English 8 Quarter 1 Module 3: Use of Modal Verbs, Nouns, and Adverbs

English Quarter 1 – Module 3: Use of Modal Verbs, Nouns, and Adverbs

8

CO_Q1_English8_Module3

English

Quarter 1 – Module 3: Use of Modal Verbs, Nouns, and Adverbs

[illustration: learners studying outdoors and indoors, with a teacher, a boy writing by lamplight, and students with a globe]

English- Grade 8 Alternative Delivery Mode Quarter 1 – Module 3: Use of Modal Verbs, Nouns, and Adverbs First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Printed in the Philippines by ________________________

Department of Education – Caraga Region Office Address: Learning Resource Management Development Center Teacher Development Center J.P. Rosales Avenue, Butuan City, Philippines 8600 Telefax: (085) 342-8207/ (085) 342-5969 E-mail Address: caraga@deped.gov.ph

Development Team of the Module

Writer: Jemalou I. Butcon, Fanny Andrea B. Naranjo Editor: Hanna T. Aliah Reviewers: Gladys S. Asis, Maria Dinah D. Abalos, Victoria Pabia, Geraldine F. Vergas, Flordeliza Milan, Siuna Cotiangco, Lucille Canete, Roseann B. Bali-os, Imie Concepcion C. Valdez, Bernard D. Otero Illustrator: Gil C. Dayot Jr., Joy G. Torion, Anselmo S. Osores Jr. Layout Artist: Joshua L. Albia Management Team: Francis Cesar B. Bringas, Isidro M. Biol, Jr., Maripaz F. Magno, Josephine Chonie M. Obseñares, Bebelyn C. Corvera, Maria Dinah D. Abalos, Donald D. Orbillos, Israel B. Reveche

8

English

Quarter 1 – Module 3: Use of Modal Verbs, Nouns, and Adverbs

Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

[illustration: hand pressing a button]

What I Need to Know

Have you experienced expressing yourself the way it should be but have the hard time in conveying your thoughts? In this module, you will learn on how to speak with urgency or importance, possibility, and emphasis through the use of modals. You will also learn the different types of modals and their uses.

Modal is an expression that carries different shades of meaning. It is used to show or convey meaning with seriousness, certainty, and intensity. There are three types of modals such as modal noun, modal verb, and modal adverb.

In this module, you will build up your knowledge in using modal verbs, nouns, and adverbs appropriately in writing sentences and paragraphs.

Have fun while learning!

The Most Essential Learning Competency (MELC) covered in this module is on how to use modal verbs, nouns, and adverbs appropriately: EN8G-IIIa-3.6

Specifically, you are expected to:

• identify modal verbs, nouns, and adverbs used in sentences;
• construct sentences using appropriate modal verbs, nouns, and adverbs; and
• Express ideas using different modals.

[illustration: hand holding a pencil]

What I Know

Before you proceed, check your knowledge on the lesson that you are about to learn. Test yourself by answering the questions below. Take note of the items that you cannot answer correctly so you could look for the right answer as you go through this module.

Choose the correct modal to complete each sentence. Write the letter of your answer on a separate sheet of paper.

1. Annaliza ________ turn 16 this year and plans to have a simple party.

   • A. can
   • B. may
   • C. must
   • D. will

2. You ________ study hard to pass the test and make it to the top.

   • A. could
   • B. might
   • C. should
   • D. would

3. Only those who passed the admission test ______ enroll in the university.

   • A. can
   • B. cannot
   • C. must
   • D. must not

4. My father works abroad, but he promised that he ________ return home on my graduation day.

   • A. could
   • B. might
   • C. must
   • D. would

5. Everyone ________ obey the health protocols given by the government to prevent the spread of the virus and stop the pandemic.

   • A. can
   • B. cannot
   • C. may
   • D. must

6. If Carl campaigns hard, his win is a/an ________.

   • A. certainty
   • B. obligation
   • C. promise
   • D. responsibility

7. There is a ________ of rain tomorrow.

   • A. decision
   • B. necessity
   • C. possibility
   • D. request

8. Students have a/an ________ to study hard.

   • A. likelihood
   • B. obligation
   • C. promise
   • D. willingness

9. I have a friend who has the ________ to read minds.

   • A. ability
   • B. permission
   • C. possibility
   • D. request

10. The sick lady sent a/an ________ for medical assistance.

    • A. certainty
    • B. chance
    • C. promise
    • D. request

11. My mother is ________ coming home late tonight because of the heavy traffic.

    • A. ably
    • B. obligately
    • C. possibly
    • D. promisingly

12. My father is ________ proud to work hard for our family.

    • A. obligately
    • B. permissively
    • C. requisitely
    • D. willingly

13. Tonton dances ________ during the party.

    • A. ably
    • B. certainly
    • C. necessarily
    • D. surely

14. My sister is ________ supportive of my hobby.

    • A. decidedly
    • B. necessarily
    • C. obligately
    • D. possibly

15. I played ________ with my friends.

    • A. certainly
    • B. permissively
    • C. promisingly
    • D. surely

[illustration: hand holding a puzzle piece]

Lesson 1: Modal Verbs

What’s In

Before this lesson, you learned about the proper ways of citing sources. Let us see if you can still remember some of the important concepts.

Activity: Let’s Review

Read each of the following situations. Write A if it is acceptable and NA if it is not acceptable in writing a bibliography. Write your answers on a separate sheet of paper.

_______ 1. A learner can get information from various websites and acknowledge the author by writing the sources used.

_______ 2. A learner may not cite sources of information that he/she used in his/her research.

_______ 3. A research paper requisitely contains a bibliography written on a separate page and placed at the end part of the paper.

_______ 4. It is important to cite the sources of information that you used in your research because it will give credit to the author.

_______ 5. In writing a bibliography, it is a necessity to use appropriate punctuations.

Take note of the italicized words used in each of the sentences.

What do you think are these words?

These words are called modals or modal expressions. As you go through this module, you will also learn each of the different types of modals.

[illustration: hand holding a sprouting plant]

What’s New

You have just done reviewing your previous lesson on writing a bibliography. This time, as you go through the next activities, you will be learning about the correct use of modal verbs.

Activity: What’s More Powerful

Peter and Donna talked about the news on the restrictions of going outside because of the pandemic. Find out in their conversation if they both agreed which announcement shows stronger obligation.

[transcriber’s note: the speech bubbles are not labeled with names; the speakers are inferred from the picture, which shows Peter at left and Donna at right. The modal words are underlined in the original and are shown in italics here.]

• Hi Donna, have heard the news?
• Yes Peter I have heard about it.
• Donna, if I were to make an announcement, which do you think shows a stronger obligation?
  Is, “All persons below 21 years old must stay at home during Enhanced Community Quarantine.” better, or “All persons below 21 years old might stay at home during Enhanced Community Quarantine.
• I think the statement: “All persons below 21 years old must stay at home during Enhanced Community Quarantine.” shows a stronger obligation.
• Yes, that’s what I also think, Donna.

[illustration: Peter and Donna talking on phones in a kitchen]

Illustrated by: Gil C. Dayot Jr.

Self-check

• Do you also agree that the statement, “All persons below 21 years old must stay at home during Enhanced Community Quarantine.” shows a stronger obligation than the other statement?
• Notice the underlined words in the two statements. What do you think are these words?
• These words are examples of modal verbs.

What is It

Did the previous activity help you? This part of the module will deepen your learning about modal verbs and their functions.

Read and examine the sentences below:

1. His 75-year-old mother is too old to ride a horse.
2. His 75-year-old mother might be too old to ride a horse.

What have you noticed in sentences 1 and 2? Do they have the same meaning? If not, what is their difference?

• Sentences 1 and 2 have different meanings. Sentence 1 states a fact that his mother is too old for horseback riding. Sentence 2 expresses the possibility that his mother could no longer do horseback riding due to her age.
• The presence of the word ‘might‘ in sentence 2 makes the meaning different. The word ‘might ‘is an example of a modal expression that functions as a verb.
• Aside from might, there are other commonly used modal expressions that function as a verb, like may, can, could, shall, should, will, and would.

Modal Verbs are auxiliary or helping verbs which modify or change the meaning of the main verbs. You use modal verbs in giving advice or suggestions, in making requests, or in giving predictions and prohibitions. To show more of the other uses of modal verbs, here is a list with sample sentences:

Use	Modal	Sample Sentence
really certain	will, shall, must won’t/will not, shan’t/shall not, can’t/cannot	Jahna’s debut party will be planned secretly.
very likely	should, ought to	The traffic is not heavy. We should be there before the time.
Possibility	may, might, could	It may rain today.
strong obligation	must, have to, need to	The plan must be accomplished without her knowing it.
weak obligation	should, ought to	I should see a dentist. I have a bad breath even though I brush my teeth regularly.
no obligation	needn’t/need not, don’t need to/do not need to, don’t have to/do not have to	I need not brush my teeth now. I will just do it later.

[transcriber’s note: table continued from the previous page]

Use	Modal	Sample Sentence
permission	can, may, could, might	May I borrow your pen?
no permission	can’t/ cannot, may not, must not	You cannot go out without a quarantine pass.
offer	will, shall	I will bring your things here.
request	will, would, could	Will you open the windows?
promise	Will	I will come back after sunset.
decision	Will	I will eat now.
advice and suggestion	shall, should, shouldn’t/ should not	You should wear appropriate attire for your job interview.
ability	can, could	The students can sing harmoniously.
general truth	can, may	We can avoid the COVID-19 by following health protocols.

What’s More

For you to better understand what modals or modal expressions are, enjoy doing the series of activities that follow.

Activity 1: Printed Shirt

If you were Andie, which of the shirts would you want to wear? Notice the modal verbs printed on each shirt.

[illustration: girl standing beside a wardrobe holding five printed shirts]

• Shirt 1: Could you open the door for me?
• Shirt 2: I can play any musical instrument.
• Shirt 3: You MUST Follow me.
• Shirt 4: MAY I GO NOW?
• Shirt 5: I WILL EAT NOW

Illustrated by: Anselmo S. Osores Jr.

Which printed shirt expresses obligation, ability, permission, request, or willingness?

Assessment 1: Pick It Right

Determine the function of the underlined modal verb as used in the sentence. Write the letter of your answer on a separate sheet of paper.

1. Could you open the door for me?
   A. offer B. permission C. promise D. request

   
   

2. I will eat now.
   A. ability B. decision C. permission D. promise

   
   

3. May I go now?
   A. decision B. offer C. permission D. request

   
   

4. I can play any musical instrument.
   A. ability B. general truth C. offer D. promise

   
   

5. You must follow the doctor’s advice.
   A. no obligation C. strong obligation
   B. permission D. weak obligation

   
   

Activity 2: Let Us Talk!

Read the conversation below and list the modal verbs used. Write your answers on a separate sheet of paper.

[illustration: two students wearing face masks, speaking in speech bubbles]

Left speaker:

• Hi, Yna!
• Do we really need to wear our face mask whenever we go out?
• You are right, Yna. We can’t take any chances of getting sick.

Right speaker:

• Hello, Ysa!
• Of course, Ysa. We might get the deadly virus anytime, so we shouldn’t take any chances.
• We should always wear a face mask and wash our hands to protect us.

Illustrated by: Joy G. Torion

Self-check:

• Do you also wear a face mask like Ysa and Yna?
• What words are used in expressing necessity of wearing face masks

Assessment 2: Mean It Right!

Choose the correct word that would best complete the sentence. Write the letter of your answer on a separate sheet of paper.

1. Jahna ________ turn 18 this year, but because of the pandemic, we have cancelled all the preparations and reservations.
   A. can B. may C. must D. will

   
   

2. To look pleasant is a key in getting a job. So, you ________ wear appropriate attire for your interview.
   A. could B. might C. should D. would

   
   

3. During Enhanced Community Quarantine, only those who have quarantine passes ________ go outside from their houses to buy necessities.
   A. can B. cannot C. must D. must not

   
   

4. My father works abroad, but he promised that he ________ return home on my graduation day.
   A. could B. might C. must D. would

   
   

5. Everyone ________ obey the health protocols given by the government to prevent the spread of the virus and stop the pandemic.
   A. can B. cannot C. may D. must

   
   

Activity 3: Reading Selection

You have a glimpse of the Chinese way of living through the literary pieces and activities you worked in the previous module. You will now have a taste of the Japanese culture in this part of the lesson. As you read the excerpt below, please find the answers to the following questions:

1. Are the values and/or traditions of the Japanese similar to that of the Filipinos? In what way?
2. How did the farmer violate the governor’s law? Why did he do it?

The Story of the Aged Mother

A Japanese Folktale (An excerpt)

By Matsuo Basho

Long ago, in a tiny village in Japan, there lived a young farmer and his old mother. They lived well but simply until the cruel governor declared a wicked law. He said, “I have no desire for old people in my village. They are weak and cannot do work!” The law was to put the people aging 75 years and above to be abandoned in the mountain. The cruel governor also added, “All who will disobey the law must be put to death together with their old relatives.” This law made the young farmer very sad for his mother was very old. Though he loved his mother, he must obey the governor.

The young farmer carried his mother to the mountain with a heavy heart. On their way to the mountain, the mother dropped small twigs as markers to help her son get back. When the farmer bade farewell, she advised him to return home with the aid of the twigs. This made the son make up his mind to take his mother back home. Filled with dread, he hid his mother in his home. Their kitchen, where he keeps their food, became his mother’s new place to live.

Time passed, and the farmer was beginning to feel safe when the governor had announced a demand to all of his people that he wanted a rope of ash. Nobody in the village could make one, it was impossible. The farmer became anxious with the governor’s demand,

so he asked his mother if she knew how to make one. His old mother, filled with the wisdom she gained from her years of living, had smiled to show her son that the governor’s demand is not impossible. She said, “Son, make a rope from a twisted straw.” Then she added, “Stretch it on a flat stone and burn it there on a windless night.”

The farmer did what his mother told him, and amazingly it worked. He told the other villagers that he could make the governor’s demand. Immediately, the farmer was sent to the governor’s place to show him the rope of ashes. The governor became happy to see how smart his people are from accomplishing a difficult task. To his joy, he asked the farmer where he got his wisdom. This made the farmer tremble in fear and immediately bowed down to the governor, begging for forgiveness. The farmer had told him about his mother and how he was able to create the rope of ashes.

The governor became silent and had thought deeply for a while. At that moment, he abolished his law on abandoning the old people. He would not kill the elders anymore because they had great wisdom.

Comprehension Check:

• What was the governor’s reason for sending the old people away?
• Why did the farmer take his mother to the mountain and bring her back even though he might be punished?
• What caused the governor not to kill the farmer and his mother after disobeying his law?
• Did you find the values and/or traditions of the Japanese people reflected in the story similar to your values and/or traditions as a Filipino? Explain your answer briefly.
• Why is it important to know the values and traditions of our Asian neighbors?

Assessment 3: Share Now

Choose the correct answer to the questions based on the story. Write the letter of your answer on a separate sheet of paper.

1. What punishment would the governor give to those who might disobey the law?
   A. The relatives of those who will disobey will be put to death.
   B. All who will disobey will be buried at the topmost part of the mountain.
   C. Any citizen who will disobey will be buried alive by his/her relatives.
   D. All who will disobey the law must be put to death together with their old relatives.

   
   

2. How did the young farmer respond to the law of the governor?
   A. He must obey the governor.
   B. He would defy the governor’s law.
   C. He should hide his mother from the governor’s eyes.
   D. He could not possibly follow the governor because he dearly loved his mother.

   
   

3. What did the governor think about his demand in making a rope of ash?
   A. Nobody in the village could make a rope of ash.
   B. Only the governor himself can make the rope of ash.
   C. Somebody from the village could make a rope of ash.
   D. It is impossible that someone can think of a way in making a rope of ash.

   
   

4. What was the young farmer’s reaction upon knowing the governor’s demand?
   A. He was certainly desperate.
   B. He thought that he should not inform his mother about the demand.
   C. He told the other villagers that he could make the governor’s demand.
   D. He did not tell the other villagers that he could make the governor’s demand.

   
   

5. What could be the decision of the governor after knowing that it was the young farmer’s aged mother who taught him how to make a rope of ash?
   A. He would ask the young farmer to be one of his trusted men.
   B. He would certainly punish the young farmer for disobeying his order.
   C. He would not kill the elders anymore because they had great wisdom.
   D. He considered the possibility of letting the young farmer and his aged mother live in his house.

   
   

What I Have Learned

Complete the paragraph by writing down the things that you have learned about modal verbs. Write your answers on a separate sheet of paper.

My Diary

For the past few days, I have learned that modal verbs are (1) _____. They are words that (2) _____ or (3) _____ the meaning of the main verbs.

The words can, could, (4) _____, (5) _____ and (6) _____ are some examples of modal verbs.

Modal verbs function differently. They are used to show a possibility, (7) _____, (8) _____, (9) _____, (10) _____, (11) _____, (12) _____, (13) _____, and (14) _____.

I conclude that modal verbs are (15) _____.

What I Can Do

Look at the table below. Basing from the meaning of the modal in column A, write the appropriate modal verb for column B and its sample sentence in column C. Write your answers on a separate sheet.

Meaning	Modal	Example
Example: ability	Can	I can swim.
1. really certain
2. very likely
3. possible
4. strong obligation
5. weak obligation
6. no obligation
7. permission
8. no permission

Lesson 2 Modal Nouns

What’s In

You have just read the Story of the Aged Mother and moved by the characters’ dedication towards honoring the old people. Let’s see how much you can recall from the story by answering the activity below.

Activity: In the Right Order

Arrange the letters below to form the modal verb that fits the sentence.

[transcriber’s note: the table has no printed header row; the underlined words are shown in italics]

Letters	Sentence
D O U C L	1. The son _____ not leave his mother alone. He felt a great responsibility to take back his mother home.
S O H U L D	2. The possibility of the farmer to leave his old mother on the top of a mountain _____ be done or else both of them will die.
I L W L	3. The governor realized his mistake so with the ability he has as a governor he _____ abolish the law.
D O L U W	4. Long, long ago there lived a poor farmer and his aged mother in a village where a cruel governor _____ test the capacity of his people in following his demands.
U M S T	5. The governor once again expressed his ability to use his power by demanding that his people _____ bring him a rope of ashes. Using the clever idea of his mother, the farmer made a rope of ashes.

Take note of the underlined words used in each of the sentences. Are they familiar to you? These words are called modal nouns. The next activities will let you know more about them.

[transcriber’s note: underlined words in the text below are not reproduced as underlining; they are shown in the order printed]

Activity 2: Fill It Out

Fill in the crossword puzzle with modal nouns defined below. Write your answers on a separate sheet of paper.

[illustration: crossword puzzle grid with numbered squares 1 to 7]

Down:

1. the quality or state of being able
2. the quality or state of being responsible
3. the quality or state of being ready to do something

Across: 2. the quality or state of being in need 5. the quality or state of being able to do something 6. the condition or fact of being possible 7. the quality or state of being obligated or required

Self-check:

• Are you now more familiar with the meaning of some modal nouns?
• Which of the modal nouns are you most familiar with?

Assessment 2: What’s in the Blank?

Write the correct modal nouns to complete the sentences. Use the given meaning beside the sentence as your clue. Write your answers on a separate sheet of paper.

1. There is a big ____________ that I will make it to the top. (the condition or fact of a particular outcome in an uncertain situation)
2. It is my ____________ to make my assignments on time. (the quality or state of being responsible)
3. My mother gave me the ____________ to play after I do my homework. (the right or ability to do something given by someone who has the power to allow or disallow)
4. Sometimes, I lose my ____________ to concentrate on my studies. (the quality or state of being able)
5. There is a ____________ that classes will be postponed. (the condition or fact of being possible)

Activity 3: Choose It Right!

Complete the description of each picture below by writing the correct modal nouns. Choose your answers from the word box. Write your answers on a separate sheet of paper.

obligation ability promise chance necessity likelihood

[illustration: caution sign showing a wet floor]

1. It is a ______________ that we avoid wet floors to avoid accident.

[illustration: mother carrying a sleeping child]

2. Every parent has an ______________ to take care of their children especially when they are sick.

[illustration: girl singing into a microphone]

3. Many love Anna because of her ______________ to sing.

[illustration: boy riding a bicycle]

4. I hope I will have the ______________ to ride my bicycle again.

[illustration: children around a birthday cake]

5. I was so happy on my birthday because my mother kept her ______________ that she would buy me a cake.

Self-check:

• How about you? What do you wish for your birthday?

Assessment 3: Describe It

Use a modal in writing a sentence that will describe the given picture. Write your answers on a separate sheet provided for you.

[illustration: children raising their hands and cheering]

1. _________________________________________________.

[illustration: woman helping a child] 2. ________________________________________________.

[illustration: three students working at a table] 3. ________________________________________________.

[illustration: bicycle road sign] 4. _________________________________________________.

What I Have Learned

Complete the paragraph by writing down the things that you have learned about modal nouns. Write your answers on a separate sheet of paper.

My Diary

For the past few days, I have learned that modal nouns are ________________. They are used to ____________________.

The words possibility, certainty _________, _________, __________, __________, and ________ are some examples of modal nouns.

They may mean similar to modal verbs because _____________________________________________.

However, they are different to modal verbs because _____________________________________________.

What I Can Do

This time, you are going to apply what you learned from the lesson to solve the problem of garbage pollution.

Think of five ideas that will help minimize the problem of garbage pollution in our country. Write them in complete sentences using the given modal nouns. Be guided by the illustrations. Write your answers on a separate sheet of paper.

[illustration: man in uniform standing beside a garbage bin]

Modal Noun: necessity Sentence: ___________________________________________________

[illustration: girl dropping trash into a bin]

Modal Noun: obligation Sentence: ____________________________________________________

[illustration: workers loading garbage bins onto a truck]

Modal Noun: requirement Sentence: _____________________________________________

[illustration: two students carrying a sack of garbage and a broom]

Modal Noun: responsibility Sentence: ____________________________________________________

[illustration: boy holding a rake]

Modal Noun: promise Sentence: ____________________________________________________

Lesson 3: Modal Adverbs

What’s In

Write the correct modal nouns to complete the sentences. Use the given meaning beside the sentence as your clue. Write your answers on a separate sheet of paper.

Sentences	Meaning
1. My mother is possibly be given the – ____________ to sell vegetables in the market.	the right or ability to do something given by someone who has the power to allow or disallow
2. My friend has the ____________ to lift objects twice her weight. She certainly would win in a weightlifting contest.	the quality or state of being able
3. Surely, this generation considers mobile phones as a ____________.	the quality or state of being in need
4. There is a ____________ of rain tomorrow, it is necessarily to bring an umbrella.	the condition or fact of being possible
5. Arrah decidedly write the list of the school’s ____________ to apply for a scholarship.	a condition that something is needed or must be done

Take note of the underlined words used in each of the sentences. Are they familiar to you?

These words are called modal adverbs. The next activities will let you know more about this topic.

What’s New

Do you remember Peter and Donna? They are friends who are staying at home because of the Enhanced Community Quarantine. They want to be productive while they are at home, so they ask each other about activities that they can do.

Let us find out the activities that they are planning to do.

[illustration: Peter and Donna talking on the phone in a kitchen, with speech bubbles]

[transcriber’s note: the speech bubbles are not labeled with speaker names; the bubbles are listed in the order they appear on the page]

Donna, what are we going to do to be productive at home during this quarantine?

I think it is a great idea.

We can possibly do gardening, Peter. What do you think?

We can also willingly help our parents in doing the household chores.

You are right, Donna.

Indeed, Peter. I am certainly happy you came up with that idea. Our parents will be surely proud of us if we do that. Right, Peter?

Illustrated by: Gil C. Dayot Jr.

What do you think of the ideas of Peter and Donna? Would you do the same activities?

Notice the underlined words. What do you think are these words?

These words are called modal adverbs.

What is It

In the previous lesson, you learned about modal verbs and modal nouns. This time, you will learn about modal adverbs.

Read and study the sentences below.

A. If Carl campaigns hard, he shall surely win. B. Carl’s friends are willingly happy to help him in his campaign. C. The students will likely vote for Carl.

What do you call the underlined words in each sentence? Is there something unique with these words? How are these words related to modal verbs and modal nouns?

• You probably remember that the underlined words are called adverbs that are used to describe or give more information about verbs, adjectives, and other adverbs. Unlike other adverbs, these ones are unique because they help express modality and that is why they are called modal adverbs.

  
  

• The modal adverbs used in the given sentences describe the adjective and modal verbs or expressions found in each sentence. In Sentence A, the modal adverb ‘surely’ describes the modal expression ‘shall win’. It adds the information that without a doubt, Carl will win. The modal adverb ‘willingly’ in Sentence B describes the adjective ‘happy’. It helps to express that the students are ready to help Carl. Furthermore, the modal adverb ‘likely’ describes the modal expression ‘will vote’. It gives more information that there is a chance that the students will vote for Carl.

  
  

Read the table below that shows more examples of modal adverbs, their meanings, and sample sentences.

Modal Noun	Meaning	Sample Sentence
Possibly	used to state that something is possible to happen	My mother is possibly coming home today.
Certainly	in a manner that is sure or without a doubt	I am certainly joyful that my family is always with me.
Obligately	in an obligate or necessary manner	My father is obligately proud to work hard for our family.
necessarily	used to state that something is necessary or needed	Lolo said that a person’s success does not necessarily reflect one’s personality towards other people.
Ably	in a skillful or competent manner	Tonton dances ably during the party.

[transcriber’s note: table continued from the previous page]

Modal Noun	Meaning	Sample Sentence
Requisitely	used to state something that is essential or important for a particular purpose	I have to requisitely answer my homework.
Promisingly	in a promising manner	The concert started promisingly but it did not maintain the interest of its audience.
Decidedly	in a manner that is free from doubt	My sister is decidedly supportive of my hobby.
Responsibly	in a responsible manner	The police responsibly helped the old man cross the road.
Permissively	used to state something that is granted or given permission	I played permissively with my friends.

What adjectives, modal verbs, or expressions are described by the modal adverbs in the given sample sentences?

What have you observed with the modal adverbs?

Are they similar to modal verbs and modal nouns? If yes, how are they similar? If not, how are they different?

• In the given sample sentences, the underlined words are the modal adverbs and the italicized words are the words they describe. Most of the modal adverbs describe how something is done and how someone feels about something.

  
  

• They are similar to modal verbs and modal nouns because they express modality. However, they differ in form and the way they are used in sentences. Modal verbs are used to add information to the main verb. On the other hand, modal nouns name a quality, state, or condition that state modality while modal adverbs describe or give more meaning or information to verbs and adjectives.

  
  

What have you observed with the form of modal adverbs?

• Noticeably, most modal adverbs have equivalent modal noun forms. Some of the examples are possibly and possibility, necessarily and necessity, certainly and certainty, etc.

What’s More

In this part of the module, you will practice what your learned about modal adverbs. The next set of activities and assessments will help you enrich your learning.

Activity 1: Scramble Time

Arrange the scrambled words to form modal adverbs. Write your answers on a separate sheet of paper

SLYISOBP _____ LIGNLLIYW _____ EGLITOBYAL _____ BYLA _____ LYMNIRPGSIO _____ RPYSIEELVIMS _____ DDYCDLIEE _____ IIEYRQLTSEU _____

Self-check:

• How long did it take you to answer the activity?
• What helped you discover the correct word?

Assessment 1: Harvest Modal Adverbs

From the tree, harvest the modal adverbs and put them inside the basket. Write your answers on a separate sheet of paper.

[illustration: a tree with word labels on its canopy and a basket on the right]

Words on the tree:

• promise
• responsibly
• will
• likely
• possibility
• necessarily
• can
• surely
• chance

Activity 2: Look for My Twin

Match the modal adverb in Column A to its correct meaning in Column B. Write your answers on a separate sheet of paper.

Column A	Column B
1. permissively	A. used to state something that is essential or important for a particular purpose
2. requisitely	B. used to state that something is possible to happen
3. necessarily	C. used to state something that is granted or given permission
4. likely	D. used to state that something is necessary or needed
5. possibly	E. in an obligate or necessary manner
	F. used to state that something good might happen

Assessment 2: Pick the Meaning

Choose the letter of the modal adverb defined in the underlined phrase in each sentence. Write your answers on a separate sheet of paper.

1. Anna danced in a skillful or competent manner.

   • A. certainly
   • B. possibly
   • C. obligately
   • D. ably

2. My father has given me the permission to go picnic with my friends.

   • A. willingly
   • B. likely
   • C. permissively
   • D. necessarily

3. I love my mother without a doubt.

   • A. requisitely
   • B. promisingly
   • C. certainly
   • D. responsibly

4. My father raises me in a responsible manner.

   • A. decidedly
   • B. responsibly
   • C. ably
   • D. surely

5. A heavy rain is something that is possible to happen today.

   • A. possibly
   • B. necessarily
   • C. decidedly
   • D. willingly

Activity 3: What Does a Teacher Do?

Complete the sentences by identifying the most appropriate modal adverbs that describe the duties of teachers. Write your answers on a separate sheet of paper.

[illustration: a teacher reading a book to learners seated on the floor in front of a board]

2013 by Department of Education – http://lrmds.dep*[illegible]*

• A. Teachers (responsibly, promisingly, likely) prepare lessons for their classes.
• B. Teachers (necessarily, requisitely, possibly) sleep late at night to organize their classroom presentations.
• C. Teachers (obligately, decidedly, ably) teach their learners.
• D. Teachers (necessarily, promisingly, possibly) conduct home visits to learners who have problems in their grades and classroom behavior.
• E. Teachers (surely, decidedly, likely) dedicate themselves to guide the learners.

Self-check:

• What duties of a teacher do you appreciate the most? Why?

Assessment 3: Future-Teller

Share what you want to become in the future by writing your dream profession inside the box. Then, write sentences about the roles/duties of that profession using modal adverbs. Write your answers on a separate sheet of paper.

[illustration: a boy waving, beside a speech bubble]

My dream profession is _____.

Illustrated by: Gil C. Dayot Jr.

ROLES / DUTIES

1. 
   
   
2. 
   
   
3. 
   
   

What I Have Learned

Complete the paragraph by writing down the things that you have learned about modal adverbs. Write your answers on a separate sheet of paper.

My Diary

I learned that modal adverbs are (1) _____. They are used to (2) _____.

The words possibly, certainly (3) _____, (4) _____, (5) _____, (6) _____, and (7) _____ are some examples of modal adverbs. They may mean similar to modal verbs and modal nouns because (8) _____. However, they are different to modal verbs and modal nouns because (9) _____.

All the three modal expressions are (10) _____.

1. 
   
2. 
   
3. 
   
4. 
   
5. 
   

What I Can Do

In this part of the module, you will apply what you learned from the lesson by doing the activity below.

Help your community recover from flood by writing the things that should be done and how these should be done by you and other people in your community. Use modal adverbs in writing your sentences. Write your answer on a separate sheet of paper.

1. 
   
2. 
   
3. 
   
4. 
   
5. 
   

[illustration: a flooded street with debris, a damaged car, and a fallen utility pole]

Copyright 2013 by Department of Education – http://lrmds.deped.gov.ph

Assessment

Choose the correct modal to complete each sentence. Write the letter of your answer on a separate sheet of paper.

1. There is a _____ of rain tomorrow.

   • A. decision
   • B. necessity
   • C. possibility
   • D. request

2. I have a friend who has the _____ to read minds.

   • A. ability
   • B. permission
   • C. possibility
   • D. request

3. My mother is _____ coming home late tonight because of the heavy traffic.

   • A. ably
   • B. obligately
   • C. possibly
   • D. promisingly

4. Only those who passed the admission test _____ enroll in the university.

   • A. can
   • B. cannot
   • C. must
   • D. must not

5. If Carl campaigns hard, his win is a/an _____.

   • A. certainly
   • B. obligation
   • C. promise
   • D. responsibility

6. My sister is _____ supportive of my hobby.

   • A. decidedly
   • B. necessarily
   • C. obligately
   • D. possibly

7. Annaliza _____ turn 16 this year and plans to have a simple party.

   • A. can
   • B. may
   • C. must
   • D. will

8. Everyone _____ obey the health protocols given by the government to prevent the spread of the virus and stop the pandemic.

   • A. can
   • B. cannot
   • C. may
   • D. must

9. The sick lady sent a/an _____ for medical assistance.

   • A. certainty
   • B. chance
   • C. promise
   • D. request

10. My father works abroad, but he promised that he _____ return home on my graduation day.

    • A. could
    • B. might
    • C. must
    • D. would

11. Tonton dances _____ during the party.

    • A. ably
    • B. certainly
    • C. necessarily
    • D. surely

12. Students have a/an _____ to study hard.

    • A. likelihood
    • B. obligation
    • C. promise
    • D. willingness

13. I played _____ with my friends.

    • A. certainly
    • B. permissively
    • C. promisingly
    • D. surely

14. You _____ study hard to pass the test and make it to the top.

    • A. could
    • B. might
    • C. should
    • D. would

15. My father is _____ proud to work hard for our family.

    • A. obligately
    • B. permissively
    • C. requisitely
    • D. willingly

Additional Activities

[illustration: Luis, a boy waving, with a speech bubble]

Hi! I am Luis. May I share to you the activities that I enjoy doing at home with my family? In the morning, I help my sister in doing some household chores. After that, I could use my gadget for two hours. I share it with my siblings as we play our favorite online games and explore educational videos. In the afternoon, I would go out with my father to the nearby river to catch fish. Then, I would help my mother in the garden by watering the plants and uprooting some unwanted weeds. Expecting that my cousins might come to play basketball with me, I need to ask her permission to join them. Indeed, my day would not be complete without these activities. How about you? What do you enjoy doing at home with your family?

Illustrated by: Gil C. Dayot Jr.

Activity 1: Of Chores I Can!

Write a short paragraph about the activities you enjoy doing at home with your family. Do not forget to use modal verbs, modal nouns, and modal adverbs in your sentences. Write your answer on a separate sheet of paper. In making a short paragraph, be guided by the rubrics.

Criteria	(10)	(8-9)	(6-7)	(4-5)	(2-3)
Writing Mechanics/ Content	Content has shown modal verbs, modal nouns, and modal adverbs with no error found either in spelling, punctuation, and grammar.	Content has shown modal verbs, modal nouns, and modal adverbs with 1-2 errors found either in spelling, punctuation, and grammar.	Content has shown modal verbs, modal nouns, and modal adverbs with 3-4 errors found either in spelling, punctuation, and grammar	Content has shown modal verbs, modal nouns, and modal adverbs with 5-6 errors found either in spelling, punctuation, and grammar.	Content has shown modal verbs, modal nouns, and modal adverbs with 7-8 errors found either in spelling, punctuation, and grammar.

Answer Key

[transcriber’s note: this page’s answer key table is printed upside down; entries are transcribed in their reading order]

What I Know

D 1. C 2. A 3. D 4. D 5. A 6. C 7. B 8. A 9. D 10. C 11. A 12. B 13. A 14. B 15.

Lesson 1 – Modal Verbs

What’s In

A 1. NA 2. A 3. A 4. A 5.

What’s New

Answers may vary

What’s More

Activity 1

Answers may vary

Assessment 1

D 1. B 2. C 3. A 4. C 5.

Activity 2

need to, can’t might, shouldn’t, should

Assessment 2

D 1. C 2. A 3. D 4. D 5.

Activity 3

Answers may vary

Assessment 3

D 1. A 2. A 3. C 4. C 5.

What I Have Learned

Answers may vary

What I Can Do

Answers may vary

Lesson 2 – Modal Nouns

What’s In

could 1. should 2. will 3. would 4. must 5.

What’s New

Answers may vary

What’s More

Activity 1

Assessment 1

Possibility Likelihood Necessity Willingness Promise Obligation Request Capacity Requirements Chance

Activity 2

Ability 1. Necessity 2. Responsibility 3. Willingness 4. Ability 5. Possibility 6. Obligation 7.

Assessment 2

Certainty 1. Responsibility 2. Permission 3. Ability 4. Possibility 5.

Activity 3

Necessity 1. Obligation 2. Ability 3. Chance 4. Promise 5.

Assessment 3

Answers may vary

What I Have Learned

Answers may vary

What I Can Do

Answers may vary

Lesson 3 – Modal Adverbs

What’s In

permission 1. ability 2. necessity 3. possibility 4. requirement 5.

What’s New

Answers may vary

What’s More

Activity 1

possibly 1. willingly 2. obligately 3. ably 4. promisingly 5. permissively 6. decidedly 7. requisitely 8.

Assessment 1

responsibly 1. likely 2. surely 3. certainly 4. necessarily 5.

Activity 2

C 1. A 2. D 3. F 4. B 5.

Assessment 2

D 1. C 2. C 3. B 4. A 5.

Activity 3

responsibly A. possibly B. ably C. necessarily D. willingly E.

Assessment 3

Answers may vary

What I Have Learned

Answers may vary

What I Can Do

Answers may vary

Assessment

C 1. A 2. C 3. A 4. A 5. A 6. D 7. D 8. D 9. D 10. B 11. B 12. B 13. C 14. A 15.

Additional Activities

Answers may vary

References

Caldito, A., 2020. LR Portal. [online] Deped LR Portal. Available at: <https://lrmds.deped.gov.ph/detail/15688> [Accessed 3 July 2020].

Murcia-Celce, Marianne, and Dianne Freeman-Larsen.1999. The Grammar Book: An ESL/EFL Teacher’s Course Second Edition. United States of America: Heinle & Heinle Publishers.

2020 Merriam-Webster, Inc.

For inquiries or feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph