9

English
First Quarter

LEARNING ACTIVTIY SHEETS

Republic of the Philippines
Department of Education

COPYRIGHT PAGE
ENGLISH
Learning Activity Sheets
(Grade 9)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

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This material has been developed for the implementation of K to 12 Curriculum through the Curriculum
and Learning Management Division (CLMD). It can be reproduced for educational purposes and the
source must be acknowledged. Derivatives of the work including creating an edited version, an
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Consultants:
Regional Director : ESTELA L. CARIÑO EdD, CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON EdD, CESO V, DepEd R02
Schools Division Superintendent : FLORDELIZA C. GECOBE PhD, CESO VI, SDO Quirino
Asst. Schools Division Superintendent: MARY JULIE A. TRUS PhD, SDO Quirino
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG PhD, DepEd R02
Chief Education Supervisor, CID : JORGE G. SADDUL, SR.

Development Team
Writers: CAROL N. BELINGON, Teacher III, Ifugao Village Integrated School-Diffun II
ROMELA F. MINIA, Teacher III, Victoria High School-Aglipay
EMMA F. ASUNCION, Teacher III, Magsaysay National High School- Diffun II
Content Editor: ELISA S. MARCELINO, Master Teacher II, Diffun Central Integrated SPED Center-Diffun I
MARIA LOURDES A. UGALE, Master Teacher I, Reina Mercedes VIS, Isabela
ROMAN G. PAGADUAN, EPS-QAD,DepED Regional Office 02
Language Editor: SHERLY C. CAINGUITAN PhD, Education Program Supervisor - English, SDO Quirino
Illustrators: MELVIN P. FLORENDO, Teacher III, Ifugao Village Integrated School-Diffun II
Layout Artists: BABY DAINA P. VILLANUEVA, Teacher III, Diffun National High School-Diffun I
SHERLY C. CAINGUITAN PhD, Education Program Supervisor–English, SDO Quirino
Focal Persons: RONNIE F. TEJANO, Education Program Supervisor–English, CLMD, DepEd R02
RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
SHERLY C. CAINGUITAN PhD, Education Program Supervisor–English, SDO Quirino
FELIMENDO M. FELIPE, SEPS-HRD, OIC LR Supervisor – SDO Quirino

Printed by: Curriculum and Learning Management Division

DepEd, Carig Sur, Tuguegarao City
Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500
Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: [email protected] Website: region2.deped.gov.ph

i
Table of Contents

Page
Compentency
number
*Express permission, obligation, and prohibition
using modals
.......... ........... 1

*Use conditionals in expressing arguments

..................... 9

*Employ the appropriate communicative styles

for various situations (intimate, casual ..................... 17
conversational, consultative)

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ENGLISH 9
Quarter 1 – MELC 1

Express permission, obligation, and prohibition using modals

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ENGLISH 9
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________

LEARNING ACTIVITY SHEET

EXPRESS PERMISSION, OBLIGATION, AND PROHIBITION USING MODALS

Background Information for Learners

Modals are auxiliary verbs that are used to express permission, obligation, prohibition,
certainty, probability, possibility, ability, advice, and request among others. Unlike main verbs
and other auxiliary verbs (I.e., be, do and have), modal verbs do not change their form (spelling)
and cannot be used alone in a sentence. Below is a list of the common uses or functions of
modals, the modals used for each function, and sample sentence for each.

Expressing PERMISSION
Functions Modals Examples
Requesting permission can Can I go with you?
and giving permission may May
Of course, you can.
may.
You can stay with us until the pandemic is over.
Can I bring a friend with me?

Expressing OBLIGATION
Functions Modals Examples
Use must when the obligation comes must I must go to the doctor, I don’t feel well.
from the speaker I must have my homework ready tonight.
I must stop smoking.
We use have to when the obligation have to We have to be at the airport three hours
comes from someone else, not the (Plural) before the flight leaves.
speaker; for an action that is Has to At work I have to wear uniform.
necessary because of rules. (singular) My father has to pay the rent every
month
must must He must go to class today.
(it is followed by a base verb) We must now go back to work after a
long vacation.
Should is a weak obligation, and we should Children should cooperate with their parents.
use it to give advice
Expressing NO OBLIGATION

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don’t have to is used to show that don’t have In this restaurant you don’t have to wear a tie.
there is no obligation. to My brother doesn’t have to wear uniform at his
school.
We don’t have to get up early on weekends.

Expressing PROHIBITION
Functions Modals Examples
must not is used to say must not You must not smoke.
that something is against You must not use your cell phone when not required.
the rules or against the
law,
May not is the formal may not You may not eat in the conference room.
way to prohibit
something.
cannot You cannot go out tonight. You’ve got homework.
should not You should not smoke. It’s bad for your health.

Expressing ABILITY
Functions Modals Examples
Offer or ability can I can do that for you.
Birds can fly.
Possibility, agility, We can give you the job.
suggestion
could (more He could solve those math problems easily.
formal)
We could now request the child to deliver the
food to the sick mother.

Learning Competency with Code

EN9G-IVc-23: Express permission, obligation, and prohibition using modals
(Quarter 4, Week 3)

Directions:
Activity 1. Chose the most correct modal from the box to complete the sentence below. Some
modals can be used more than once.

must should must not should not can

1) She is ill, so she ___________ see the doctor.

2) It is raining. You _________ take your umbrella.

3) You ___________ throw litter on the stairs.

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4) This is a secret. You _____________ tell anybody.

5) You ____________ make noise in the library.

6) We ____________ hurry or we will miss the bus.

7) You ___________ take and eat fruit and vegetables on the table.

8) The baby is sleeping. You ___________ shout.

9) You ____________ be friendly to everybody.

10) You _____________ walk on the grass.

Activity 2. Imagine you are in the following situations. Use modals to give advice or
suggestions to concern person. Write the answer on your answer sheet.

1. Your cousin intends to take up medicine but the family’s income cannot afford the
expenses. Give him some other alternatives or options.

2. Your brightest classmate in class tells you that she is applying for scholarship
grant.

3. Your friend is always daydreaming while classes is going on.

4. Thinking it as a difficult subject, your classmate is afraid of math.

Activity 3. Activity: Use must or must not to give a complete idea based from the
pictures below.

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Activity 4. Read the biography of Helen Keller, then do the activities that
follow.

HELEN KELLER

For nineteen months Helen grew bigger and stronger. She was able to walk when she
was a year old; she could say a few words.

But one day the child fell ill. She must have been very ill. For days she was laid up
with a high fever and soon the parents learned that their darling would never be able to
see and hear.

The little child was now doomed to a life of silence and darkness. She could not
hear what was said to her and did not know how to talk, she was unable to play with other
children.

When Helen was 6 years old her parents took her to Baltimore and then to Washington
to famous doctors to find out if they could do something to make her hear and see again, but
the doctors could do nothing. The child was hopelessly deaf. Dr. Bell said the Kellers should
address the Perkins Institution for the blind in Boston and ask if they could send someone to
help the child.

It was a wonderful day for Helen Keller when Ann Sullivan arrived in March 1887 to
take charge of the child who could neither hear nor speak. Helen was nearly seven, Ann
Sullivan was past twenty.

Ann Sullivan found a way to make herself understood. She gave the child a doll, and
taking Helen Keller’s hand she slowly spelled out "d-o-l". The child learnt for the first time
that things must have names.

When Miss Sullivan later spelled into the little girl’s hand the word “w-a-t-e-r” and then
let the water from the pumps run over her hand, a new light seemed to brighten the face of
the child. During the next 3 months, she learned 300 words and could even put some of them
into sentences.
Miss Sullivan loved her pupil who was so quick to learn. She lived with Helen, played with
her and worked with her every hour of the day. By means of the hand language, Helen and
her teacher were able to talk to each other.

Helen learned to read books that were printed for the blind with raised letters. She also
learned to use the typewriter to write what she wanted to say.

When Helen was 10 she was determined that she would learn to speak.
At first she learned only the sounds of the letters of the alphabet, but soon she was able to
say words and sentences.

In the story of her life Helen Keller writes, “I shall never forget the surprise and delight
I felt when I uttered my first connected sentence: “It is warm.”

At first she had much difficulty with her speech, but Ann Sullivan understood what
Helen trying to say. Helen practised speaking day after day until at last she developed a clear
voice.

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Later she was able to speak before large crowds which came to hear her whenever she
lectured.

At the age of 20 Helen Keller passed all the difficult entrance examinations to Radcliffe
College. Helen did extremely well in her classes and was able to keep up with the other
students. Helen wrote “The Story of My Life” while she was in college. In her writings and
lectures Helen did everything she could to help and encourage others who were blind.

A. Use can to state the things that Helen can B. Use cannot to state the things that Helen
do. cannot do.

1. 1.
2. 2.
3. 3.

C. Give three things on how Ann Sullivan helped her using modals.
Underline the modal used.

Example:
She must teacher her to read by touching.

1.
2.
3.

D. Write a paragraph about inspirations you got from Helen Keller and Ann Sullivan.

Activity 5. What are things you can do? Describe your ability with modals based
from the words below.

Example: I must learn to work with others in a peaceful and friendly way.

Your ability Your sentences

Work with others

Think independently

Learn new things

Solve problems

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Rubrics for paragraph writing:

CATEGORY 10 8 6 5

Used modals correctly Writer Writer uses few Writer may try Writer does not
effectively uses modals in the to use modals include modals
modals to in paragraph but does so in the essay.
expressing incorrectly.
ideas.

Organization and Writer Writer Writer Writer does not

Development organizes the organizes the organizes the organize the
essay in essay in essay in essay in
multiple, fully- multiple paragraphs that paragraphs.
developed paragraphs with need further There are no
paragraphs with some transitions development. transitions or
transitions and and links that Transitions and links back to
links that connect the links to the the thesis.
connect the body thesis are
Sentence Structure body paragraphs back inadequate.
(Variety, Clarity, Fluency) paragraphs back to the thesis.
to the thesis.

Sentences lack
Most sentences
All sentences
Most sentences are well- structure and
are well-
are well- constructed but appear
constructed
constructed have a similar incomplete or
with varied
with varied structure. rambling.
structure.
structure.

Grammar and Mechanics There are no There are some There are errors There are
errors in errors; however, that distract the serious errors
grammar or these errors do reader. that interfere
punctuation. not distract the with the reader's
reader. understanding
of the essay.

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Reflection:
Complete this statement:
What I have learned in this activity
___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________.

References:

English Expressways III. SD Publication, Inc. DepEd, Philippines.2010.p.104

English for 21st Century Learners Grade 9. Diwa Learning Systems Inc. Makati City.
2016. Pp. 64-65

Blog –English Endeavors http://englishendeavors.org

Colin S. Ward [email protected]

Answer Key:

Activity 1:

1. must
2. should
3. must not
4. should not
5. must not
6. should
7. can
8. should
9. must
10. must not

Activity 2: Answers may vary

Activity 3: Answers may vary
Activity 4: Answers may vary
Activity 5: Answers may vary

Prepared by:

CAROL N. BELINGON
Writer

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----------------------------------------------------------------------------------------------------------------
Do not Write on this Portion
FEEDBACK CARD
What’s your Badge?
ACTIVITY 1
AWESOME!- Completed and earned perfect
ACTIVITY 2 scores in all activities
ACTIVITY 3 GOOD JOB!- Completed the activities with
80-90% accuracy
ACTIVITY 4
IT’S OKAY.- Completed the tasks with 75-
ACTIVITY 6 79% accuracy

ACTIVITY 7 STRIVE FOR MORE. When need further

assistance and support
ACTIVITY 8

BADGE EARNED:

Comments of Teacher:

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ENGLISH 9
Name of Learner: _________________________________ Grade Level: _________

Section: _________________________________________ Date: _______________

LEARNING ACTIVITY SHEET

CONDITIONALS

Background Information for Learners

What are conditionals? Conditionals are sometimes called 'if clauses'. They
describe the result of something that might happen (in the present or future) or might
have happened but didn't (in the past).

Read the following verse

If I were a tree If I were the moon

I would comfort I should soothe
you with my shade Away your cares
Notice that each stanza is equivalent to one sentence made-up of two clauses-
a dependent and an independent clause. Note further that the dependent clause begins
with IF. The main clause answers the IF clause.

Dependent Clause Independent Clause

If I were a tree I would comfort you with my shade.
If I were the moon I should soothe away your cares.

TYPES OF CONDITIONALS

1. Present Real Conditionals

The present real conditional (also called conditional 0) is used to talk about
what you normally do in real-life situations.

Form
[If / When ... simple present ..., ... simple present ...]
[... simple present ... if / when ... simple present ...]

Example:

When I have a day off from work, I often go to the beach.

If the weather is nice, she walks to work.

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Note:

Both "if" and "when" are used in the present real conditional. Using "if"
suggests that something happens less frequently. Using "when" suggests that
something happens regularly.

Example:

When I have a day off from work, I usually go to the beach.

I regularly have days off from work.

If I have a day off from work, I usually go to the beach.

I rarely have days off from work.

2. Present Unreal Conditional

3.
The next conditional that we're going to talk about is the
present unreal conditional. Use the present unreal conditional to talk about
what you would do in an unreal, or imaginary situation. For example, "If I were
you, I would take the job." The key word is would; it makes the conditional
unreal. Would can only be used in the result clause of the sentence.

Form
[If / When ... simple past ..., … would /could/should/might+ simple
present ...]

[... simple present ... if / when ... simple present ...]

Example:
1. If I were an animal, I would like to be a panda.
2. If I were you, I should start saving money.

Learning Competency with Code

Use conditionals in expressing arguments.

EN9G-IIe-20 (Quarter 1 week 2)

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Directions/Instructions:
Exercise 1.
Tell the type of each of the following conditionals. Write REAL for present real Conditional
and UNREAL for present unreal conditional.

__________1. If you’re not listening, you won’t understand the lesson.

__________2. If I had a lot of money, I would travel around the world.

__________3. If I were you, I would accept this offer.

__________4. If the weather is nice, she walks to work.

__________5. They would earn more money if they worked harder.

Exercise 2.
Complete the dependent clause to make a meaningful sentence.

Example: If I had money, I would lend it to you.

1. If we know how to protect our environment, ________________________________

_____________________________________________________________________

____________________________________________________________________.

2. If people treat each other with respect, _____________________________________

_____________________________________________________________________

____________________________________________________________________.

3. If we love other people, ________________________________________________

_____________________________________________________________________

____________________________________________________________________.

4. If I were the president, _________________________________________________

_____________________________________________________________________

____________________________________________________________________.

5. If we lessen the use of single use plastic, ___________________________________

_____________________________________________________________________

____________________________________________________________________.

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Exercise 3.
Below are three important social and environmental issues of today. What is your stand in
each of the illustrated issues below? Use PRESENT REAL CONDITIONALS in presenting
your arguments.

EXAMPLE:

POVERTY
Combating poverty had been a challenge to most families in our
country and the children are the most affected to it. I think the
government can help the poor, if they can create more jobs and raise
the minimum wage of workers so that the parents can provide the
needs of the family.

1. MINING

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________

2. BULLYING
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________

3. POLLUTION
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________________________________________

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Exercise 4.
Do you agree or disagree with the expressions below? Present your arguments using PRESENT
UNREAL CONDITIONALS.

1. We live in a fair and just society. I agree/disagree because

_____________________________________________________________________

_____________________________________________________________________

2. The Earth is a fine place and worth fighting for. I agree/disagree because

_____________________________________________________________________

_____________________________________________________________________

3. It is important to treat others with justice and fairness. I agree/disagree because

_____________________________________________________________________

_____________________________________________________________________

Exercise 5.

Create a 3-4 stanza poem related to social issues/problems e.g. bullying, discrimination,

dishonesty, poverty, etc. Make sure to use present real or present unreal conditional in each

stanza.

Note: Use a separate sheet for this activity.

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Rubric for Scoring

Poetry Writing

Reflection:
Complete this statement:
What I have learned in this activity

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________

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References:
http://departments.bcsd.com/CIPD/Chris%20Poetry%20rubric.pdf

https://www.crosbyisd.org/cms/lib6/TX02216626/Centricity/Domain/50/5-

6_Poetry_Rubric.pdf

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

https://learningenglish.voanews.com/a/everyday-grammar-introducing-

conditionals/2778457.html

ASIS, G.J., Grammar Enhancers IV. 2nd.ed. Eureka Scholastic Publishing, Inc. 2007

A Journey through Anglo-American Literature 9.1st ed. Department of Education. 2014

Answer Key:
Exercise 1:
1. REAL
2. UNREAL
3. UNREAL
4. REAL
5. UNREAL

Exercise 2: Answers may vary

Exercise 3: Answers may vary
Exercise 4: Answers may vary
Exercise 5: Answers may vary

Prepared by:

ROMELA F. MINIA
Writer

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----------------------------------------------------------------------------------------------------------------
Do not Write on this Portion
FEEDBACK CARD
What’s your Badge?
ACTIVITY 1
AWESOME!- Completed and earned perfect
ACTIVITY 2 scores in all activities
ACTIVITY 3 GOOD JOB!- Completed the activities with
80-90% accuracy
ACTIVITY 4
IT’S OKAY.- Completed the tasks with 75-
ACTIVITY 6 79% accuracy

ACTIVITY 7 STRIVE FOR MORE. When need further

assistance and support
ACTIVITY 8

BADGE EARNED:

Comments of Teacher:

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ENGLISH 9

Name of Learner: ____________________ Grade Level: _________

Section: _____________________________ Date: _______________

LEARNING ACTIVITY SHEET

Communicative Styles for Various Situations

Background Information for Learners

Communicative Style is the form of language that a speaker uses and it is characterized
by the degree of formality. This implies that the language used by the speaker varies based on
given situations or settings and the persons involved.

Types of Communicative Styles

Intimate – It is a style among intimate members of a family or friends that do not need a
complete language with clear articulation. It is enough to use short utterances. This style is
private which occurs between or among close family members or individuals. The language
used in this style may not be shared in public.

Casual/Informal- A casual form of information sharing typically used in personal

conversations with friends or family members.
Example: Phone texts, conversations with friends or family members

Formal-This style is used in formal settings. Unlike the consultative style, this is one-way.
Example: Sermons by priests and ministers, State of the Nation Address of the President, forma
speeches, or pronouncement by judges

Consultative- It is conversational style in which the speaker constantly observes listener’s

verbal and nonverbal cues for feedback. What the speaker will say next depends on the
feedback provided by the listener. It is also used when talking to strangers-pronounces words
well, chooses words carefully, speaks in complete sentences to minimize misunderstanding.
Example: Communication between teachers and students, employers and employees, doctor
and patient, judge and lawyer, or President and his/her constituents
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Frozen – It is the most formal communicative style that is usually used in respectful situation
or formal ceremony. It is a formal style which is not really intended to give particular message
but to allow a reader to find many meanings for oneself.
Example: Preamble to the Constitution, Lord’s Prayer, Allegiance to country or flag

Learning Competency with code

EN9V-11a27:Give the appropriate communicative styles for various situations (intimate,
casual, formal, consultative, and frozen).
( Quarter 2, Week 1)

Directions/Instructions:

Activity 1. Identify the type of communicative style appropriate for the following situations.
(intimate, casual, formal, consultative, and frozen). Write your answer on the space provided
before the number.

___________1. talking to a counsellor or psychiatrist

___________2. giving last-minute instructions to players
___________3. delivering campaign speeches
___________4. delivering a speech at the UN Summit
___________5. delivering news reports
___________6. talking and laughing about memorable experiences
___________7. communicating while playing sports
___________8. having one-on-one conversation with a loved one
___________9. delivering oratorical speech
___________10. leading a prayer before meal
___________11. reading school policies
___________12. talking to a superior
___________13. reading pledge of allegiance to the flag
___________14. talking to a stranger
___________15. inquiring at a school

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Activity 2. Give the type of communicative style appropriate to use in the social situation
shown in the given cartoon image below. Write your answer on the space provided after the
number.

1. ____________ 2. __________ 3. __________

4. _____________ 5. _____________

Activity 3. Here are some phrases that belong to different communicative situations, such as
“greeting”, “complaint” and “encouragement”. Copy and put them into the right category.

Intimate Casual Formal Consultative Frozen

Greeting

Complaint

Encouragement

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Thanks for following-up on You're so good. I'm crazy Oh my God! Nice catch!
the Juan Dela Cruz account. about you, Honey.
Great job!
I'm sick and tired of your I offer You all my prayers, How's my little cute baby?
broken promises! works, joys and suffering of
this day ...
Welcome to Banaue Hotel. Oh, Mario. Just a moment! This is a complaint for
Please remember that no Listen, you know... well... damages and injunctive
flash photography is allowed what was with that off-key relief arising out of
during this tour... comment last night? manipulative activities in
the gold market from 1994
to the present time...

Hey, Felipe. What's up? Hello, Mang Pepe. How are Good morning. May I speak
you this morning? to the director, please?

Thank you for applying for Excuse me Ms Teodora. As The service is unsatisfactory.
this position. We'll let you I understand the task, we I would like a refund.
know within a week if you need to focus on improving
have been chosen for an our delivery times rather
interview. than blaming our suppliers.
Based on http://esl.about.com/od/advancedspeakingskills/a/v_register.htm

Activity 4. Write in bullet points why appropriate language should be observed in using a
particular speech style. Use the space below.

•
•
•

Closure/Reflection:
Complete this statement:
What I have learned in this activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________

References:
Anglo-American Literature English 9 Learners Material
Pp.118-119
Oral Communication In Context Textbook for Senior High School
pp. 35-36

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Answer Key

Activity 1:

1. Consultative
2. Consultative
3. Formal
4. Formal
5. Formal
6. Casual
7. Casual
8. Intimate
9. Formal
10. Frozen
11. Frozen
12. Consultative
13. Frozen
14. Casual
15. Consultative

Activity 2:

1. Consultative
2. Intimate
3. Formal
4. Frozen
5. Casual

Activity 3:

Intimate Casual Formal Consultative Frozen

Greeting How's my Welcome to Good
little cute Banaue morning. May
baby? Hotel. Please I speak to the
remember director,
that no flash please?
photography
is allowed
during this
tour...

Hey, Felipe.
What's up?

Hello, Mang
Pepe. How
are you this
morning?

Complaint I'm sick Oh, Mario. Excuse me

and tired of Just a Ms Teodora.

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your moment! As I
broken Listen, you understand the
promises! know... task, we need
well... what to focus on
was with that improving our
off-key delivery times
comment last rather than
night? blaming our
suppliers.

This is a
complaint for
damages and
injunctive
relief arising
out of
manipulative
activities in
the gold
market from
1994 to the
present time...

The service is
unsatisfactory.
I would like a
refund.

Encouragement You're so Oh my God! Thank you Thanks for I offer

good. I'm Nice catch! for following-up You all
crazy about applying on the Juan my
you, for this Dela Cruz prayers,
Honey. position. account. Great works,
We'll let job! joys and
you know suffering
within a of this day
week if you ...
have been
chosen for
an
interview.

Activity 4. (Learners’ answers may vary)

Prepared by:

EMMA F. ASUNCION
Writer

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----------------------------------------------------------------------------------------------------------------
Do not Write on this Portion
FEEDBACK CARD
What’s your Badge?
ACTIVITY 1
AWESOME!- Completed and earned perfect
ACTIVITY 2 scores in all activities
ACTIVITY 3 GOOD JOB!- Completed the activities with
80-90% accuracy
ACTIVITY 4
IT’S OKAY.- Completed the tasks with 75-
ACTIVITY 6 79% accuracy

ACTIVITY 7 STRIVE FOR MORE. When need further

assistance and support
ACTIVITY 8

BADGE EARNED:

Comments of Teacher:

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