WEEKLY LEARNING ACTIVITY SHEETS

English 10 Quarter 4 Week 1

USING APPROPRIATE MODALS TO EXPRESS

SIMPLE FUTURITY AND WILLINGNESS

Learning Objective:

• MELC - Distinguish technical terms used in research

(ENGLISH -IVa-30:)
• Subtask competency-Use appropriate modals to express simple futurity and willingness
(ENG10G-If-3.6:Use modals)

• Time Allotment: 60 minutes,5 days a week (Q4 W1 Day 1)

Key Concepts:

⚫ English 10 Learner’s Material, pp. 79-91

Modal verbs add meaning to the main verb in a sentence by expressing possibility, ability, permission,
obligation ,and even habits.

Activity 1 EXPRESSING INTENTIONS

What to Do: Modals. Choose from the pool of answers the writer’s
/speaker’s intention as suggested by the underlined expression.

A. futurity B. obligation C. probability D. willingness

C 1. It’s true that sorrows in life may bring despair.

B 2. We must find courage even in small things that we do.

D 3. We will endure even the greatest suffering that will come our way.

A 4. This pandemic shall end soon.

B 5. He should eat healthy foods.

Activity 2 MORE ON MODALS

What to do: Complete the thought of the sentence by providing/choosing the appropriate modal.

1. To express futurity - Tina ________ come early tonight for dinner.

a. must b. may c. shall d. can

2. To express ability - He _________ perform that dance move gracefully.

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 a. must b. may c. will d. can

3. To express permission - _________ I have a piece of paper?

a. Must b. May c. Will d. Can

4. To express obligation - They ___________ submit their projects on time.

a. must b. may c. will d. can

5. To express willingness - John ____________take you to the airport.

a. must b. may c. will d. can

Reflections:
Answer the question briefly.
1. Why is it important to use modals?
To avoid confusion when you state a sentence whether it is obligatory, for interrogation, probability,
etc. We cannot practically use “must” when we say a question not in correlation to obligation, or when we
use “can” on a sentence that consists of predictions. Modals are type of polite words, and as a fellow
citizen and a user of social media. Politeness comes a long way in terms of respect and benevolence.

References for Learners:

Book

“Celebrating Diversity through World Literature Grade 10”, First Edition. Manila: Rex Book Store
Inc., 2015.

DETERMINING THE EFFECTIVENESS OF ARGUMENT, HOW TO USE SUPPORT, AND

CLARIFY THE STAND OF THE SPEAKER

Name: Dane Christian Villarama Section: X-ARIES

Learning Objective:

• MELC - Distinguish technical terms used in research

(ENGLISH -IVa-30:)
• Subtask competency-Determine the effectiveness of argument, how to use support, clarify the stand of
the speaker. (EN 1OOF-1g-12.3)
• Time Allotment: 60 minutes,5 days a week (Q4 W1 Day 2 and 3)

Key Concepts:

Simple Argument
A simple argument is just a contention with a single reason for it, or a contention with a single objection to it.

Here are two simple arguments:

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Examples

The simple argument is the whole structure (reason AND

contention).

This is another simple argument made up of an objection to a

contention. Notice that the contention happens to be the
same as in the first example.

Source: https://www.rationaleonline.com/explore/en/tutorials/tutorials/Tutorial_1/4_Simple_Argume
nts/simple_arguments.htm

Evaluate an Argument

A strong argument includes a precise claim on a substantive issue, provides valid reasons and relevant
evidence, and addresses opposing viewpoints. However, not all arguments are effective.

Knowing how to evaluate arguments will help you assess the validity of your own thinking, as well as the
reasoning of others; appreciate multiple viewpoints on an issue or problem; and formulate sound, well-
informed opinions.

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To evaluate an argument, it is helpful to read the entire text once, so you can fully understand the
writer’s viewpoint. Then, reread the text, using these strategies to help you judge the effectiveness of the
argument:

• Identify and analyze the claim. Often, a writer’s position, or claim, is directly stated in the first
or the last paragraph. Sometimes, however, you have to infer or guess the claim by examining the
reasons and evidence the writer provides. Whether the claim is directly stated or implied, ask
yourself. Is the writer’s viewpoint clear and obvious?

• Evaluate the reasons. Identify the writer’s reasons, or statements that support the claim. Words
and phrases like one reason, another reason, or because often signal the introduction of a reason.
Are the reasons valid — do they make sense for the claim? Are there enough of them to make a
convincing case?

• Critique the evidence. In an effective argument, the writer supports each reason with reliable
evidence. Evidence comes in many forms, such as facts, statistics, quotations, examples, or
personal stories. Each piece of evidence beyond the writer’s own experience should be from a
credible source, and that source should be clearly identified in the argument. Also, be on the
lookout for any unnecessary or irrelevant evidence.

• Weigh counterclaims. A strong argument acknowledges and addresses opposing viewpoints—

what “the other side” might say about the writer’s position. Make sure the writer not only
mentions those opposing viewpoints but also includes counterclaims to refute them. Ask
yourself. In describing opposing viewpoints, does the writer use an objective tone, rather than
resort to emotional, dismissive language? Does counterclaim offer reasons and evidence to help
me understand why the writer’s viewpoint is superior?

Source : https://hmhfyi.com/6-12/reading-tips/integration-of-knowledge-andideas/evaluate-an-
argument/

Activity 3 SIMPLE ARGUMENT

What to do: Read carefully the simple arguments below and evaluate using the template provided.

Argument 1:

Contention : If a government meets the needs of its people, it is an

effective government.

Reason/Objection: The Philippine government is able to meet the needs of its

people. Therefore, the Philippine government is admirable because
it is an effective government.

Argument 2:

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Contention: A bully always shows his power, might, and incomparable ability
to the weak.

Reason/Objection: Country X is always showing off its military power and might to
its neighboring countries. Therefore, country X is a bully nation.

What to do: Fill in the table with necessary information from the given arguments above. Prepare your
counter argument and write it in the column provided.

Evaluating Argument

The Claim
If a government meets the
needs of its people, it is an
effective government.
Argument 1
A bully always shows his
power, might, and
incomparable ability
to the weak.
Argument 2
Your Counter
Argument
The Evidence/Reason
(Note: A single sentence
will do.)
The Philippine The Philippine people,
government is able to both citizens and netizens
meet the needs of its complain and oppose
people. Therefore, the some of the government
Philippine government decisions. Therefore, the
is admirable because it Philippine government
is an effective does not entirely have
government. eyes and ears on the
Philippine people.
Country X is always Country X perceived as
showing off its military boastful and cocky to
power and might to some, however, Country X
its neighboring is not a bully as they
countries. Therefore, show power and might,
country X is a bully too increase defenses
nation. when a time of conflict
comes.

Reflections:

Answer the following question briefly.

Making simple argument helps me to be more

Concise and respectful when I state my arguments. Nowadays, Social media is by far, a
prominent. We see them in several forms, commenting is a platform where they have to express and we
see some comments that are vilifying, arguments that are distasteful and words that can harm someone’s
ego. Simple arguments with an appropriate filter are best used nowadays, and it helps me to express my
words in a way of respect.

References for Learners:

Book

“Celebrating Diversity through World Literature Grade 10”, First Edition. Manila: Rex Book Store
Inc., 2015.

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 EMPLOYING THE TECHNIQUES IN PUBLIC SPEAKING TO CONVEY IDEAS

Name: Dane Christian Villarama Section: X-ARIES

Learning Objectives:

• MELC - Distinguish technical terms used in research

(ENGLISH -IVa-30:)

• Subtask competency- Employ the technique in public speaking to convey ideas.

• Time Allotment: 60 minutes,5 days a week (Q4 W1 Day 4 and 5)

Key Concepts:
Reference: English 10 Learner’s Material, pp 96-107

Activity 4: SPEECH OUTLINE

The purpose of giving a speech can be to persuade, inform, inspire, motivate, or entertain.
Therefore, a speaker should know how to organize his ideas by making sure that everything presented
aligns with his/her purpose. To do this effectively, the speaker has to make a blueprint of his
presentation. It is called an outline.

What to Do: Introduction, Body, and Conclusion are the basic parts of an outline. The sentences below
are excerpts from a 2013 student graduation speech. In the blank, write I for Introduction, B for Body and
C for Conclusion.

B 1. “And we don’t have to stop there! This graduation has already shown us how
capable we are in achieving our goal.”

B 2. “But graduation is not an end goal in itself; it is instead a part of a larger journey in life.”

I 3. “Good morning family, friends, faculty, and fellow graduates.”

C 4. “From this day forward, let us make each decision with our best interest in mind.
Congratulations to the class or 2013! “

B 5. “We did it! We all accomplished one of the major early milestones in our lives.”

Reflection:

Answer the following question briefly.

1. What is the importance of making a written outline before delivering a speech?

In order to circumvent sketchy mistakes, sure mistakes do happen and anyone regardless of their
abilities and attributes make them. However, a speech, whether it is a formal event or not. We still
need a written outline in order for us to have a guide in what we say. Relatively speaking, a written
outline is a script of orders on which statement shall we say first before jumping to another.

Reflection:

Answer the following questions briefly.

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1. In this lesson, I realize that I need to improve in Modals, since I was in middle school, modals was a
simple topic, there are confusions and roadblocks that I encountered before I understood what was
said. Modals used in speeches to be exact, sometimes, I switch up certain words, sentences and
modals. Nevertheless, I have room to improvise it and will no longer have quandaries of the matter.

2. The lesson learned is meaningful to me because outlining is a huge help when you create your speech. I
have a frequent fear of public speaking and I would not dare to speak onto a microphone, let alone an
audience staring at me. Outlining is a meaningful organization of events on what to say and when. My
fear of speaking is still prominent and will probably not vanish anytime soon.