English 9 Quarter 1 Module 1 PDF

ENGLISH Quarter 1 – Module 1: Express permission, obligation, and prohibition using modals

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Department of Education - MIMAROPA Region

English – Grade 9 Quarter 1- Module 1: Express prohibition, obligation and permission using modals 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 exploitation of such work for 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 book 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- MIMAROPA Region Regional Director: Dr. Benjamin D. Paragas, CESO V Assistant Regional Director: Atty. Suzette T. Gannaban-Medina Chief, CLMD: Mariflor B. Musa

Development Team Authors: JULIUS GENAR A. QUINIO Editor: Ronalyn L. Aniel, Jestine P. Brual, Grace F. Perez Reviewer: Thervel M. Saez Illustrator:

Niña Joy H. Sotto, Louie J. Cortez, Jefferson Repizo

Layout Artist: Ronalyn L. Aniel, Jestine P. Brual, Grace F. Perez Management Team: BENJAMIN D. PARAGAS, CESO V Director IV Regional Director MARIFLOR B. MUSA Chief CLMD

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EDNA C. OABEL EPS-CLMD

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ELMER P. CONCEPCION LR Supervisor

THERVEL M. SAEZ EPS, English

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Department of Education, MIMAROPA Region – (CLMD) Meralco Avenue, corner St. Paul Road, Pasig City (02) 631-40-70; (02) 637-3093 [email protected]

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Introductory Message For the facilitator: This Self-Learning Module (SLM) focuses on the competency- Express permission, obligation and prohibition using modals as one of the Most Essential Learning Competencies (MELCs) in Grade 9 English. This learning material was patterned on Bloom’s Taxonomy Instructional Design wherein learning activities were aligned with the identified objectives and were sequenced according to their level of difficulty considering the learner’s needs, interest and abilities. You need to ensure that the learner clearly understand the lesson or concepts discussed in the module. You are also expected to guide him/her in answering the activities or accomplishing the different learning tasks thereby enabling him/her to master the competency. For the learner: This Self-Learning Module (SLM) is especially made to enhance your attitude, knowledge and skills vis-à-vis the identified learning competency. Through this module, you will engage in fun and interesting learning activities and answer varied exercises and tasks to help you gain mastery of the target competency which will enable you to effectively use the English language in listening, speaking, reading and writing. Those learning activities are appropriately selected and carefully crafted according to your needs, interests, and abilities. To successfully achieve the objectives of this module, kindly do the following: • • • •

Read and follow the instructions in all the learning activities and exercises very carefully, Be honest in answering all the learning activities and exercises, Write your answers neatly and legibly in your subject notebook or on a separate sheet of paper, and Seek guidance from your parents, guardians or subject teacher if you encounter difficulty in accomplishing the learning activities.

Working on each learning activity in this module will surely enable you to learn certain aspects of the target language in an enjoyable and meaningful way. So take good care of this module and have fun while learning!

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What I Need to Know

Designed to give you an independent rewarding experience while learning English language, this lesson is crafted with activities that will provide you key concepts and further readings which you can apply to other subject areas or in new contexts. This module is anchored on the following Most Essential Learning Competency: •

Express permission, obligation, and prohibition using modals

At the end of the lesson, the learner is expected to: 1. identify the structure of modal verbs; 2. use correct forms of modal in written and spoken communications; and 3. compose clear and coherent sentence using modals.

What I Know

Activity 1: MY GUIDE Directions: This activity will check your prior knowledge about modals. Accomplish the Anticipation-Reaction Guide below. In the column “Before Reading”, read the statements below in the table and check the column that corresponds to your answer. After Reading Before Reading

Statements

(Were you right?)

Agree

Disagree

Yes 1. Modals never end in “s” even in 3rd person singular. 2. Use “not” to make modal verbs negative. 3. Modals act as main verbs in the sentence. 4

No

4. Can is a modal often used to ask for and give prohibition. 5. Modals of obligation also show politeness and respect.

(After accomplishing all the activities in this module, review your answers and check the column “After Reading” to determine whether you are right or wrong).

Lesson

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OVERCOMING CHALLENGES

The world is a battlefield which offers the worst and best experiences. There are times that we tend to surrender because we may feel neglected, unappreciated, or abandoned. But these are only challenges that test how resilient we are as individuals. Despite all the odds, we need to persevere and remain intact. By changing our viewpoint in life amidst chaos and uncertainties, we can have a 180 degree turn that somehow defines how we view the essence of life in a positive way. It may be a difficult task, but every effort you exert is an important milestone towards triumph. At the end of the day, our renewed desire to live after facing all challenges is the best way to embrace life positively and purposefully without giving up. The chosen literary piece that you will encounter in this module will allow you enhance your understanding of the needed concepts and themes that will develop your written and spoken communication skills using the target Most Essential Learning Competency.

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What’s In

Activity 2: ANSWER ME! Directions: Using context clues, write the letter of the best meaning of the underlined word in each sentence. Choose your answer from the box. A. rising ground bordering a body of water B. cry out as to attract attention or in pain C. very determined to do something __________1. His dogged willpower to succeed made him on the top of the list. __________2. They settled along the bank of the river. __________3. The survivors holler for help after the fire incident.

READING SELECTION Directions: Read the poem “LIFE IS FINE” by Langston Hughes and identify the significant human experiences by answering the comprehension questions that follow.

Life is Fine By: Langston Hughes

I went down to the river, I set down on the bank. I tried to think but couldn't, So I jumped in and sank.

I came up once and hollered! I came up twice and cried! If that water hadn't a-been so cold I might've sunk and died. But it was Cold in that water! It was cold! 6

I took the elevator Sixteen floors above the ground. I thought about my baby And thought I would jump down.

I stood there and I hollered! I stood there and I cried! If it hadn't a-been so high I might've jumped and died. But it was High up there! It was high! So since I'm still here livin', I guess I will live on. I could've died for love— But for livin' I was born Though you may hear me holler, And you may see me cry— I'll be dogged, sweet baby, If you gonna see me die. Life is fine! Fine as wine! Life is fine! Source: “Life is Fine by Langston Hughes.” A Research Guide, accessed July 25, 2020. https://www.aresearchguide.com/life-is-fine.html

Activity 3: COMPREHENSION CHECK 1. What kind of life is reflected in the poem? 2. Did the speaker become successful in his attempt to jump into 16 th floor? Explain your answer. 3. What did the speaker mean by “I could've died for love— But for livin' I was born? 4. How does the speaker’s tone shift at the last part of the poem? 5. Is the message of the poem worthwhile? Prove your point.

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Activity 4: MEANINGFUL LIFE

Reflect on how the following quotation relates to the message of the poem “LIFE IS FINE” by Langston Hughes. “You may encounter many defeats, but you must not be defeated. In fact, it may be necessary to encounter the defeats, so you can know who you are, what you can rise from, how you can still come out of it.” -Maya Angelou Source: “You can encounter many defeats, but you must not be defeated.” BradshawEnglish10A, accessed July 25, 2020. ttp://bradshawenglish10a.blogspot.com/2015/02/you-can-encounter-many-defeats-but-you.html

Pay attention to the underlined words: 1. What do they have in common? 2. How are these words used in the sentence? 3. What do we call the words may, must not, can? 4. To what part of speech do these words belong?

What’s New

As the grammar focus of the lesson, the notes below are intended to give you the necessary knowledge and skills in understanding better the forms, functions, and other key concepts about modals. Sample sentences and various activities are formed to initiate healthy discussion to facilitate learning.

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KEY CONCEPTS

Modals are auxiliary or helping verbs that indicate the mode or manner of the actions. When use alone, they do not give complete meanings. But when they are paired with other verbs, they change the meaning of these verbs.

Nature of Modals •

Use the base form of the word with the modal. Modals do not change form.

•

Modals never end in “s” even in the third person singular.

•

Combine the base form of the verb with the modals – not with the infinitive “to.”

•

Use “not” to make modal verbs negative.

•

Modals are also used to form questions:

•

Do not use double modals.

Modals are used to express ability, possibility, probability, permission, obligation, etc. However, this discussion will only focus on the three functions of modals- to express permission, obligation, and prohibition.

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MODALS OF PERMISSION The modal verbs expressing permission are may, could and can. It means that something is allowed and can be done. Modals of permission also show politeness and respect. 1. May is the most formal and polite modal verb to use to ask for permission. Examples: a. May I speak to Mark, please? b. You may join them as soon as you finished your tasks here. 2. When being polite, or wanting to show respect, could is a better choice than can as it is a more polite form than 'can.' a. Could you lend me the laptop? b. Could we go home now? Could when we want to say that somebody had general permission to do something in the past. a. When I was five, I could easily ride a bike. b. Before the COVID-19 scare, we could gather everywhere in the streets. 3. Can is less formal and more direct than 'could.' When asking in a simple or direct way we use 'can. a. You can ask him. He is approachable. b. Can you do me a favor? Source: “Modals.” BCCC Tutoring Center, accessed July 25, 2020. https://www.bucks.edu/media/bcccmedialibrary/tutoring/documents/writingareahandoutrevision/aeslandgrammar/Modals-.pdf

MODALS OF OBLIGATION There are two types of modal verbs of obligation; those that primarily express a firm obligation or necessity - must and have to - and those that express a recommendation or moral obligation - should and ought to. 1. Must shows us that the obligation comes from the speaker. a. We must pay our taxes to contribute for the country’s economy. b. I must wear face masks especially in crowded places. 2. Have to is used when the obligation comes from someone else, not the speaker; for an action that is necessary because10 of rules. a. We have to be at the school two hours before the program starts. b. You have to do all the homework.

2. Have to is used when the obligation comes from someone else, not the speaker; for an action that is necessary because of rules. a. We have to be at the school two hours before the program starts. b. You have to do all the homework. 3. When we want to talk about obligation we are talking about the right thing to do. a. Children should know how to respect older people. b. Yvnna Cinderelle ought to assist the volunteers in the outreach program. Source: “Modal verbs of obligation.” Lingua Press, accessed July 25, 2020. http://linguapress.com/grammar/modal-obligation.htm

MODALS OF PROHIBITION Modal verbs are used for prohibition. These situations are the opposite of giving permission. This modal verbs for prohibition lesson shows you how to use may and can to prohibit someone or create rules. Can is a modal often used to ask for and give permission. It means something is allowed and can be done. Both cannot (can’t) and must not (mustn’t) are modals used to show that something is prohibited – it is not allowed. 1. Can't' usually gives the idea of something that is against the rules. a. Christine Joy can’t enter the school because she has no ID. b. Ma. Cecilia can’t drive the car unless she has driver’s license. 2. Mustn’t usually means that it is the speaker who is setting the rule. a. Parent to child: You mustn’t insult your brother in front of the crowd. b. Teacher to student: You mustn't be late to class next time. Source: Learn English Online. “Modal Verbs for Prohibition.” Accessed July 24, 2020. http://www.learnenglish online.com/grammar/modals/prohibition.html

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What is it Activity 5: THE SEARCH IS ON! Re read the poem “LIFE IS FINE” by Langston Hughes and look for modal verbs. Specify the line number and indicate its meaning (prohibition, permission, obligation, possibility, etc). Be guided using the table below. MODALS

LINE NUMBER

MEANING

Activity 6: MIXED WORDS Direction: Arrange the words in the box to form meaningful sentences that express permission, prohibition, and obligation. 1.

submit

2.

the

3. 4.

5.

to

I

homework

eat

in

library

your may

I

lecture

photoshop

can

an

riding

wear

you

tomorrow

not

have

my.

editing

I

must.

use? use

tool

should while

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effectively

you

motorcycle your.

as .

helmet

What’s More

Before answering the next task, take a good look at this key concept about the other functions of the modals- can, could, and may. Activity 7: ON THE OTHER SIDE Directions: Complete the sentences with can, could, and may. Determine their function if they are used to express permission, ability, past ability, wish, or probability. STATEMENT

ANSWER

FUNCTION

1. Rio is a food lover. As a matter of fact, he _______ cook delicious sea foods. 2. Traffic _____ be heavy during rush hours. 3. ______ you have more birthdays to come! 4. _______ you give me your details for our project? 5. You_____ pass the exam if you will study.

Modals can create different meanings depending on their functions in the sentence. The modals can, could, and may are not always used to express permission (politeness and respect). Can and could express ability or possibility. May, on the other hand, is used to state a wish or possibility while might denotes less probability. Examples: a. Ability: She can use excellently edit the video using Adobe Premier. b. Past Ability: I could eat junk foods when I was younger. c. Wish: May your dreams come true as you face uncertainties in life! d. Possibility: He may be able to assist you in preparing your documents. e. Less Probability: It might rain today.

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Activity 8: FILL ME Directions: Fill in the gas with the correct modals in the box below. Must

Can’t

Can

Have to

The spread of COVID-19 in the country possess a huge challenge in the lifestyles of people. It has a negative effect on our physical and mental health. Health experts suggest that it ________ be boiled down to simple behaviors, like eating a balanced diet, exercising and getting good sleep. We ________stay physically and mentally active to avoid stress. We ________look after our personal health and quit unhealthy activities. As a result, authorities keep on reminding us that we ________wear face masks especially in crowded places. This pandemic resulted in many challenges and changes. In the midst of this global outbreak, we ________ hold gatherings that involved huge crowd because of the strict implementation of social and physical distancing. It will only happen once we get a vaccine. Activity 9: FACEBOOK TIME As you open your Facebook account, you see different posts that contain stories, videos, advertisements, and other issues about local and national events. As an avid netizen (internet citizen), what are the things you need to consider in order to halt the spread of fake news in your social media account? Use modals expressing permission, obligation, and prohibition in your answer. Example: Prohibition: I must not share stories and videos from an unknown source. 1. Permission:___________________________________________________ 2. Obligation:____________________________________________________ 3. Prohibition: ___________________________________________________ 4. Obligation:____________________________________________________ 5. Permission: ___________________________________________________ 6. Prohibition:___________________________________________________ 7. Obligation:____________________________________________________

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What I Have Learned

The Many Uses of Modal Verbs Modal verbs are incredibly versatile and are used for several different functions in the English language. This is why they’re absolutely essential for your students. Here are just some of the things they’re used for: Permission: Modal verbs like “can,” “could” and “may” are all used for giving or asking for

permission. You can use these in constructing polite questions and statements both in written and spoken communications.

Prohibition: They can be used in the opposite way too. You can use words like “can’t” and “mustn’t” to set rules and boundaries or give orders. Obligation: If you say that expressions “ I need to do my homework” and “ I must come to class on time,” these means that these are obligations, and things they have no choice in. Source: “5 Must-use Exercises for Teaching ESL Modal Verbs.” Fluento, accessed July 15, 2020. https://www.fluentu.com/blog/educator-english/teaching-esl-modal-verbs-2/

What I Can Do Activity 10: HELLO OBLIGATION! Directions: Use must, have to, should and ought to correctly in the following sentences. 1. Children __________ obey their parents. 2. Parents ___________ respect their children too. 3. Challenges ___________ not keep us from achieving our dreams. 4. Parents ___________ send their children to school. 5. Before, one talks about an issue, he/she ___________ read about it first. 15

6. Family members __________ understand that they have important roles to perform in keeping the family strong. 7. Friends __________ be carefully chosen for the influence they can have. 8. The school, as a second home _________ constantly nurture and protect Source: Almonte, L,et.al (2014). A Journey through Anglo-American Literature. Department of Education. Sunshine Interlinks Publishing House, Inc.

Activity 11: USE YOUR PROHIBITIONS Directions: Read the following sentences. Use the correct modals of prohibitions in each of the sentences. 1. _______ I stay with the group? 2. You _______ park here, ma’am. The parking lot is full. 3. You ______ wear shirts but you _____ wear jeans in the pool. 4. You _____ use Mandela’s speech to inspire the youth. 5. You _______ make noise while the session is ongoing. Source: Almonte, L,et.al (2014). A Journey through Anglo-American Literature. Department of Education. Sunshine Interlinks Publishing House, Inc.

Activity 12: PERMISSION DONE! Directions: Analyze the following situation and construct sentences that express permission. Underline the modal that you use. Example: Explain that when you were younger, you didn’t have permission to play games in the evening. Answer: When I was younger, I couldn’t play games in the evening.

1. You formally ask you teacher for permission to go to the school clinic. ___________________________________________________________________ 2. Tell your seatmate that she has permission to have another slice of bread. ___________________________________________________________________ 3. Inform your friend that he doesn’t have permission to use your marker. ___________________________________________________________________

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4. Tell your son that he has permission to stay out until midnight. ___________________________________________________________________ 5. You ask for permission not to come early tomorrow. __________________________________________________________________

Activity 13: CONNECT ME! Directions: Match the two sentence halves and write a – j next to the number 1 – 10. _____1. May I go with you this weekend?

a. Yes, please. It’s too windy.

_____2. Could you tell me where the comfort is?

b. Yes. Of course. But you have to secure your license first.

_____3. Could you lend me 100 pesos, please?

c. No. It’s a restricted area.

_____4. Would you mind passing me that

d. No, we can’t. We’re too

songbook, please?

minor.

_____5. Can you give me your password?

e. Oh. I’m really hungry. Let’s go.

_____6. Shall we eat?

f. No, it’s too personal.

_____7. Can we take that alcoholic drinks?

g. Yes, of course. Here it is.

_____8. Would you mind if I closed

h. Yes, of course. I want your

the window?

company.

_____9. Is it okay if we use your car?

i. Yes, sure. It’s in the second floor.

_____10. Are we permitted to stay

j. I suppose so. But I need the

near the hospital?

amount be returned before Monday.

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What I Can Do On My Own

Activity 14: BUDGET TIME! DIRECTIONS: Gather data about how you manage your schedule. In the pie chart, show the different activities that you perform/undergo each day. Then, on the space provided, write a short report about your daily schedule. Underline the modals that you will use in your composition.

___________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ______________________________________________________________________.

Activity 15: COVID ALERT! DIRECTIONS: Study the pictures below. Compose clear and coherent sentences using modals. Underline the modal/s that you use. The following emergency warning signs about the possible spread of COVID19 should be given attention. As an information dissemination campaign of your locality, be informed by constructing coherent sentences about the message of the pictures. As a citizen, what should you do when you see warning signs like these?

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1._____________________________________________________ ________________________________________________________ ___

____________________________________.

2._____________________________________________________ ________________________________________________________ ___

____________________________________.

3._____________________________________________________ ________________________________________________________ ___

____________________________________. 4._____________________________________________________ ________________________________________________________ ____________________________________.

5._____________________________________________________ ________________________________________________________ ___

____________________________________.

Source: “Posters in Multiple Languages.” Washington County: Oregon, accessed July 15, 2020. ttps://www.co.washington.or.us/HHS/CommunicableDiseases/COVID-19/posters-in-multiple-languages.cfm

Activity 16: MODALS’ MODE DIRECTIONS: Study the following sentences. Write the letter of the correct answer on the space provided. _____1. Josie has a lot of work tomorrow. She _____ be late. (Prohibition) A. should

B. can

C. may

D. must not

_____2. You _____ save some money. (Obligation) A. may

B. must

C. can

D. could

_____3. Children _____ respect the elders. (Moral obligation) A. should

B. must

C. can 19

D. could

_____4. Parents _____ send their children to school. (Moral obligation) A. should

B. will

C. can

D. could

_____5. ____ you speak louder when delivering your lines? (Ability) A. Should

B. Must

C. Can

D. Could

_____6. You ____ proceed, Ma’am. The delegates are limited. (Prohibition) A. should

B. must

C. cannot

D. could

_____7. _______ I smoke here? (Permission) A. Should

B. Must

C. May

D. Could

_____8. If you want to lose weight, you ______ eat so much chocolate, so many candies, or drink beer every night. (Obligation) A. should not

B. will not

C. cannot

D. would not

_____9. You _____ stop when the traffic light is red. (Obligation) A. may

B. must

C. can

D. could

_____10. I ______ write legibly during my grade school days. (Ability in the past) A. might

B. should

C. can

D. could

Activity 17: IT’S SHOWTIME! Directions: Apply the learnings you gained from the discussions by accomplishing this culminating activity. Go back with the moral lesson of the poem “LIFE IS FINE” and elaborate it by choosing only one activity on the tasks below. Be guided with the criteria. A. The Composer- Compose a two-stanza song about the poem’s moral lesson. The song should contain modals in its lyrics. B. The Poet- Highlighting the lesson of “Life is Fine,” write a two-stanza poem with modals. C. The Artist- Using your creativity and artistry, make a poster-slogan with modals that show the lesson of the poem “Life is Fine.” D. The Scriptwriter- Think of a scenario that underscores the lesson of the poem “Life is Fine.” Write a short script that contains modals.

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Your output will be graded using the criteria: •

Content- 30%

•

Mechanics and Grammar-30%

•

Organization-20%

•

Coherence- 20%

What I Can Do More Activity 18: REFLECTION CORNER A Chinese proverb aptly states, “Those who have not tasted the bitterest of life’s bitters, can never appreciate the sweetest of life’s sweets.” As we overcome challenges in life, we develop perseverance and ability to remain positive in face of personal despair. It harnesses our capabilities by challenging our faith and potentials in different aspects. My journey through this lesson enabled me to learn ___________________________________________________________________ ___________________________________________________________________ It made me realize that ___________________________________________________________________ ___________________________________________________________________

I therefore commit to ___________________________________________________________________ ___________________________________________________________________

Activity 19: MY GUIDE-AFTER READING After accomplishing all the activities in this module, review your answers and check the column “After Reading” to determine whether you are right or wrong. 21

Answer Key

What I Know Activity 1:

MY GUIDE (Students answer may vary depending on their prior

knowledge but this should be the answer) 1. Correct 2. Correct 3. Wrong 4. Wrong 5. Wrong

What’s In Activity 2: ANSWER ME! 1. C 2. A 3. B Activity 3: COMPREHENSION CHECK 1. Answers may vary. 2. The speaker did not become successful in his attempt to jump into 16th floor because he realized that it was very high. 3. The lines “I could've died for love— But for livin' I was born?” mean the persona has rediscovered his sense of purpose. Though he might not find complete peace, he decided that he will persevere and not let his “sweet baby” see him die. 4. He realized that he is happy and has a purpose in life. 5. Answers may vary. Activity 4: MEANINGFUL LIFE 1. They are introduced by the words-may, must, and can. 2. They are used to show possibility, prohibition, and permission/ability. 3. They are called modals. 4. They belong to verbs. 22

What is it Activity 5: THE SEARCH IS ON! MODALS

LINE NUMBER

MEANING

might've sunk and died

4

Possibility

would jump

8

Ability

could've died

19

Possibility

Activity 6: MIXED WORDS 1. I have to submit my homework tomorrow. 2. You must not eat in the library. 3. May I use your lecture? 4. I can effectively use photoshop as an editing tool. 5. You should wear helmet while reading motorcycle.

What’s More Activity 7: ON THE OTHER SIDE STATEMENT

ANSWER

1. Rio is a food lover. As a matter of fact, he _______ cook can

FUNCTION Ability

delicious sea foods. 2. Traffic _____ be heavy during rush hours.

could

possibility

3. ______ you have more birthdays to come!

May

Wish

4. _______ you give me your details for our project?

Could

permission

5. You_____ pass the exam if you will study.

might

Less probability

Activity 8: FILL ME 1. can

4. must

2. must

5. can’t

3. have to

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Activity 9: FACEBOOK TIME 1-7 Answers may vary.

What I Can Do Activity 10: HELLO OBLIGATION! 1. should

5. should

2. should

6. should

3. must

7. should

4. should

8. must/have to

Activity 11: USE YOUR PROHIBITIONS 1. Can

4. can

2. can’t

5. can’t

3. can-can’t Activity 12: PERMISSION DONE! 1. May I go to the school clinic?

4. You are allowed to stay out until

2. You can have another slice of

midnight.

bread.

5. Can I not come early tomorrow?

3. You can’t use my marker. Activity 13: CONNECT ME! 1. 2. 3. 4. 5.

h i j g f

6. e 7. d 8. a 9. b 10. d

What I Can Do On My Own Activity 14: BUDGET TIME! - Answers may vary. Activity 15: COVID ALERT! - Answers may vary.

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Activity 16: MODALS’ MODE 1. d

6. c

2. b

7. c

3. a

8. a

4. a

9. b

5. c

10. d

Activity 17: IT’S SHOWTIME! - Answers may vary.

What I Can Do More Activity 18: REFLECTION CORNER- Answers may vary. Activity 19: MY GUIDE-AFTER READING- Answers may vary.

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REFERENCES Book Almonte, L,et.al. A Journey through Anglo-American Literature. Department of Education. Sunshine Interlinks Publishing House, Inc., 2014. Website Content A Research Guide. “Life is Fine by Langston Hughes.” Accessed July 25, 2020. https://www.aresearchguide.com/life-is-fine.html BradshawEnglish10A. “You can encounter many defeats, but you must not be defeated.” Accessed July 25, 2020. ttp://bradshawenglish10a.blogspot.com/2015/02/you-can-encounter-manydefeats-but-you.html BCCC Tutoring Center. “Modals.” Accessed July 25, 2020. https://www.bucks.edu/media/bcccmedialibrary/tutoring/documents/writingare ahandoutrevision/aeslandgrammar/Modals-.pdf Fluento. “5 Must-use Exercises for Teaching ESL Modal Verbs.” Accessed July 15, 2020. https://www.fluentu.com/blog/educator-english/teaching-eslmodal-verbs-2/ Learn English Online. “Modal Verbs for Prohibition.” Accessed July 24, 2020. http://www.learnenglish Lingua Press. “Modal verbs of obligation.” Accessed July 25, 2020. http://linguapress.com/grammar/modal-obligation.htm Washington County: Oregon. “Posters in Multiple Languages.” Accessed July 15, 2020. https://www.co.washington.or.us/HHS/CommunicableDiseases/COVID19/posters-in-multiple-languages.cfm

For inquiries or feedback, please write or call: Department of Education, MIMAROPA Region – (CLMD) Meralco Avenue corner St. Paul Road, Pasig City Telephone Nos.: (02) 631-40-70; (02) 637-3093 Email Address: [email protected]

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