8

ENGLISH
Quarter 1
Module 3: Week 3-4
NOUNS, ADVERBS, MODALS

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English – Grade 8
Quarter 1 – Module 3: Nouns, Adverbs, Modal Verbs

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Development Team of the Module

Contextualizer/Compiler: Rubilyn C. Flores, TI – Talamban National High School

Content/Language Editors: Roquesa B. Sabejon, PSDS – North District 7

Venus G. Adolfo, MTI – Pardo National High School
Ethel T. Aguanta, MTI – Abellana National High School

Evaluator: Elena B. Tuhoy, MTII – Talamban National High School

Management Team: Rhea Mar A. Angtud, Schools Division Superintendent

Bernadette A. Susvilla, Assistant Schools Division Superintendent
Grecia F. Bataluna, Curriculum Implementation Division Chief
Norman R. Gabales, EPSvr – English
Vanessa L. Harayo, EPSvr – LRMS

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Office Address: Imus Avenue, Cebu CIty
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 8
ENGLISH
Quarter 1
Module 3: NOUNS and ADVERBS
Week 3

(PART I)

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About the Module
This module is divided into three (3) lessons:

Lesson 1 – Uses of Nouns

Lesson 2 - Uses of Adverbs
Lesson 3 – Uses of Modal Verbs

General Objectives:
After going through this module, you are expected to:
1. determine the different uses of nouns, adverbs and modal verbs in sentences,
2. differentiate the uses of nouns, adverbs and modal verbs,
3. express one’s opinion on the importance of using nouns, adverbs and modal
verbs, and
4. compose a paragraph having nouns, adverbs and modal verbs.

General Instructions: Write your answers of all the activities on separate sheets
of paper.

DAY 1

Directions: Read each item carefully and write the letter of your answer.
1-5: Identify the use of the underlined noun.
1. This city is a mighty big place.
A. subject B. indirect object C. direct object D. object of preposition
2. Please hand me that book,
A. subject B. indirect object C. direct object D. object of preposition
3. Grandma made my sister a beautiful dress.
A. subject B. indirect object C. direct object D. object of preposition
4. My mother, Benny, prides herself on her collection.
A. appositive B. indirect object C. predicate D. object of preposition
5. I excitedly handed my grades to my father.
A. appositive B. indirect object C. direct object D. object of preposition
6-10: Identify what kind of adverb the underlined word is.
6. Keep the plants outside. This is an adverb of ____.
A. manner B. place C. frequency D. time

7. Rex always waits for Philame. This is an adverb of ____.

A. manner B. place C. frequency D. time
8. Marky ate the food hungrily. This is an adverb of ____.
A. manner B. place C. frequency D. time
9. The game will start early. This is an adverb of ____.
A. manner B. place C. frequency D. time

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10. I’m sure I have seen this car somewhere. This is an adverb of ____.
A. manner B. place C. frequency D. time
11-15: Complete the following sentences by filling out with the correct
modals.
11. I ___ call you when dinner is ready.
A. will B. can C. may D. shall
12. The shops are closed. I ____ be very late.
A. must B. can C. will D. ought to
13. Spain ____ be very hot during summer.
A. will B. can C. should D. shall
14. Everybody ____ eat less fatty food to be fit.
A. would B. should C. might D. could
15. “Who is ringing the bell?”, “I don’t know. It ____ be the postman”.
A. might B. can C. should D. will

Lesson Uses of Nouns

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1.identify and explain the uses of nouns;

2. express one’s learning on the uses of nouns; and
3.complete the meaning of sentences by using appropriate nouns.

A. Noun as Subject and Predicate

Read the journal of Bernard.

My Journal

I have a pet. My favorite pet was a dog named Bogart. I got him when he was a puppy.
Let me tell you more about him. Bogart loves to play outside. He is a medium-sized
dog. He is my playmate. Bogart likes pandesal. Father gave him a food dispenser.
He found it easier to look for his food. If he feels hungry, he gets food from it, then stays
on the sofa. My sister, Wela, sat with him while playing his two little ears. They sat
comfortably with each other. Everyday he got something from my little brother
too.Bogart and I went everywhere together. Our favorite place was the creek. I would

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 throw sticks into the water and Bogart would run and fetch them. Bogart was my best
friend. We always played in our backyard. He ran quickly to greet me when I came
home from school, wagged his tail happily and waited for a treat to be given. Every
morning, my father brought him outside for a short walk.

Tomorrow will be another day. Many things are planned to do. Can I take him a
shower? Or should I bring him to the vet? How will I manage my time?
Hmmm. Let me think!

From the journal read, these are some words that tell names of persons, places,
things, animals, events and others.
pet Bogart puppy dog sister food
father Wela brother friend creek sticks
river school vet water sofa backyard
We also call these words as naming words because they name things, places, persons, and
others. In part of speech, we call this, Nouns.

Nouns have also uses such as; as a subject and a predicate. Let’s learn about them.
Noun as a Subject in a sentence:
The subject noun is the person, animal, place, thing or idea that the sentence is talking
about. Ask who’ or ‘what’ is performing the action of the verb.
Examples:
Bogart loves to play outside. – Who are we talking about in the sentence?
Answer: Bogart – it is a noun, it is a name of a dog
Hence, Bogart is the Subject of the sentence. Bogart does the action ‘loves’.
Noun as a Predicate in a sentence:
The predicate noun is a noun that is usually after the linking verb (such as, is/was, are/were,
seems) and means/refers the same thing as the subject of the sentence.
Examples:
He is a medium-sized dog.
Dog – is the predicate noun because it means the same thing or refers to the
subject ‘he’ which is followed by the linking verb ‘is’

Let’s try this:

Identify the subject noun in this sentence.
* Pencils always break just before a big test.
Identify the predicate noun.
* Monica was the chairperson of the committee.
_________________________________________________________________
Subject noun: What are we talking about in the sentence? Pencils
So, pencils is the subject noun of the sentence. And it does the action ‘break’.
Predicate noun: What is the noun after the linking verb that refers to the
subject of the sentence? chairperson
So, chairperson is the predicate noun of the sentence. It refers the same as
the subject ‘Monica’ and it is found after the linking verb ‘was’.

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Directions: Identify the underlined word in each sentence if it is used as a Subject or
Predicate noun.
__________ 1. Arscil was a valedictorian.
__________ 2. They are all my best friends.
__________ 3. The movies give inspiration to the students.
__________ 4. Plants added beauty in our house.
__________ 5. All frontliners are heroes.

Directions: What are the highlights that you have learned from the lesson by
completing the statements below.

_______noun is the word that the sentence is talking about and it is the doer of the
action.
_______noun is a noun found after a linking verb and means the same to the subject
of the sentence .

Directions: Copy the underlined noun and identify the use if it is a subject noun or a
predicate noun.
Subject Noun/
Sentence Noun
Predicate Noun

1. My mom was the class president.

2. Allen scored a 100 on the test.

3. Niña left the concert early.

DAY 2

B. Noun as Direct Object and Indirect Object

From the Journal, Bogart was the main character talked about by Bernard.
Please read the following sentences and figure out what the functions of the
underlined words are.
1. Bogart likes pandesal.
2. Father gave him a food dispenser.

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Bogart likes pandesal.
What is the subject? Bogart
What is the verb? likes
What is the function of the word pandesal in the sentence?
Father gave him a food dispenser.
What is the subject? Father
What is the verb? gave
What is the function of the pronoun him in the sentence?

Let’s find out what are these functions.

The subject noun is the doer of the action; the predicate noun is the noun that refers to the
subject while direct object and indirect object both receive the action of the verb. For more
details let’s take it one by one.
Sentence1:
Pandesal receives the action ‘likes’. So this means, Pandesal in sentence number 1 is a
direct object.
Sentence 2:
Father gave him a food dispenser.
The word him answers the question, to/for whom is the food dispenser that father
gave? So him is the indirect object.
Direct object – a noun that receives the action of the verb.
Indirect object – a noun that receives the secondary action of the verb. Usually, it
comes before the direct object.
More examples
direct object
* Elnora gave me a present. Subject: Elnora Verb: gave
Elnora gave me what? Present. So, present is the direct object because it receives
the action gave.
indirect object
* Sister Fely gave the homeless man some money.
Subject: Sister Fely Verb: gave
Direct object: money (gives what?)
Indirect object: homeless man (to/for whom is the money that sister Fely gave?)

Let’s try this:

Identify the direct object in the sentence.
* I can’t find my shoes.
Identify the indirect object in the sentence.
* Ping made us a delicious meaty spaghetti.
______________________________________________________________________
Direct object: I (subject), find (verb), what? Shoes
So, shoes is the direct object of the sentence.
Indirect object: Ping (subject), made (verb), spaghetti (direct object),
to/for whom? us
So, us is the indirect object of the sentence.

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Directions: Identify the direct and indirect objects in the following sentences.
Copy the table and write those words in the appropriate columns.

Sentences Direct Object Indirect Object

1. Sean offered her some coffee.

2. He drives an old car.

3. Catherine bakes us cookies every weekend.

4. I wrote my best friend a letter.

5. The baby gave her mom a kiss on the cheek.

Directions: Write the highlights that you have learned from the lesson by
completing the statements below.

_______ is a noun or pronoun that receives the action of the verb in

the sentence. It answers the question ‘what’ or ‘whom’ abut the verb
used.
______ usually comes before direct object. It answers the question
‘to whom’ or ‘for whom’ the action of the verb is performed.

Directions: Decide whether the underlined words are direct objects or indirect objects. Copy
the headings and the circles. Put a check on the appropriate circle.

Direct Object Indirect Object

1. My brother bought us a new TV set.
2. Marcel sold me his cellphone.
3. She sent her manager an email.

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DAY 3

C. Noun as Object of Preposition and as Appositive

From Bernard’s journal, mention the sentences that tell places where Bogart stayed, walked
and played.
1. We always play in our backyard.
2. He gets food from it, then stays on the sofa.
Answers:
in the backyard, from it, on the sofa
In, from and on are words we call prepositions,
6 a word or phrase that connects a noun or
pronoun to a verb in a sentence. The following are other examples of prepositions.
of with at from into
during until to in on like
over before by under

From the sentences in the What’s In portion, let’s identify the noun after each preposition.
- We always play in our backyard.
Verb: play Preposition: in
Noun: backyard; so backyard is the object of preposition
- He gets food from it, then stays on the sofa.
Verbs: gets / stays Prepositions: from / on
Noun: sofa; so sofa is the object of preposition

This is another use of a noun.

It is called Object of Preposition, a noun after a preposition.

Let us check the journal again.

Who sat beside Bogart on the sofa?
- My sister, Wela, sat with him while playing his two little ears.
Are the words sister and Wela referring to different persons? No.
You are right. It refers to only one person. (Wela – name of my sister)
This is called an appositive noun, a noun or noun phrase that renames
another noun right beside it. The appositive can be a short or long combination of words.
Look at this appositive example:
* The insect, a cockroach, is crawling across the kitchen table.
cockroach is the appositive noun which refers to the insect

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 Let’s try this:
Identify the object of preposition in the sentence.
* The small brown bird flew into the oak tree.
Identify the appositive noun in the sentence.
* Ping, a mother of three boys, managed in handling them alone for years.
_______________________________________________________________________________________

Object of preposition: into (preposition), trees (noun after the preposition)

So, tree is the object of preposition of the sentence.
Appositive: Ping is the same person referring to the noun, mother
So, mother is the appositive of the sentence.

Directions: Copy the following sentences. Circle the noun used as the object of
preposition and underline the noun as appositive.
1. Leonarda, my fellow teacher, wrote a note to our principal.
2. Reuben’s pet, the horse, ran across the field.
3. The children, Maxine and Cordia, ate breakfast in the morning.
4. We, Ping and Rhubi, swam in the pool.
5. Marky and Matt, twin brothers, missed their sister a lot.

Directions: Write the highlights that you have learned from the lesson by
completing the statements below.

_______of preposition is a noun after the preposition of the sentence.

_______noun, is a noun or noun phrase that renames another noun right
beside it. It refers to the noun or subject of the sentence.

Directions: Complete the sentences below by choosing the correct appositive noun
from the box. Write only your answers.
Henry Eric’s black cat a turquoise ball gown Mr. Gonzales
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1. Bashi, __________________________, slowly crept up behind the kittens.
2. An enormous man with great strength, __________________________, was able
to carry the entire pallet of bricks by himself.
3. __________________________, our principal, manages the whole school’s activity.

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DAY 4

Lesson Adverbs
2

After going through the lesson 2, you are expected to:

1. identify the different adverbs;
2. use each adverb appropriately through composition; and
3. express one’s ideas on using adverbs in a paragraph

A. Adverbs of Time and Place

Read the short story about Ben and Rey.

Rey and Ben are good friends since elementary years. They are both 14 years
young today. Both of them always find time to play especially during summer.
They never had a fight. They live in the same barangay. Yesterday, they went
monkey watching in the small jungle near their houses. They were having so
much fun. At ten o’clock, they saw monkeys swinging on the branches of the trees.

Monkeys were swinging from one branch to another branch freely. They seemed so
excited that people were watching them there. As the friends decided to go home, they
found out that they lost their way. They could not find their way home. They were tired
and frightened. Not knowing what else to do, they decided to spend the night in the
jungle. Ben and Rey tried to sleep under a shady tree. The next morning, Ben and
Rey heard loud voices calling their names. They woke up immediately. Their families
were there looking worriedly for them. They felt happy. Their parents hugged them
tightly. Everyone was glad because Ben and Rey were both safe.

Process Questions:
1. What time did they go for monkey watching?
2. Where did they spend their night? *What do the two questions ask for?
Yes, they ask for time and place.
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Have you experienced having a trip with your close friend/s?
How was your day?
- What time did you go for the trip?
From the story, the two friends were having their tour in the morning. Because at around
ten o’clock, they already saw monkeys.
- When did they go for monkey watching?
Yesterday, they went for monkey watching.
What have you noticed with the underlined words? What do these words refer to?
The words tell time and answer the question when.
Yes, they tell time; yesterday, morning and ten o’clock. They add extra information to the
verb. They tell when things happen. We call these words as Adverb of Time.

Here are some other examples of adverb of time:

tonight later now tomorrow
yesterday last month soon today

Examples:
* I’m going to clean my shoes tomorrow.
* My father was cleaning his car for hours.

Let’s consider these questions.

- Where did they spend their night?
In the jungle, the place where they spent their night.
- Where did they find monkeys?
On the branches of the trees; where the monkeys were swinging.

What do these underlined phrases refer to?

They refer to places and answer the question where. We call them Adverb of Place.

Here are some other examples of adverb of place.

here there 9 inside outside out
everywhere into above nowhere in
below downstairs
Examples:
* There were bats everywhere.
* He walked outside.

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 Directions: Complete each sentence with an adverb. Choose your answers inside the box.
Write only your answers.
1. Our vacation will be here ___________, and we can hardly wait.
yesterday
early 2. My grandpa likes to wake up __________ in the morning.
soon 3. I wanted to go to a movie ___________ but there was no time.
everywhere
inside 4. We have to play _______ on rainy days.
there 5. Our uncle’s home is _______ beside the park.

Directions: Write the highlights that you have learned from the lesson by
completing the statements below.
Adverbs of _____ tell us when something happened or is happening. It
answers the question when.

Adverbs of ______ tell us where something happens.

It answers the question where.

Directions: Compose a paragraph that uses adverbs of time and place. Circle the adverbs of
time and underline the adverbs of place.

“What I Did Last Summer

With My Friend”

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DAY 5
B. Adverbs of Manner and Frequency

From the story of Ben and Rey, answer the following questions:
How often did they play during summer?
How did their parents feel while looking for them?

*What’s the difference between the questions with the words how often and how?
The difference between the questions with the words how and how often is:
How often answers the habitual, the routine, or frequent times of doing the action; while how
answers the quality of doing the action.

Let’s have more examples.

- How often did they play during summer?
Always, it answers how many times or frequently they do the action, play.
- How often they fight?
Never, it answers how many times or frequently they do the action, fight.

Always and never are adverbs of frequency. They tell us how often something is done.

Examples of adverb of frequency are:

sometimes never always often
occasionally usually normally seldom

* She always goes to the city to work.

* I seldom read the newspaper.

- How did their parents feel while looking for them?

Worriedly, it answers the manner of doing the action, look.
- How did they hug their parent during the time they were found?
Tightly, it answers the manner of ding the action, hug.
Worriedly and tightly are adverbs of manner. It tells us how something is done,
and it ends with –ly.
Examples of adverb of manner:
loudly quickly softly hungrily
honestly terribly beautifully closely
* She speaks all foreign languages fluently.
* He learns his lessons very carefully.

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Directions: Choose the best answer to complete each sentence. Write the word/s as your
answer.
1. Claudia ___________ early for class.
- often is - is often - are often
2. They always complain because their sister sings ___________.
- silently - loudly - formally
3. He is good at Mathematics, so he solves the problems very ___________.
- hard - easily - hardly
4. Victor ___________ late for work.
- never is - is never - never
5. She is good at English, she speaks it ___________.
- fluently - neatly - hardly

Directions: Write the highlights that you have learned from the lesson by completing the
statements below.

Adverb of ______ tells us how often something is done.

Adverbs of _______ it tells us how something is done, and it ends with -ly.

Directions: Complete the story with the given adverbs from the box.
Write only your answers.
eagerly joyfully laughingly loudly
carefully gently timidly lazily slowly

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On His Way
On a special Thursday, Simeon’s family headed for the country. They
1
__________ climbed in the car right after lunch. As dad drove 2__________ down the
road, the kids looked through the windows at the passing landscape. Soon, rows of
houses gave way to larger fields of hay. There were even horses walking 3__________
in the fields. Monica asked if they could stop to pet them. Dad 4__________ said “No!”,
but mom knew the farmer and told dad to stop. The children 5__________ got out of the
car and followed their mother. The farmer gave them permission to go see the horses.
The children 6__________ walked toward the beautiful animals, mindful not to scare
them away. An older horse approach 7__________ and smelled the top of Simeon’s
head. Mom offered him a carrot and the horse neighed 8__________. It started chewing
on the carrot, allowing the children to pet it 9__________.
Their country adventure made them late for dinner that day.

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 8
ENGLISH
Quarter 1
Module 3: MODALS
Week 4

( PART II )

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DAY 1

Lesson
3 Modals

After going through the lesson, you are expected to:

1. identify the modals to use in the sentences,
2. write the things they can do with their savings, and
3. express one’s ideas on how they can help their family and community.

A. Can / Could – Will / Would

Read the tips on how teenagers save money.

Saving money as a teenager is hard, especially when you have friends who are out buying
new clothes and going on weekend trips. But it’s not impossible. Here’s how teens can save.
1. Start a saving account – whether it’s for each day, week or month, set saving
targets and stick to them. A saving calculator will give an indication of how long
it will take to reach your goal.
2. Separate spending money from savings – you might be tempted into thinking you
should spend the money if you’re running out of cash, right? No – don’t touch it!
Your savings are for essentials and emergencies, not for some straightforward
purchases like food and so on.
3. Keep track of your purchases – you can save money easier if you keep a book of
your purchases. That way, you have a record of your spending so you know
whether you’ve been spending more than you should be. Keep all your receipts
and write down your spending totals.
4. Ask your parents – yes, that groan you’re making while looking at this
suggestion can be heard all-around. But, it’s not a bad thing to ask your
parents for help when trying to save a few pesos.
5. Do housework – if you’re too prideful to ask your parents for help and want to
turn something you don’t like into a money maker, offer to do more chores
around the house for more money. Fold laundry, wash clothes, clean, all those
things you’re not too fond of doing. You can also watch your little brother or
sister at an hourly rate.

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6. Use your student ID – ID can be so much more than just a card with a less than
flattering picture of yourself. Getting all the discounts you can make saving a
whole lot easier and ensures you can put more of what you make in a safe place
until you need it. It would also be a good idea to ask about student discounts
and deals everywhere you go.
7. Spend smart – when you spend, it doesn’t mean you have to spend alone. Think
about sharing costs with your friends or siblings where you can, whether on
trips, movies, foods, and so on. Capitalize on any interest you share with people
by splitting the things you each want.
8. Get a summer job – if you’re old enough, getting a summer job will help you save
some extra cash when necessary. If you don’t have any significant plans during
your summer vacation, why not make money?
Sounds fun, doesn’t it? Start saving towards your future while your future is way ahead of
you.

Here are some tips in saving money. Which tips do you think can you do?
Yes, it’s all possible to do and follow.
Here are some ideas on spending and saving money.
- I can save money by buying snacks just enough for me.
- I can save money through walking in going to/from school instead of riding
jeepney.
- I can save money by keeping the cash I received on my birthday / Christmas
instead of spending it.

- I will save my money instead of spending it when not needed.

- I will save each peso I see on the ground or streets.
- I will keep my baon if not spent on the day.
What have you noticed with the underlined words? Do they have the same meaning? What
does each word show and express?
These words are some of the modals that we use in sentences / conversations we have
each day. Each word makes different expressions. Please read the different expressions
and differences in using the modals can and could and will and would.

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 can and could
They are used to express…
a. ability – can indicates an ability in
the present, could expresses an ability
in the past
- I can run 5 miles now.
- When I was 20, I could run 10 miles.
b. permission – can is more casual and
informal, could is more formal
and polite
- Can I borrow a pen?
- Could I see you in my office?
c. request – can is more informal and
less polite when placing request while
could is the more formal and polite
verb
- Can you hold my bag for me?
- Could you please hold my bag for
me?
d. possibility – can indicates a higher
possibility while could suggests a
lower one
- It can rain. (more chance of rain)
- It could rain. (half possibility to
rain)
e. suggestions and offers – can is
more casual and easy going while
could is formal and more polite
- You can buy a new car.
- You could buy a new car.
Directions: Write can, could, will or would to make the sentence complete.
1. You _____ borrow my car if you want.
2. Who _____ cook dinner today?
3. He ran as fast as he _____.
4. If I were you, I _____ get that eye examined.
5. She said that she _____ help but she didn’t.
will and would
They are used to express…
a. certainty – will is commonly used when
we are certain of something because it is
what is expected. It is similar with must.
-Somebody is coming up, that will be her.
Would is used in expressing the conditional
mood indicating the consequences of an
imagined event or situation.
- He would have lost his job if he were
caught.
b. typical behavior – will serve to express
habits in the present while would works for
expressing past habits.
- The neighbors will always babysit if we
have to go out.
- When we were young parents, the
neighbors would always babysit Ace if we
had to go out.
c. polite offers and invitations – would is
the modal to be used
- Would you care a cup of coffee?
- Would you like to come on a picnic
with us?
d. things people want to do- would
expresses their wish to do something
- I would like to serve a table for two.
- She would like to be dropped at the
nearest mall.
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Directions: Write the highlights that you have learned from the lesson by
completing the statements below.

____ and ____ are modals that express ability, permission, request, possibility, and
suggestions and offers.

____ and ____ are modals that express certainty, typical behavior, offers politeness
and invitations, and express things people want to do.

Directions: Write the things you do in saving money (use the modals can/could) and what to
do with it (use the modal will/would).

can - could will - would

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DAY 2

B. May / Might

From the previously given tips, what will you do with your savings?
I may buy new shoes for my mama, her birthday is coming soon!
I may have a new phone soon.
I may give and pay it for our electricity bill, or for the baon of my little sister.
If I just saved all my excess baon everyday, I might have big savings already.
Spending much money especially the saved ones might cause me a problem.
How are may and might be used in a sentence?
What do they express?

May and might are other useful modals that we use every day. What’s the difference
between the two?

May
This modal is used to express what is
possible, factual, or could be factual.
- He may lose his job.
- We may go on vacation.
- I may have dessert after dinner.
From the examples, may deals with
situations that are possible or could be
factual.
May is the present tense of might.
- I may go to the movies tonight.
- It may rain later.
May also be used when asking
permission.
- May I have another piece of
cake?
- May I get to the restroom?
Might
This modal is used to express what is remotely
possible.
- If you hurry, you might get there on time.
- If I have shown up on time, I might buy a
Ferrari.
From the examples, might deals with situations
that did not actually happen. It suggests a lower
probability than may.
Might is the past tense of may.
-He might have called earlier, but I was not
at home.
- The criminal might not have been caught,
had you not sounded the alarm?
Might also be used when asking permission.
- Might I ask when the movie starts?
- Might I ask for a favor?

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Directions: Choose the correct modal to complete the sentence. Write only your answer.
1. You (may - might ) have told me earlier.
2. You (may - might) try asking her for help – she knows her stuff.
3. I just (may - might) accept your offer.
4. It (may - might) be very expensive, but it’s much better than the others.
5. The examiner says we (may - might) leave when we’ve finished.

Directions: Write the highlights that you have learned from the lesson by
completing the statements below.
______is a modal that is used to express what is possible, factual, or could be factual.
_____ is a modal that is used to express what is remotely possible. This is the past
tense of may.

Directions: Answer the following questions honestly using the modals might and may.
1. How much money might you spend this coming December?
_________________________________________________________________________
2. What are the things you may do after taking breakfast?
_________________________________________________________________________

DAY 3
C. Should / Must / Ought to

In relation to the tips in saving money, what are the things you must do to earn money?
What should we do to save money?

*We must do our best to make plans and goals come true.
*You should have time to balance everything you do.
*You ought to convince yourself not to waste money.

What do must, might and ought to express?

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Must, should and ought to are other modals that we need to know.

Must Should Ought to

expresses obligation, strong expresses moral also expresses advice and

advice and orders
- Children must learn good
habits.
- That child must learn to say
‘thank you’.
Must is stronger than should or
ought to. It indicates the ‘need
of an hour’ or absolutely
necessary situation.
obligation, advice and suggestion in formal way
suggestion in formal - She ought to stay at home.
way - You ought to follow the
- He should wait. traffic rules.
- You should tell the
truth.
When using should, Most likely, ought to and
should are the same. Ought to
the speaker expresses
his own view. is more formal than should.

- You must leave the Ought to is more objective

premises right now! and is used when the speaker
- We must take responsibility wants to represent something
for our belongings. as a law, duty or regulation.

Directions: Choose the correct modal to be used. Write only your answer.
1. Where’s Lucy? She (must - should) be at the library, as she often goes there at
this time.
2. They (should - must) leave soon!
3. You (must - ought to) take vitamins everyday to boost your immune system.
4. You (must - should) stop when the traffic lights turn red.
5. Lucas (should – ought) to have taken better care of his sister.

Directions: Write the highlights that you have learned from the lesson by
completing the statements below.

_____ is a modal that expresses obligation, strong advice and orders

_____ and ______ are modals that express advice and suggestion in formal way;
Ought to is more formal than should.

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Directions: Use modals in giving your ideas or opinion through the pictures given. Choose
only one picture to write about.

QUESTION: As a grade 8 student, how can I help myself, family, community and
my country as a whole in my own little ways?

1. Covid 19 Pandemic 2. Using gadgets

DAY 4

Directions: Read each item carefully and write the letter of your answer.
1-5: Identify the noun asked based on the cue given.
1. The school janitor, Mr. Lopez, turned on the faucet. (Appositive)
A. turned B. Mr. Lopez C. on D. faucet
2. Patrick locked the gate of the gym. (Direct Object)
18
A. Patrick B. locked C. of D. gate
3. Bong hides under the table. (Object of Preposition)
A. Bong B. table C. under D. hides
4. They are her classmates. (Predicate)
A. they B. are C. classmates D. her
5. My friend gave his girlfriend a diamond ring. (Indirect Object)
A. friend B. girlfriend C. ring D. gave
6-10: Identify what kind of adverb the underlined word is.
6. “Write your name twice,” said the teacher.
A. time B. place C. manner D. frequency
7. The girl sang sweetly.
A. place B. time C. manner D. frequency
8. What is he doing outside?
A. manner B. place C. time D. frequency
9. He practices playing basketball everyday.
A. frequency B. place C. manner D. time
10. The kittens are playing there.
A. frequency B. place C. time D. manner
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11-15: Choose the correct modal to complete the sentence.
11. He had been working for more than 10 hours. He ____ be tired after such
hard work.
A. must B. can C. may D. ought to
12. ____ you stand on your head for more than a minute? No, I can’t.
A. must B. can C. may D. ought to
13. We ______ leave tomorrow morning immediately.
A. ought to B. may C. could D. might
14. ____ you please give me the doctor’s telephone number?
A. could B. would C. should D. may
15. I ____ mail you my address.
A. will B. shall C. must D. ought to

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 `
25
C. Should / Must / Ought to
What I Can Do What I have Learned
1. should must
2. must should / ought to
3. must What’s More
4. must Answers may vary.
5. ought
B. May / Might A. Can / Could – Will / Would
What I Can Do What I have Learned What I Can Do What I have Learned
1. may may 1. can can and could
2. may might 2. will will and would
3. might What’s More 3. could What’s More
4. might Answers may vary. 4. would Composition
5. may 5. would
LESSON 3 – MODALS
B. Adverbs of Manner and Frequency 3. lazily A. Adverbs of Time and Place
What I Can Do What I have Learned 4. laughingly What I Can Do What I have Learned
1. is often Frequency 5. joyfully 1. soon Time
2. loudly Manner 6. carefully 2. early Place
3. easily What’s More 7. timidly 3. yesterday What’s More
4. is never 1. eagerly 8. loudly 4. inside Composition
5. fluently 2. slowly 9. gently 5. there
LESSON 2 – ADVERBS
C. Noun as Object of Preposition and as Appositive
What I Can Do What I have Learned What’s More
1. teacher, principal Object 1. Eric’s black cat
2. horse, field Appositive 2. Henry
3. Maxine and Cordia, morning 3. Mr. Gonzales
4. Ping and Rhubi, pool
5. Twin brothers
B. Noun as Direct Object and Indirect Object A. Nouns as Subject and Predicate
What I Can Do What I have Learned What I Can Do What I have Learned
DO – IO Direct Object 1. Predicate Subject
1. coffee- her Indirect Object 2. Predicate Predicate
2. car - What’s More 3. Subject What’s More
3. cookies - us DO IO 4. Subject 1. president - predicate
4. letter - friend 1. 5. Predicate 2. Allen - subject
5. kiss - mom 2. 3. Niña - subject
3.
LESSON 1 – USES OF NOUNS
 References
Images

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cCegQIABAA&oq=family&gs_lcp=CgNpbWcQARgAMgcIABCxAxBDMgcIABCxAxBDMgQIABBDMgQIABBDMgc
IABCxAxBDMgQIABBDMgcIABCxAxBDMgQIABBDMgQIABBDMgQIABBDOgIIADoFCAAQsQNQhLMBWM-
7AWCuzwFoAHAAeACAAXuIAYIFkgEDMC42mAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=YyIAY
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