English

9
Quarter 1
 LEARNER’S MATERIAL
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.
 This module was carefully examined and revised in accordance
with the standards prescribed by the DepEd Region 4A and
Curriculum and Learning Management Division CALABARZON. All
parts and sections of the module are assured not to have violated
any rules stated in the Intellectual Property Rights for learning
standards.
The Editors

PIVOT 4A CALABARZON

English
Grade 9

Regional Office Development Team: Job. S. Zape, Jr., Romyr L. Lazo,

Jhonathan S. Cadavido, Fe M. Ong-Ongowan, Lhovie A. Cauilan

Schools Division Office Development Team: Glenda DS. Catadman, Ivan

Honorpette A. Mijares, Leticia A. Rogacion, Lerma V. Peña, Melanie Mae N.
Moreno, Michelle A. Baltazar, Soledad M. Yumang, Maria Rowena Yu Lopez and
Leticia A. Rogacion, Kristin Love J. Layague, Mary Jane M. Coja and Gina D.
Belarma, Jesumaya L. Espiritu and Krystle Anne A. Sarroca, Krystle Anne A.
Sarroca and Raffy L.Suarez, Marites R. Peñaredonda, Jhonalyn P. Gonza, Ma.
Liezel Logroño and Rosalie V. Mendoza, Arturo P. Rosaroso Jr., Gina D.
Belarma, Rosalie V. Mendoza, Jael Faith Ledesma
Engish Grade 9
PIVOT IV-A Learner’s Material
Quarter 1
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or siblings of

the learners, to understand how materials and activities are used in the new
normal. It is designed to provide the information, activities, and new learning
that learners need to work on.

Activities presented in this module are based on the Most Essential

Learning Competencies (MELCs) for English as prescribed by the
Department of Education.

You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook

For the Learners

The module is designed to suit your needs and interests using
the IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.

The module is composed of different types of activities that are

arranged according to graduated levels of difficulty—from simple to complex.
You are expected to answer all activities on separate sheets of paper and
submit the outputs to your respective teachers on the time and date agreed
upon.
 PIVOT 4A CALABARZON
PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the
LM Description
purpose of the lesson,
core content and relevant
n
What is new? What I samples. This allows
teachers to maximize
o

The teacher utilizes learners awareness of

appropriate strategies in their own knowledge as
u

r regards content and

presenting the MELC and skills required for the
t

desired learning outcomeslesson

What I need to know?
I

for the day or week,

know? The teacher presents activities, tasks , contents of value and

t
interest to the learners. This shall expose the learners
n

e
on what he/she knew, what he /she does not know and
the activi ties and tasks
m

l
must simply and directly
e

v
What is it? What is revolved around the
e

concepts to develop and

What is in? master the skills or the
D

what she/he wanted to MELC.

know and learn. Most of

more?The teacher allows the learners to be engaged in various

t
tasks and opportunities in building their KSA’s to
n
meaningfully connect their learnings after doing the tasks
expectation, make their
e

What I have performance satisfactory

or produce a product or
ga

in the D. This part

g

exposes the learner to realperformance which lead

n

What I can do?

E

life situa tions /tasks that him/ her to understand

shall ignite his/ her fully the skills and
What else I can do? interests to meet the concepts .

learned?The teacher brings the learners to a process where they

shall demonstrate ideas, interpretation , mindset or val
n

ues and create pieces of information that will form part

t

l
i

m
of their knowledge in reflecting, relating or using it effec
i
 s

tively in any situation or context. This part encourages

What I can
s

structures giving them the avenue to

A

achieve? integrate new and old learnings.

learners in creating conceptual

Expressing Permission, Obligation

WEEKS
and Prohibition Using Modals
1-3 Lesson

I
This lesson focuses on different kinds of modals. This also deals with the
different grammatical forms of modals as used in expressing permission,
obligation and prohibition. You are expected to identify the modals used in an
article; differentiate the different kinds of modals used in expressing permission,
obligation and prohibition; create dialogues using modals; and convert
non-linear to linear information.

Learning Task 1: Imagine that you are in your new school. Match the signage
below with their corresponding meaning Write your answers in your notebook.

A. Unauthorized person is not allowed here.

B. Smoking is not allowed here.
C. You must not litter here.
D. You must not drink here.
E. You cannot eat here.
F. Do not enter.
G. You can pitch in here.
 PIVOT 4A CALABARZON

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Learning Task 2: Choose the modal that best completes each statement. Write
the letters of your answers in your notebook.
1. There’s a lot of distractions coming from passing vehicles. _____ Lena close
the door?
A. must B. could C. would D. can 2. Caren _____ start investing now if she
wants to retire soon. A. can B. may C. would D. have to 3. Stanley _____ come
to the session but his presence would lighten the mood if he’s there.
A. couldn’t B. can’t C. mustn’t D. don’t have to
4. Serena can’t get a connection on her gadget. _____ she borrow yours?
A. have to B. may C. can D. would 5. It’s a controlled room. Unauthorized
persons _____ come inside. A. don’t have to B. can’t C. wouldn’t D.
couldn’t 6. Jayson _____ be at the airport at least two hours before his
flight. A. has to B. can C. may D. would 7. The invitation says that you
_____ only bring two guests with you to the wedding.
A. have to B. can C. may D. could 8. Ethan _____ stay overtime in the
office today rather than going and working in the office this weekend.
A. must B. have to C. could D. would 9. I believe I ____ finish these
tasks before the deadline.
A. may B. would C. could D. have to 10. Considering the event’s
formality, the winners _____ wear their formal at tire for the awarding.
A. could B. must C. can D. would

Learning Task 3: Read the infographics below from the World Health Organiza
tion (WHO). Identify the modals used in each picture and use them in your own
sentence. Write your answers in your notebook.
1. PIVOT 4A
CALABARZON
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2. 3.

Source of Photos:
https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for

Modals are auxiliary or helping verbs. They may be used in expressing

permission, obligation and prohibition.
Examples: I believe I can fly.
Khodhy must call the police after the incident.
Janine has to prepare for her exams.
Bernadette doesn’t have to secure a permit for her to go out
of her house.
1. Permission is an act of giving consent or authorization. In stating permission,
modals to be used include can, could and may.
a. Can is used to ask for and give permission.
Examples: Can you give me your number?
Can you help me with this?
I can do it if you want me to.
b. Could is also used as a more polite and more formal modal in asking permis
sion (which may not be given).
 Examples: I could possibly ask my mom to cook it for us.
Could I interview the mayor?
Could you lend me your book?

PIVOT 4A CALABARZON
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c. May is the most polite and formal modal used in asking and giving
permission.
Examples: Medical practitioners affected by COVID-19 may now claim their
financial support from the government.
Teachers may now distribute the modules to the learners.
May I borrow your book, please?
2. Prohibition is the act of disallowing or prohibiting someone in performing or
doing something. Modals showing prohibition include can’t and must not/
mustn’t.
a. Can’t is used in dealing with something against rules, laws and signs. This is
used when the speaker is not the one who sets the rules.
Examples: You can’t go out during the community quarantine.
(Quarantine Policy)
The company can’t apply for motion for reconsideration.
(Legal Proceeding)
You can’t buy any alcoholic beverages due to liquor ban.
(Liquor Ban Policy)
b. Must Not/Mustn’t is used in dealing with something that is not permitted. In
this context, it is the speaker who sets the rules.
Examples: You must not turn off your camera during online class.
(Teacher-students)
Mustn’t you eat the fruits inside the fridge? (Mother to child
Salome must not tell my secrets to her friends. (Boss to a
colleague)
3. Obligation expresses commitment or duty. Modals used in expressing obliga
tion include have to (has to) and must.
a. Has/Have to is used when obligation comes not from the speaker. The
obligation is set by an authority, rule or law.
Examples: I have to be in the airport before the flight departure.
She has to submit her report on time.
The company has to pay retrenchment benefits to its
employees.
b. Must is used when expressing obligation comes from the speaker or from an
authority.
Examples: I must call my husband now.
We must finish the report on time.
I must stay away from them.
4. No obligation expresses the absence of commitment or duty as one may do it or
not. Don’t (doesn’t) have to is used to express no obligation. Examples: She
doesn’t have to attend the funeral if she is not feeling well.
You don’t have to come to my office in person. You may
submit it online.
The employees don’t have to come this morning as the
activity will start in the afternoon.

PIVOT 4A CALABARZON
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 E
Learning Task 4: Copy and complete in your notebook the dialogue by supplying
phrases or modals + verbs expressing permission, obligation or prohibition which
ever is necessary.
Once Upon a Pandemic
There is no perfect time and age to becoming responsible and well-informed
citizens. Anyone can be especially in this time of crisis.
Anna: I was not born with a golden spoon in mouth, so there is nothing I can’t do
to survive the situation I am in at present.
Andy: Likewise. We both grew up and raised in love, faith, patience, and
perseverance. We (1) ________ strong.
Anna: I (2) ________ that we (3) ________ to keep going to survive this pandemic.
Andy: Our government and all of us (4) ________ complacent in trying time like
this.
Anna: Though we have our government to support us during this critical time,
we(5) ________ completely dependent on our government.
Andy: Yes, you said it right. We (6) ________ resourceful and frugal at times like
this.
Anna: I (7) ________ that we (8) ________ planting vegetables in our own backyard
or in any improvised plant box.
Andy: That’s a good idea, Anna. We, as responsible citizens, (9) ________ also
________ our government surpass this trying time.
Anna: Not only that...we (10) ________ compliant to the rules directed by our
government to get rid of this pandemic the soonest possible time. Andy: Yeah! I
got it right. Let’s go check what we (11) ________ and (12) ________ while under
Enhanced Community Quarantine.
Anna: That is what we (13) ________ in times of crisis. We (14) ________of this
pandemic in no time at all if we will cooperate.
Andy: Come-on, friend! We (15) ________ a difference.

PIVOT 4A CALABARZON
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Learning Task 5: Using the infographic below from the World Health Organiza
tion, convert it into a dialogue between two members of a family using phrases
or modals + verbs expressing permission, obligation or prohibition. Write the di-
 Source: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public

Learning Task 6: Get an article from a newspaper, journal or other online

sources. Copy or cut-and-paste it in your notebook. Then, highlight each modal
used in the article. Then, identify if the highlighted modals express permission,
obligation or prohibition.

PIVOT 4A CALABARZON
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Learning Task 7: In your notebook, copy, study and underline the different
modals mentioned in this song. Then, analyze if the said modals express permis
sion, obligation and prohibition.
"Honestly"
by Harem Scarem
 The video may be accessed at https://www.youtube.com/watch?v=iT6AOGcJfXg

I stand before you accused of many crimes

But I want to believe that love can still survive
You don't have to say it, I don't have to read your mind
To know that emptiness has finally arrived
How was I to know right from wrong
Words were hardly spoken, so where did I go wrong
Tell me honestly, if you're still loving me
Looking into my eyes honestly
Words have more meaning, if they're said at certain times
I need you now so I can feel alive
How would you know if you won't give me some time
To see if everything could work out you'll be mine
I'll be lost forever or someday I may find
The words that I've been searching for or just some peace of mind
Tell me honestly, if you're still loving me
Looking into my eyes honestly
Tell me honestly, if you're still loving me
Looking into my eyes honestly
All the nights I sit and wonder there must be more to life
I'm sure that days and years go by while
I am living with a, living with a lonely feeling
Tell me honestly, if you're still loving me
Looking into my eyes honestly
Tell me honestly, if you're still loving me
Looking into my eyes honestly
I stand before you accused of many crimes
But I want to believe that love can still survive
Source: https://www.azlyrics.com/lyrics/haremscarem/honestly.html
Learning Task 8: Identify the modals used in the sample memorandum of agree
ment (MOA) below. Analyze if the said modals express permission, obligation and
prohibition. Write your answers in your notebook.
Disclaimer: The contents of this sample MOA from the MOAs provided by DepEd Central Office were revised and
aligned for the purpose of this lesson and the most essential learning competencies.

MEMORANDUM OF AGREEMENT
FOR WORK IMMERSION PARTNERSHIP

This Memorandum of Agreement is entered into this 24th day of August, 2020 in Cainta,
Rizal, Philippines, by and between:
SAN ISIDRO NATIONAL HIGH SCHOOL, a public high school, with principal address
at Gate 2, Karangalan Village, City of Caintaytay, Philippines, represented in this Agree
ment by its Principal, Raddel O. Greencross, Filipino, of legal age, and hereinafter referred
to as the SCHOOL;

-and

PANDA HOLDINGS CORPORATION, duly constituted and registered in the Philip pines,
with principal address at 205 Lirio St., City of Caintaytay, Philippines, represented in this
Agreement by its Representative, Jennie S. Usana, Filipino, of legal age, hereinafter re
ferred to as the “COMPANY”,

WITNESSETH:

WHEREAS, the Department of Education of the Philippines, hereinafter referred to as

“DepEd”,is the primary government instrumentality mandated to formulate, implement, and
coordinate policies, plans, programs and projects in the areas of formal and non-formal basic
education; supervise all elementary and secondary education institutions, including
alternative learning systems, both public and private; and provide for the establishment and
maintenance of a complete, adequate, and integrated system of basic education relevant to
the goals of national development;

WHEREAS, the SCHOOL is among those that will offer SHS to students in the com
munity to carry out DepEd’s objectives for SHS as spelled out above;

WHEREAS, to achieve this objective, the SCHOOL needs to enter into a Work Im mersion
Partnership with the COMPANY;

WHEREAS, the COMPANY may avail of the Revenue Regulation No. 10 s. 2003 im
plementing the tax incentives provision of R.A. 8525 otherwise known as the Adopt-A
School Act of 1998;

NOW, THEREFORE, for and in consideration of the foregoing premises, the PAR TIES
hereby agree as follows:
I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP

The Work Immersion Partnership has the following objectives:

1. To supplement the formal curriculum of the SHS program with special inputs com
ing from the COMPANY experts and practitioners in order to make the SHS pro
gram aligned and consistent with work standards;
2. To develop in the students of the SHS program the knowledge and skills that are
relevant to the needs of the job market in the area
3. To provide SHS students relevant learning experiences by giving them exposure to
the actual workplace setting.
4. To form Work Immersion Partnership between SCHOOL and the COMPANY, the
students, faculty, and staff of the schools concerned will be allowed the use of and
access to the COMPANY workplace and equipment as part of their Work Immer
sion Program.

II. RESPONSIBILITIES OF THE PARTIES

A. Joint Responsibilities

1. They must create a joint working group that will prepare the action plan to opera
tionalize the partnership.
2. A joint steering committee has to be formed to monitor the progress of the partner
ship and to make sure that the provisions of this Memorandum of Agreement
 (MOA) are met.
3. Adherence to all laws, memoranda and circulars pertaining to child protection must
be carried out.
4. They may develop the students’ Work Immersion module specifying goals and ob
jectives, desired outcomes of the program and how these outcomes will be achieved,
also noting the specific knowledge, skills, attitudes and competencies that the
student should acquire after completing the program.
5. They can’t not develop a Work Immersion Daily Schedule of Activities that is not
consonant to the existing guidelines.
6. They have to formulate local school work immersion policies and guidelines on se
lection, placement, monitoring, and assessment of students (immersion partici
pants), in order to ensure that each student is assigned to an immersion partner
matched to his/her desired track, qualifications and aptitude.

B. Responsibilities of the School

1. It must identify and indicate the SHS track/s, strand/s, and/or specialization/s which
will be the subject of the partnership
2. It must not seek for daily wages for its students
3. Students have to make the needed adjustments to contextualize the SHS subjects
based on inputs coming from the COMPANY.
4. It may designate a person who will be in-charge of coordinating with the COMPA
NY and supervising the activities of the students for the duration of the Work Im
mersion Program.
5. It has to continue to exercise its Special Parental Authority under the Family Code
over the Senior High School student under immersion in the premises of the partner. 6.
Work Immersion coordinators have to monitor each student’s progress throughout the
duration of the entire work immersion program so as to make sure that the tasks
assigned to each student are meaningful, challenging, and applicable to his/her par-
ticular programs and are able to maximize the quality of the learning experience. 7.
The school must provide the COMPANY an evaluation tool for the students’ im
mersion performance.
8. A final grade must not be given unless the student has completed the requirements
within a prescribed period.
9. It has to inform the students that they have to adhere to the non- disclosure policies of
the COMPANY as agreed to by the School.
10. Signed Consent forms from the parents as applicable may be provided. 11. The
COMPANY may be issued a Certificate of Participation in the SHS program for
whatever purpose it may serve.
12. The school can execute a deed of acceptance as a way of recognizing and acknowl
edging the donation/s received from the COMPANY.
13. The school has to review, facilitate and endorse the application of the COMPANY to
avail of the tax incentives/exemption as specified in the R.A. 8525 otherwise known
as The Adopt-A-School Act of 1998.

C. Responsibilities of the COMPANY

1. The company has to assign a competent Immersion Coordinator from the COMPA
NY to liaise with the School and supervise the students without prejudice to the spe
cial parental authority of the school, its administrators and teachers for the duration
of the work immersion program so as to ensure efficient implementation of all stag
es of the program.
2. Employees may provide inputs into the curriculum through the discussions or work
shops that DepEd will organize.
3. Employees may lend their expertise by making available the resident resource per
sons to provide training to the students.
4. Allow students to be deployed in unsafe sections/departments/project sites of the
COMPANY must not be permitted.
5. It has to agree to the required number of hours of the immersion program set under
 the DepEd SHS curriculum.
6. Additional immersion opportunities for students can be provided.
7. The company must provide students with an orientation about the COMPANY, its line
of business, and the work its employees do, and expose them to the various
stakeholders of the community in which the COMPANY operates for the students to
get a holistic understanding of its business.
10. Evaluation of students’ performance in the immersion venue may be provided by
accomplishing provided evaluation tool
11. A Certificate of Completion may be issued to the student trainees upon satisfactory
compliance with all requirements of the program.
12. The company can execute a deed of donation in favor of DepEd for the completed
Work Immersion Partnership.
13. It may submit to the Adopt-A-School Program Secretariat all pertinent documents in
support of the amount specified/claimed for the tax exemption application of the
COMPANY.

III. EFFECTIVITY

This agreement has to take effect for the duration of the Academic School Year and
is renewable every year. The COMPANY and the SCHOOL may submit their intention for
renewal of this agreement through formal notice within thirty (30) days before the expira tion
of this Agreement.
The COMPANY and the SCHOOL can terminate their participation in the agree
ment through formal written notice within thirty (30) days before the effectivity of the ter
mination. Both parties have to turnover all deliverables agreed thereto in the Work Immer
sion Program. Termination must be subject to the mutual agreement between the parties.

IV. LIABILITY

The school, its administrator and teachers exercising authority and supervision over
the Senior High School Student undergoing immersion in the premises of the partner may be
held accountable for the student’s acts.

The school and the work immersion partner must not be liable and not answer for
losses and damages arising from any accident, act, or omission directly attributable to its
fault or negligence, which may cause death or bodily injury to any persons, or loss or dam
age to property, by or on account of the performance of the respective obligations by the
parties pursuant to this Agreement. Such responsibility must not be held both by the school
and the company/partner as pertained by the waiver signed by the parents or guardians of the
work immersion students.

DepEd cannot be liable for opportunity losses of the Company during the duration
and after the termination of this agreement.

This Agreement may be revised, amended or modified only through a written instrument
duly executed and signed by all parties.

FOR THE SCHOOL: FOR THE COMPANY:

Raddel O. Greencross Jennie S. Usana

RADDEL O. GREENCROSS JENNIE S. USANA School Principal III
Representative/HR Supervisor

WITNESSED BY:
 Jayson D. Whiteflower Nathaniel S. Sunlife
JAYSON D. WHITEFLOWER NATHANIEL S. SUNLIFE Work Immersion
Coordinator HR Staff

APPROVED BY:

Melitona A. Mikla-Cadbury
MELITONA A. MILKA-CADBURY
Schools Division Superintendent

A
City Schools Division of Caintaytay

Modals are auxiliary or helping verbs that may express permission (can,
could, may), prohibition (can’t, must not/mustn’t), obligation (have/has to, must)
and no obligation (don’t/doesn’t have to). They are necessary to determine the
weight of one’s action to be done or performed. They also help in understanding
the source of permission, obligation and/or prohibition.

Learning Task 9: You were to hire an applicant for Ethan and Joy Express, an
online shopping business that sells gadgets such as mobile phones, laptops,
tables and printers. Prepare a simple one-year contract between you (as an
employer) and the applicant. In stating the conditions of the contract, use modals
that express permission, prohibition and obligation/no obligation. Write/Place
your contract in your notebook. The contract should contain the following
sections:
A. Salary
B. Benefits and Commission
C. Selling Policies
D. Pricing

Learning Task 10: Using the contract that you developed in Learning Task 8,
highlight or color the modals that express permission with green, prohibition
modals with yellow and obligation/no obligation modals with red.
 PIVOT 4A CALABARZON
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WEEKS
Using Conditionals in Expressing Arguments

3-5
I Lesson

This lesson focuses on forms and use of conditionals. As gram

matical features, conditionals is used in expressing stand or arguments
which may be helpful in persuading others to move or act and even
change their thoughts. You are expected to identify the different types and
ways in writing conditionals; create dialogues in expressing arguments;
and use conditionals in express ing arguments.

Learning Task 1: Share your thoughts by filling each box with your personal
responses. Write your answers in your notebook.
me, I...
If I go to my favorite place, I will.
When my friends feel happy about

If my family lived in a field, I... If I had the chance to meet my fa vorite

superstar, I…
 If ever I see you again, I… If I only had lots of money, I would...

PIVOT 4A CALABARZON

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Learning Task 2: Choose the letter of the correct answer. Write the letters of your
answers in your notebook.
1. If Lita _____ caught by quarantine officers, she can’t go home until they
release her.
a. gets b. got c. will get
2. I’ll send the report to my supervisor as soon as I _____ the notice. a.
receive b. will receive c. received
3. I _____ a heartburn If I continue drinking coffee and eating spicy
foods. a. get b. would get c. got
4. You don’t have to bring your books as long as _____ the e-book versions.
a. you have b. you had c. you’ll have
5. When I leave my house, I always _____ my mom to feed my pet dog,
Chuchu. a. asked b. would ask c. ask
6. If I _____ the issue to the manager, she’ll find ways in solving it. a.
present b. presented c. will present
7. I’ll send it to you as soon as _____ home.
a. I’d get b. I’ll get c. I get
8. I _____ my pet to the vet If I had time.
a. took b. will take c. would take
9. If I _____ Clint, I’d go back to my parents and ask for their
forgiveness. a. were b. am c. will be
10. If I thought of what you feel, I _____ considered your proposal. a. had
b. will have c. would have
11. Ethan and Joy will be late for their flight if they _____.
a. don’t move fast b. didn’t move fast c. won’t move fast
12. If I didn’t need this diploma, ____ less.
a. I study b. I’d study c. I’ll study
13. If I _____ what I want, I won’t possibly be here tonight.
a. insisted b. insist c. will insist
14. If I don’t express my opinion, I _____ not saying it for our own
improvement. a. regret b. would regret c. will regret
15. What would get If you _____ to her?
a. propose b. proposed c. would propose

PIVOT 4A CALABARZON
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Learning Task 3: Answer the following questions in your notebook:
1. What are conditionals?
2. What makes up a conditional sentence?
3. How do these types of conditionals differ from one another in terms of its
use?
4. Why is understanding conditionals important in making meaningful
sentences?
5. What is the importance of conditionals in argumentation?
CONDITIONALS
Conditionals are statements expressing the result of a particular condition.
If-clause and when-clause present the condition while the main clause explains
the results. Conditional statements may appear in both affirmative and negative
structures. In a statement, conditionals may appear first before the main clause. If
the main clause appears before conditional, the meaning of the sentence remains
the same.
Examples: If you pray hard for it, you will receive it.
You will receive it if you pray hard for it.
When you pray, God listens.
God listens when you pray.
There are different types of conditionals which include the following: (a)
zero, (b) first, (c) second and (d) third conditionals.
1. Zero conditional deals with habits and general truths such as laws. It is
formed using this structure:
if/when + present simple >> present simple
condition main clause
Examples: When you pray, God listens.
If you place it in the fridge, the water freezes.
The road closes if it is already curfew time.
2. First conditional is used in dealing with things that are possibly or likely to
happen in the future. Though this type may be formed using unless, as long as,
as soon as or in case, its most common form uses this structure:
if/when + present simple >> will + infinitive
condition main clause
Examples: If you don’t pass the test, I’ll hire a tutor for you.
The student will get a scholarship if he passes the interview.
When I am done with this, I’ll get my car to fetch you.
 I’ll call your mom unless Jerome admits his fault.
I’ll stay in the company as long as they need my services.
As soon as I receive my salary, I’ll buy you a new phone.
In case Ara forgets her bag, I’ll call her mom to get it.

PIVOT 4A CALABARZON
15
3. Second conditional is used in dealing with things impossible in the present
and are unlikely to occur in the future. It is formed using this structure:
if + past simple >> would + infinitive
condition main clause
Examples: If I only passed the test, I would celebrate and party. I
would buy a new phone if I received a lot of money.
If I were a boy, I would do everything to please my girl.
4. Third conditional is used in dealing with things or change in past scenario
yielding to different results. It is formed using this structure:
if + past perfect >> would have + past participle
condition main clause
Examples: If she had performed it, Elena would have stayed in her post.
Antonio would have been an engineer if he finished his
studies.
They would have not missed the flight if they only arrived on
time.
Conditionals can be used in expressing stand or arguments. Expressing
arguments is helpful in presenting one’s reasoning to change one’s point of view
in a particular topic or issue. Conditionals may be helpful in persuading others
to move or act and even change their thoughts.

E
Learning Task 4: Read the conversation below. Answer in your notebook the
questions that follow.
Lilia and Wilma are friends. They are both busy doing some school stuff! But
last Saturday, they met in a coffee shop.
"Next Tuesday is holiday. What are you going to do then?" Lilia asked.
"Uhm, I have a project to finish for my English class. But if I finish it by
Monday night, I will be free to go somewhere the next day," Wilma said.
"That sounds great!" Lilia replied. "I think my favorite band is coming to city
plaza this coming Tuesday. If only I had saved a little money from my last
allowance, I would have bought a ticket,” she added.
"Well, if I won the lottery, I would buy tickets for us,” Wilma laughed. “Maybe
we can just accept Jia’s invitation for her birthday party," she suggested.
"Alright! If my mom and I finish the chores in the morning, I can go with you
to Jia’s party!" Lilia said.
 PIVOT 4A CALABARZON
16
"That sounds great! Just let me know what time I can fetch you from
your house," Wilma agreed.
“Okay, then. Thanks!” Lilia affirmed.

1. What does Wilma plan to do on Tuesday?

___________________________________________________________
_ 2. Why is Lilia regretful?
___________________________________________________________
_ 3. What might Wilma do if she had won the lottery?
____________________________________________________________ 4.
What do you think is the reason why Wilma laughed when she said it?
____________________________________________________________ 5. How
sure is Lilia that she can go with Wilma on Tuesday?
____________________________________________________________
Learning Task 5: The dialogue uses conditional sentences. Use the given
pattern and complete it by supplying the appropriate conditionals. Write your
answers in your notebook.
Kenny : If I were the mayor, I would assess the effect of the pandemic.
Roger : If I assess its effect, I will plan how to respond on it. Kenny : If I
plan our response, I will call for more budget. Roger : If I call for more
budget, I will have more resources. Kenny :
_________________________________________________ Roger :
_________________________________________________ Kenny :
_________________________________________________ Roger :
_________________________________________________ Kenny :
_________________________________________________ Roger :
_________________________________________________ Kenny :
_________________________________________________

PIVOT 4A CALABARZON
17
Learning Task 6: If you were a senator, what five (5) possible measures or bills
would you propose? Complete the table below by stating these measures or bills
and explaining the needs of passing them. Write your answers in your notebook.
 Proposed Measures/Bills Importance of Passing Them If I
were a senator, I...
1
2
3
4
5

Learning Task 7: Read and analyze the excerpted lines taken from Martin
Luther King’s speech, I Have A Dream. The whole text may be accessed at
https://www.american rhetoric.com/speeches/mlkihaveadream.htm. Copy
and answer the following in your notebook.
Now is the time to make real the promises of democracy. Now is the time to rise
from the dark and desolate valley of segregation to the sunlit path of racial
justice. Now is the time to lift our nation from the quicksand of racial injustice to
the solid rock of brotherhood.
1. If social injustice had not existed, what would probably the experiences of
his people?
__________________________________________________________________________
______________________________________________________
2. What could possibly happen if their efforts to achieve democracy would
generate physical violence in the process?
__________________________________________________________________________
______________________________________________________
I say to you today, my friends, though, even though we face the difficulties of to
day and tomorrow, I still have a dream. It is a dream deeply rooted in the Ameri
can dream. I have a dream that one day this nation will rise up, live out the true
meaning of its creed: “We hold these truths to be self-evident, that all men are
created equal.”
3. If you were given the chance to talk to King after his speech, what would you
tell or ask him?
__________________________________________________________________________
______________________________________________________

PIVOT 4A CALABARZON
18
4. If you were King, would you dream the same thing for your country? Why or
why not?
____________________________________________________________________________
____________________________________________________
When we allow freedom ring – when we let it ring from every city and every ham
let, from every state and every city, we will be able to speed up that day when all
of God’s children, black men and white men, Jews and Gentiles, Protestants and
Catholics, we will be able to join hands and sing in the words of the old Negro
spiritual, “Free at last! Free at last! Great God Almighty, We are free at last!”
5. For King, how does it feel to be free from discrimination and injustices?
____________________________________________________________________________
____________________________________________________
6. What do you think will happen when Filipinos unite and respect differences?
____________________________________________________________________________
____________________________________________________

A
Conditionals are statements expressing the result of a particular
condition. If-clause and when-clause present the condition while the main
clause explains the results. There are different types of conditionals which
include the following: (a) zero, (b) first, (c) second and (d) third conditionals. As
grammatical features, conditionals can be used in expressing stand or
arguments which may be helpful in persuading others to move or act and even
change their thoughts.
Learning Task 8: Identify what is being asked in each item. Choose only the
letter that corresponds to your answer. Write you answers in your notebook.
____ 1. She would have gone with you if you had asked her. Which conditional is
this?
a. Zero c. Second
b. First d. Third
____ 2. If I won a million pesos, I would buy my own airplane. Which conditional
is this?
a. Zero c. Second
b. First d. Third
____ 3. If you forget his birthday, Miguel gets upset. Which conditional is this?
a. Zero c. Second
b. First d. Third
____ 4. If I had eaten a lot last night, I would not have slept well. Which condition
al is this?
a. Zero c. Second
b. First d. Third
____ 5. What will she do if she misses the bus? Which conditional is
this? a. Zero c. Second
b. First d. Third
PIVOT 4A CALABARZON
19
____ 6. If she comes, I ___ call you. What is the correct modal to complete
this? a. will c. would have
b. would d. would had
____ 7. If they had not ___ the car, I would have driven you. What is the correct verb
tense to be used?
a. take c. took
b. takes d. taken
____ 8. If you ___ enough sleep time, you would be more energetic. Which of these
verb tenses completes the sentence?
a. has c. had
b. have d. have been
____ 9. When the sun dawns, the clear sky ___. Which is the correct verb tense?
a. dim c. dimmed
 b. dims d. had dimmed
____ 10. If you hadn’t saved money, you ______. Which phrase best completes
this? a. would have worried for your needs.
b. would get worried for your needs.
c. won’t have worried for your needs.
d. won’t get worried for your needs.
____ 11. If she _____ to drive, she will need a car. Which is the correct verb tense?
a. want c. wanted
b. wants d. wanting
____ 12. When I visit my childhood home, I _____ in my old room. Which is the cor
rect verb tense?
a. stay c. will stay
b. stayed d. will be staying
____ 13. She cleans the floor, if she______dirt on it. Which is the correct verb tense?
a. see c. saw
b. sees d. seen
____ 14. My friends _______, when they did not see me. What phrase best completes
this?
a. will cry c. would be crying
b. would cry d. would have cried
____ 15. If I __________ homework, I do not watch TV. Which of these verb tenses
completes the sentence?
a. has c. have
b. had d. have been

PIVOT 4A CALABARZON
20
Learning Task 9: Read, sing and study the song below entitled “Locked Away” by
R. City feat. Adam Levine. Copy it in your notebook then do the following:
1. Identify statements expressing conditions by highlighting them; 2.
Classify each conditional as to zero, first, second or third conditional; and 3.
Explain in 4-5 sentences the meaning that the song portrays.

"Locked Away"
by R. City feat. Adam Levine

If I got locked away,

And we lost it all today,
Tell me honestly,
Would you still love me the same?
If I showed you my flaws,
If I couldn't be strong,
Tell me honestly,
Would you still love me the same?
Right about now.
If a judge for-life me,
Would you stay by my side?
 Or is ya gonna say good-bye?
Can you tell me right now?
If I couldn't buy you the fancy things in life,
Shorty, would it be alright?
Come and show me that you are down
(ah-ha)
Now tell me would you really ride for me?
(would you really ride for me?)
Baby, tell me would you die for me?
(tell me would you die for me?)
Would you spend your whole life with me?
(what's up?)
Would you be there to always hold me down?
Tell me would you really cry for me?
(would you really cry for me?)
Baby, don't lie to me.
(baby, don't lie to me)
If I didn't have anything,
(what's up?)
I wanna know would you stick around?
If I got locked away,
And we lost it all today,
Tell me honestly,
Would you still love me the same?
If I showed you my flaws,
If I couldn't be strong,
Tell me honestly,
Would you still love me the same?
Skiddly-dong-dong-dong dang.
PIVOT 4A CALABARZON
21
All I want is somebody real who don't need much.
A girl I know that I can trust,
To be here when money low.
If I did not have nothing else to give but love,
Would that even be enough?
(tell me, tell me, tell me)
Girl, meh need fi know
(ah-ha)
Now, tell me would you really ride for me?
(would you really ride for me?)
Baby, tell me would you die for me?
(tell me would you die for me?)
Would you spend your whole life with me?
(what's up?)
Would you be there to always hold me down?
Tell me would you really cry for me?
(would you really cry for me?)
Baby, don't lie to me.
(baby, don't lie to me)
If I didn't have anything,
(what's up?)
I wanna know would you stick around?
If I got locked away,
And we lost it all today,
Tell me honestly,
Would you still love me the same?
If I showed you my flaws,
If I couldn't be strong,
 Tell me honestly,
Would you still love me the same?
Tell me, tell me, would you want me?
(want me)
Tell me, tell me, would you call me?
(call me)
If you knew I wasn't ballin'
'Cause I need a gal who's always by my side...
Tell me, tell me, do you need me?
(need me)
Tell me, tell me, do you love me? Yeah.
Or is ya just tryna play me?
'Cause I need a gal to hold me down for life.
If I got locked away,
And we lost it all today,
Tell me honestly,
Would you still love me the same?
If I showed you my flaws,
If I couldn't be strong,
Tell me honestly,
Would you still love me the same?
If I got locked away,
And we lost it all today,
Tell me honestly,
Would you still love me the same?
If I showed you my flaws,
If I couldn't be strong,
Tell me honestly,
Would you still love me the same?
Would you still love me the same?

Learning Task 10: In your notebook, write your own lyrics in English using the
music/rhythm of your favorite song. The lyrics should contain conditionals and
focus on any of the following topics:
∙ COVID-19 crisis in the Philippines
∙ Unemployment and underemployment
∙ Poverty
∙ Current education situation
∙ Anti-Terror Law

Learning Task 11: Choose one of the situations below. Create bubble strips or
comic strips in the space provided to explain what you would say if given the
chance to confront the person/s who was/were caught doing any of the wrong
deeds below.
1. A classmate who was bullying a new student.
2. Your younger brother/sister who was caught stealing coins from your
Mom’s purse.
3. A group of boys having a fist fight along the street.
4. An angry old man hitting a street dog with a bamboo stick.
5. A friend who was scolded by your teacher for cheating during the exam.

WEEKS 6-8
I
Employing
Appropriate
Communicati
ve Styles
Lesson

This lesson focuses on the use of different communication styles for

various situations. This also deals with speech styles portraying how a language
is characterized in terms of degree of formality. These styles include casual,
formal, consultative, frozen and intimate. You are expected to distinguish
types of communicative style, provide words or expressions appropriate to a
given situation, determine the vocabulary or jargons expected of a
communicative style, identify social situations in which each communicative
style is appropriate to use, and employ appropriate communicative styles for
various situations (intimate, casual, conversational, consultative, frozen).

Learning Task 1: Read and analyze the following statements carefully. Observe
the language used in each item. Copy and answer the table below in your
notebook.
1. “What’s up, dude?”
2. “Jose, do you accept Maria as your lawful wife?”
“Yes, father, I do.”
3. “Sweety, how’s your work? Have you taken your lunch? What time will you
reach home?
4. “Doctor Ong, what vitamin can my child take if she often has
colds?” “Try to give her vitamin C, plenty of water, and lots of fruits.”
5. “Good morning Ms. Rivera. I am Ms. Santos. I am applying as a secondary
teacher…”

A. Who do you think are

the people talking in
the statements
above?
1.

2.

3.

4.

5.
B. What do you think is 22 PIVOT 4A CALABARZON
the situation C. What can you say
involved in each about the language
statement? used in each item?
D
Learning Task 2: Choose the letter of the correct answer. Write the letters of your
answers in your notebook.
1. This communicative style is used in speaking to medium to large groups.
What the speaker says is something that is prepared ahead of time. It also
avoids the use of slang terminologies.
a. frozen b. formal c. casual d. consultative 2. This type of
communicative style is used in semi-formal communication. Sentences tend to
be shorter and spontaneous. The speaker does not usually plan what to say.
a. frozen b. formal c. casual d. consultative 3. It is the most formal
communicative style that is usually used during respectful events and
ceremonies. It does not require feedback from the audience and is best used
in respectful situations.
a. frozen b. intimate c. casual d. formal 4. It is a type of speech style
that is used for very close relationships like couples, family, and best friends.
a. frozen b. intimate c. casual d. formal 5. This is an informal
communication between groups and peers who have something to share and
have shared background information but don’t have close relations.
a. casual b. frozen c. consultative d. formal 6. This
communicative style uses colloquial terms.
a. casual b. frozen c. consultative d. formal 7. It is a kind of
speech style that is used for job interviews.
a. formal b. casual c. frozen d. intimate 8. An example of this type of
speech style is the SONA or State of the Nation Address.
a. intimate b. frozen c. consultative d. formal 9. This is the normal style
for speaking to strangers or persons who are neither acquaintances nor
friends nor relatives.
a. casual b. frozen c. consultative d. formal 10. Family sharing
ideas uses this type of speech style.
a. intimate b. frozen c. consultative d. formal 11. This uses “group
language” so only members of the group can understand it.
a. casual b. frozen c. consultative d. formal 12. Counselor and
client uses this type of speech style.
a. casual b. frozen c. consultative d. formal 13. Research papers
and technical reports use this type of speech style. a. intimate b. formal
c. consultative d. frozen 14. It is “frozen” in time and content.
a. formal b. intimate c. frozen d. consultative 15. It is characterized with
complete absence of social inhibitions. It is usually done in private.
a. consultative b. frozen c. casual d. intimate

PIVOT 4A CALABARZON
23
Learning Task 3: Answer the questions below. Write your answers in your
notebook.
1. What are the different types of Communicative Style?
2. What vocabulary or language is employed in each type of communicative or
speech style?
3. How important is knowing what speech style is used in any situation,
place, or person?
Types of Communicative Style
Speech style is a communicative style which portrays how a language is
characterized in terms of degree of formality. Presented below are the different
types of communicative styles.

Type Description Examples

 Speaker must frame whole
sentences ahead before
they are de ∙ Regular classroom dis
livered. It avoids using cussions
Casual slang termi nologies and ∙ Doctor-patient
uses formal English. ∙ Lawyer-client
Language is comparatively ∙ Counselor- client ∙ Group
rigid and has a set, discussion ∙
agreed-upon vocabulary Teacher-student
structured complex ∙ Expert-apprentice
sentences and noun ∙ Meetings
phrases. ∙ Speeches
∙ School lessons
Consultative Formal ∙ Corporate meeting ∙
Interview
∙ SONA
∙ Welcome address ∙
Announcements
∙ Orations
∙ Scholarly books/ Articles
∙ Research papers
∙ Technical reports PIVOT

This is an informal
language used by friends
and peers. Slang, 4A CALABARZON
vulgarities and
colloquialism, informal
contrac tions (e.g., ain’t,
dunno, gonna) are normal
in this type of speech
style. This uses “group
language,” so only
members of the group can
under stand it. Here,
nicknames are used in
addressing one another.
This is used in
semi-formal commu
nication, where sentences
tend to be shorter and
spontaneous. It happens
in two-way participation. It
uses un planned speech.
This is the normal style
for speaking to strangers 24
or persons who are Everyday conversation
neither acquaint ances nor ∙with buddies or friend ∙ A
friends nor relatives. personal message and
Formal speeches are personal emails
straightforward speeches. ∙ Blogs
It is used in speaking to ∙ Tweets
large groups and is ∙ Letters to friends
impersonal in nature. ∙ Phone calls
Type Description Examples
 style for a respectful
situation. It has a fixed
and static language and
uses long sentences
Frozen with a good com
mand of grammar.
This type of
communicative style ap
plies to conversational
experiences between
and/or among people
who share intimate
relationships. Usually
Intimate E done in private, this also
shows no social
boundaries among the
speak ers considering
their intimacy. This also
employs informal and
intimate language.
∙ National Anthem ∙ Holy
Mass
∙ Religious Rites/ Rituals
∙ Pledge of allegiance ∙
Constitution
∙ The Lord’s Prayer ∙ Oath
∙ Creed

∙ Sharing of secrets
This type of between friends
communicative style ∙ Parents talking about
rarely or never changes. their family goals
It is “frozen” in time and ∙ Meditation
content. It is generally
used in a very formal
setting. This is the most
formal communicative

Learning Task 4: Identify which style is referred to by each picture below. Write
the letters of your answers in your notebook.
a. casual b. consultative c. formal d. frozen e. intimate

3.
1. 2.
 25

PIVOT 4A CALABARZON
4. 5.
Learning Task 5: Identify the type of speech style appropriate for the following
situations by choosing from the pool of words below. Write your answer before
the number.
intimate casual consultative formal frozen

______________ 1. talking to your friend via messenger

_______________2. listening to the “State of the Nation Address”
_______________3. talking to a stranger
_______________4. reciting the “Panatang Makabayan”
_______________5. asking yourself what went wrong
_______________6. talking to a guidance counselor
_______________7. reading contracts
_______________8. writing a research paper
_______________9. browsing tweets
_______________10. talking to your very close friend
Learning Task 6: Choose the best speech/message that matches the situation.
Write your answers in your notebook.
______1. an interviewer talks to Danica over the phone
a. Hello, is this Ms. Danica Reyes, can you possibly come to our office
for an interview tomorrow at 8:00 in the morning?
b. Hey Danica, are you available tomorrow?
c. Miss Danica Reyes, do you want to be interviewed
tomorrow? ______2. best friends on keeping secrets
a. They aren’t secret anymore.
b. Your secrets are safe with me, Besty.
c. I don’t know if I can keep it for so long.
______3. you want to ask a question during classroom
discussion a. Ma’am, is it correct?
b. Ma’am, can I clarify something?
c. Dude, I think there’s something wrong.
______4. the corporate meeting is on-going
a. So, does anyone agree with the presentation made by Mr.
Luna? b. Hey, that’s enough.
c. Does it make sense?
______5. a woman asks the cashier for a receipt
a. Hey, where’s my receipt!
b. I think you forgot something.
c. Miss, can I have my receipt?
 PIVOT 4A CALABARZON
26
Learning Task 7: Copy the table below in your notebook. Think of a scenario
or situation for each speech style.
Speech Style Scenario/Situation
Intimate

Consultative

Formal

Frozen

Casual

A
Speech style is a communicative style which portrays how a language is
characterized in terms of degree of formality. These styles include casual, for mal,
consultative, frozen and intimate.

Learning Task 8: Choose the letter of the correct answer. Write only the letter of
your choice.
1. It is the communicative style that is used in private conversation and is
applied by the persons with very close relationship.
a. frozen b. intimate c. casual d. formal
2. This communicative style is used in corporate meetings.
a. consultative b. casual c. frozen d. formal
3. This type of communicative style rarely changes.
a. frozen b. formal c. intimate d. casual
4. This communicative style can be applied when writing a letter with
friends.
a. intimate b. frozen c. casual d. formal
5. This communicative style does not use unplanned speech.
a. frozen b. consultative c. intimate d. casual
 6. Lawyer-client relationship uses this type of communicative style. a.
intimate b. formal c. consultative d. frozen
PIVOT 4A CALABARZON
27
7. When you sent a private message to your friend using your social media
account, you use this type of communicative style.
a. formal b. casual c. intimate d. frozen
8. When your mother talks to your father about their future plans for the
family, this type of communicative style is applied.
a. consultative b. formal c. intimate d. casual
9. “Lupang Hinirang” uses this type of communicative style.
a. frozen b. intimate c. consultative d. casual
10. This type of speech style uses slang and colloquialism.
a. frozen b. formal c. intimate d. casual
11. Marriage ceremonies uses this communicative style.
a. consultative b. formal c. casual d. frozen
12. You are watching a TV reporter who delivers news about the pandemic.
This type of communicative style in a news report.
a. intimate b. formal c. frozen d. casual
13. When a mother consults a doctor about her child’s health, this type of
communicative style is used.
a. consultative b. casual c. frozen d. formal
14. When your teacher asks you about your experience during the enhanced
community quarantine during, this type of speech style is used. a. frozen b.
consultative c. casual d. intimate
15. When talking to a high school classmate you saw after ten years, you use
this communicative style.
a. intimate b. casual c. frozen d. formal

Learning Task 9: Read the texts below. Identify and explain the communicative
style used in each text. Your answers in your notebook.

1.
As we go through life, we witness how other people’s lives unfold before
our very eyes. It is not always easy to learn especially from other people’s
experiences. As you go through the segments of this learning module, ask
yourself, what can I learn from other people’s challenges?
The tasks and the selections in this lesson will help you to accept
other people’s challenges positively.

Taken from G9 English Learner’s Manual

PIVOT 4A CALABARZON
 28
________________________________________________________
_______
________________________________________________________
_______
________________________________________________________
_______
________________________________________________________
_______

2.
Dan: Hey, Jimmy, What’s up?
Jimmy: I’m good. How bout ya? How ya doin’ lately, buddy?
Dan: Well, basketball.
Jimmy: Whoa! That’s a total surprise, ‘tol. Anyway, are you free this
weekend? Reunion with our high school barkadas.
Dan: Oh really? Of course! What time?
Jimmy: Sure. See you!
________________________________________________________
_______
________________________________________________________
_______
________________________________________________________
_______
________________________________________________________
_______

3.
We, the sovereign Filipino people, imploring the aid of Almighty
God, in order to build a just and humane society and establish a Govern
ment that shall embody our ideals and aspirations, promote the common
good, conserve and develop our patrimony, and secure to ourselves and
our posterity the blessings of independence and democracy under the rule
of law and a regime of truth, justice, freedom, love, equality, and peace, do
ordain and promulgate this Constitution.
-Preamble of the Constitution (Official Gazette. Gov, 2020)

________________________________________________________
_______
________________________________________________________
_______
________________________________________________________
_______
________________________________________________________
_______

Learning Task 10: Write a speech/essay/dialogue/story using the appropriate

communicative style for the given situations below. Choose only one. Write it in
your notebook.
∙ OFW Discrimination
∙ COVID-19 response mechanism of the Philippines
∙ Planning a picnic
 ∙ Meeting in promoting new company products
∙ Parents asked by the guidance counselor to report to school ∙
Community Quarantine
∙ Distribution of government subsidies and relief operations

PIVOT 4A CALABARZON
29
Answer Key
Expressing Permission, Obligation and Prohibition Using
B 10.
C 10.
D 9.
G 9. A 8.
J 8. B 7.
I 7. A 6.
H 6. B 5.
F 5. C 4.
D 4. D 3.
E 3. D 2.
A 2. A 1.
B 1.
Learning Task 2
Learning Task 1

Using Conditionals in Expressing Arguments

15. B yet. not saving 2.
14. B have not betted for a when she finishes her
13. A lottery She might be project. She plans to go
12. B joking since she 4. somewhere 1.
11. A the lottery. Learning Task 4
10. C ets for the concert if she
9. A won Wilma said she
8. C would buy tick- 3. ticket C 15.
7. C for the concert if she D 14.
6. A did. B 13.
C 12.
5. C
B 11.
4. A A 10.
3. B B 9.
2. A B 8.
D 7.
1. A
A 6.
Learning Task 2 B 5.
ishes the chores with D 4.
A 3.
her Mom. go with her C 2.
as soon as she fin d 1.
Lilia assures Wilma that
she will 5. money. She could have Learning Task 8
bought She regretted of

Employing Appropriate Communicative Styles in Various Situations

frozen 4. B 15. er. Therefore, it is
D 15. consultative 3. tion. The speech sentences are short
B 14.
C 14. formal 2. for respectful situa in nature because
A 13.
B 13. casual 1. communicative traction. It is
B 12.
C 12. style the most informal and
B 5. D 11.
A 11. Learning Task 5 formal cabulary. It informal con
D 10.
A 10. A 4. applies formal form
A 9.
C 9. E 3. of vo
C 8.
B 8. D 2.
B 7.
A 7. C 1.
C 6.
A 6.
4 A 5.
A 5. C 5.
Learning Task C 4.
B 4. A 4.
intimate 10. A 3.
A 3. B 3.
casual 9. D 2.
D 2. B 2.
formal 8. B 1.
B 1. A 1. The text uses a
frozen 7. 8
2 6 more 3.
consultative 6. Learning Task
Learning Task Learning Task speech style.
intimate 5. style used is frozen.under the casual
 slang 2.
type of speech.
under the formal
textbook. Hence, it
is was taken from
a language
because it The text
uses formal 1.

Learning Task 9

The dialog uses

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References
Online Sources
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b I1Ox96o10
Brainly, 2018. “10 Examples of Frozen Speech Style.” Brainly, April 09, 2018. Re
trieved from https://brainly.ph/question/1796702?
fbclid=IwAR0FvnadWf7p0cA-7uGz-gofZTQgXd13nV3keKxbbJk
BN7KH96dElvIGAQ
Elcomblus. 2018. “Speech Styles.” Accessed May 3, 2020. https://
elcomblus.com/speech-styles-definition-types-and-examples/?
fbclid=IwAR0EWXFA0gQPljEvVWCjOoMpodxeqaRckGYaoDIeqCui3v2I4uH
s AQbJPi8
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diseases/novel-coronavirus-2019/advice-for-public
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learnenglish.britishcouncil.org/grammar/intermediate-to-upper
intermediate/modals-permission-and-obligation
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permission-prohibition-obligation-no-obligation#:~:text='Can't'%20usually
%
20gives,who%20is%20setting%20the%20rule.&text='Have%20to'%20and%
20'must,that%20they%20are%20both%20used.
Official Gazette.Gov. 2020. “The 1987 Constitution of the Republic of the Philip
pines-Preamble.” Accessed May 05, 2020. https://
www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the
republic-of-the-philippines/the-1987-constitution-of-the-republic-of-the
philippines-preamble/
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https://oralcom.wordpress.com/2016/10/14/types-of-speech-styles
/
Conditionals. Retrieved from
https://www.perfect-english-grammar.com/ conditionals.html
Conditionals 2. Retrieved from
https://learnenglish.britishcouncil.org/grammar/
intermediate-to-upper-intermediate/conditionals-2
Conditionals 1. Retrieved from
https://learnenglish.britishcouncil.org/grammar/
intermediate-to-upper-intermediate/conditionals-1

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