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English
Quarter 1 - Module 3
(Lesson 6-8)
This module is all about the lessons on composing clear and coherent sentences using
appropriate grammatical structures for aspects of verbs, modals and conjunctions.
This module will help you learn to compose clear and coherent sentences
using appropriate grammatical structures for aspects of verbs, modals and
conjuctions.
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Icons of this Module
What I Know
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A. Directions: Choose the correct answer from the parenthesis to complete
the sentence below.
B. Compose a sentence observing subject verb agreement with the given word
below.
8. examine_________________________________________.
9. should__________________________________________.
10. Whether_______________________________________.
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Lesson
Composing Clear and Coherent Sentences
Using Appropriate Grammatical Structures –
6 Aspects of Verbs
What’s In
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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.
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.
What Is It
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
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What’s More
Task 2. Complete the paragraph with the correct form of verbs in the parentheses.
Use the present progressive aspect.
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)
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b. We _______________ books in the library. (past perfect)
c. We ________________ books in the library. (past perfect progressive)
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Lesson Composing Clear and Coherent Sentences
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.
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.
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
What Is It
A Day with Grandma
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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?
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.
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1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
Study the table below, how did you use the modal verbs in constructing clear and coherent
sentences?
type Modal Verbs To Use
advice should
What I Can Do
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Lesson
Composing Clear and Coherent
What’s In
1. Lito got sick because He played under Lito got sick because he
the rain. played under the rain.
What’s New
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Conjunctions are a part of speech that joins two words, phrases or clauses together.
What Is It
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:
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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:
"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
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)
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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.
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.
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