition while ―I will
go to Baguio City,‖ is the future result or consequence.

Real conditionals are expressed in the following forms:

Main clauses with modals verbs such as can, could, may, and might, can
also be used in real conditional sentences.

Examples:

She can leave the house if she wears a face mask.

Allan may come if he is available.

When is also used in present real conditional. It expresses something that

happens regularly. The main clause often uses the adverb usually.
Example:
I usually go to the province when I have my summer vacation.

When I have my summer vacation, I usually go to the province.

For negative statements, we can use the word unless instead

of if not. 11
 LRMDS Portal

Reminder:

Don‘t forget to copy the lecture in your notebook.

LRMDS Portal

What’s More

Activity 1 Condition or Result Clause?

Let‘s check your mastery of the lesson. Copy the sentences in your
notebook. Underline the condition and encircle the result clauses.

1. I sleep well if I drink milk.

2. If you try, you might succeed.
3. If you leave early, you will arrive on time.
4. If you don‘t exercise, you will gain weight.
5. Your hands will be clean if you wash them.
6. When I go to school, I usually arrive at 12:00 noon.
7. If I brought my pen, I would borrow one from another person.
8. BTS would not be a worldwide phenomenon if they did not have a tour in
the U.S.A.
9. Under General Community Quarantine, an adult cannot go outside
unless he has a quarantine pass.
10. Hyun Bin, the main actor in Crash Landing on You, can have a fan
meeting in the Philippines if the pandemic is over.

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 Activity 2 What if...
Now that you already know about conditionals, let us test what you have
learned through this activity.

Have a chitchat bonding with your family. In your notebook, write ten
sentences about the things that you will do once the Philippines is free from the
COVID-19 pandemic.

Use this format:

1. If our country is free from COVID-19, we will eat in a restaurant.

2. If our country is free from COVID-19, _________________________________.
3. If our country is free from COVID-19, _________________________________.
4. If our country is free from COVID-19, _________________________________.
5. If our country is free from COVID-19, _________________________________.
6. If our country is free from COVID-19, _________________________________.
7. If our country is free from COVID-19, _________________________________.
8. If our country is free from COVID-19, _________________________________.
9. If our country is free from COVID-19, _________________________________.
10. If our country is free from COVID-19, _________________________________.

https://www.pexels.com/photo/concept-of-covid-19-in-red-background-4031867/

What I Have Learned

Answer the crossword puzzle below to check the important terms,

discussed in this module. Write your answers in your notebook.
Across:

1. Another word for fact is __________.

3. The word __________ is used to express the negative

form of ―if‖ in a conditional.

Down:

2. __________ is a conditional word used to expxress

a situation that happens frequently.

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 4. The main clause in the conditional states the

__________.

What I Can Do

In this part of the lesson, you need to apply your knowledge on what you
have learned.

Watch on the following Youtube links about Anti-terrorism Act of 2020:

https://www.youtube.com/watch?v=0KuOKLJK3Z8 and
https://www.youtube.com/watch?v=u-rbWj6KQ-M

Are you in favor of the said act or not?

Write an essay about the Anti-Terrorism Act of 2020 in your portfolio

using this format:

First paragraph – Overview or Background of the Anti-Terrorism Act of 2020

Second paragraph – Advantages of Anti-Terrorism Act of 2020

Third paragraph – Disadvantages of Anti-Terrorism Act of 2020

Fourth paragraph – Your opinion regarding the Anti-Terrorism Act of 2020

Take note:
LRMDS Portal

Be guided by these rubrics.

RUBRICS FOR ESSAY

Content – 30 points
Mechanics – 20 points
Relevance to the topic – 20 points
Coherence – 20 points
Neatness – 10 points
Total – 14 100 points
 LRMDS Portal

Assessment

Fill in the blanks with the correct form of the verb in parentheses. Write the
answers in your notebook.

1. If you drop an apple, it ________ (fall).

2. I will be safe if I ________ (stay) at home.
3. You will succeed if you ________ (work) hard.
4. If it rains, the surroundings ________ (get) wet.
5. If we heat water to 100 degrees, it ________ (boil).
6. We cannot ________ (breathe) if there is no oxygen.
7. You will not ________ (catch) cold if you wear jacket.
8. I ________ (join) you if I am still here in Quezon City.
9. If Rachel joins the contest, she ________ (win).
10. If Marie ________ (study) well, she will surely pass the test.
11. I usually think of happy thoughts when I ________ (see) you.
12. If you ________ (respect) other people, they will also do the same to you.
13. Lisa of Blackpinkthe did not become a great dancer if she ________ (be) lazy.
14. If we ________ (have) a healthy lifestyle, we will boost our immune system.
15. If people ________ (practice) social distancing, they will be free from COVID-19.

Reminder:

Check your answers on page 18. Compare your scores in What I Know

and in Assessment . Which is higher?

To further enhance your mastery of the lesson, let‘s answer the

Additional Activities which can be found on the next page.

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Let‘s go!
 LRMDS Portal

Additional Activities

Activity 1 Connect Me
Match the conditions in Column A with their corresponding results in Column
B to form complete and logical sentences. Write the letter of the correct answer in
your notebook.

Column A
1. If you don‘t wear your ID,
2. If you approach her,
3. If you listen to the teacher,
4. If you invest in education,
5. If you allow him,
6. When Japanese enter the house,
7. If we plant trees,
8. If someone is talking,
9. If the sun rises in the east,
10. If we truly love our country,
outside.
Column B
a. Allan can help you.
b. you will have a bright future.
c. it sets in the west.
d. you cannot enter the school
premises.
e. you will understand the lesson.
f. we sing the National Anthem
wholeheartedly.
g. she may talk to you.
h. they usually leave their shoes
i. listen and wait for your turn.
j. floods can be avoided.

Activity 2 If or Unless?
Fill in the blank with if or unless. Write the correct answer in your notebook.

1. Kim will go out ________ it rains.

2. ________ you study, you will not fail.
3. Your lungs are safe ________ you don‘t smoke.
4. Greg is so shy that he does not recite ________ the teacher calls him.
5. I will give you an option to stay, ________ you want to leave.
6. ________ I could turn back time, I would never change my mind.
7. Pia Wurtzback wouldn‘t win as Miss Universe 2015 ________ she did not persevere.
8. ________ you don‘t know who William Shakespeare is, you are missing a great part
of English literature.
9. You can find Krus na Ligas High School on GPS ________ you want clear
directions.
10. ________ the World Health Organization warned the whole world about COVID-19
earlier, many lives would have been saved.

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Answer Key

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References
A. Book
Lourdes C. Cabanes and Ma. Marcinette M. Vitorio. 2018 English Time 9. Quezon
City. EDUCATIONAL RESOURCES CORPORATION.

B. Web Sources:

―Box-cheerful-color-cute.‖ Pexels. Pixabay. https://www.pexels.com/photo/box-

cheerful-color-cute-207983/

―First, Second, and Third Conditional.‖ guidetogramar.org. Capital Community College

Foundation. http://guidetogrammar.org/grammar/conditional2.htm

Morong, Joseph. ―Fact or Fake: Anti-Terror Act, kontra-terorismo o kontra-terrorism?.‖

GMA Public Affairs. GMA Network. July 5, 2020. Video, 19:26.
https://www.youtube.com/watch?v=u-rbWj6KQ-M

Heydarian, Richard. ―Stand for Truth: Anti-terror bill or #JunkTerrorBill.‖ GMA Public
Affairs. GMA Network. June 1, 2020. Video, 5:31.
https://www.youtube.com/watch?v=0KuOKLJK3Z8

Jenner, Edward. ―Concept-of-COVID-19-in-red-background.

https://www.pexels.com/photo/concept-of-covid-19-in-red-background-4031867/

Learning Resources Portal. LRMDS: SDO-QC

Mars, Bruno. ―Count on Me.‖ AZLyrics. musixmatch. 2000-2020.

https://www.azlyrics.com/lyrics/brunomars/countonme.html
Mars, Bruno. ―Count on Me.‖ Youtube. Atlantic Records. February 8, 2017. MP3, 3:17.
https://www.youtube.com/watch?v=hN5WMvtzaD8

―Present Conditionals.‖ Englishpage.com. English page. 2020.

https://www.englishpage.com/conditional/presentconditional.html

―Real and unreal conditionals, Modals, and position of if-clauses.‖ Englisch-hilfen.de.

https://www.englisch-hilfen.de/en/grammar/conditional_special.htm

―Real Conditionals.‖ ESL Gold. 2020.

https://eslgold.com/grammar/real_conditionals/

―study zone.‖ Web2.uvcs.ca. University of Victoria. 2008.

https://web2.uvcs.uvic.ca/courses/elc/StudyZone/330/grammar/0cond.htm

―The 4 Types of Conditional.‖ Ww2.estrrellamountain.edu.

https://www2.estrellamountain.edu/faculty/stonebrink/ESL040/4_types_of_conditio
nals.htm

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For inquiries or feedback, please write or call:

Schools Division Office-Quezon City

Email Address: sdoqcactioncenter@gmail.com

Telephone No.8352-6806/6809; Telefax-3456-0343.