English 10 Quarter 2 Module 4: Argumentative Texts – Modal Verbs and Modal Adverbs

English Quarter 2 – Module 4: Argumentative Texts: Modal Verbs and Modal Adverbs

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English

Quarter 2 – Module 4: Argumentative Texts: Modal Verbs and Modal Adverbs

[illustration: students studying outdoors and indoors, a teacher at a desk, a globe, and a lamp]

CO_Q2_English 10_ Module 4

English – Grade 10 Alternative Delivery Mode Quarter 2 – Module 4: Argumentative Texts: Modal Verbs and Modal Adverbs First Edition, 2021

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Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region

Office Address: Wangal, La Trinidad, Benguet Telefax: (074) 422-4074 E-mail Address: car@deped.gov.ph

Development Team of the Module

Writers: Lillian S. Pagulongan and Sherrylynn Jennifer S. Carantes Editor: Armi Victoria A. Fiangaan Illustrator: Alvin A. Sevilla Layout Artist: Rynwalter A. Paa Reviewer: Lillian S. Pagulongan – Division EPS-English Management Team: Estela L. Cariño, EdD, CESO III – Regional Director Carmel F. Meris – Chief Education Supervisor – CLMD Rosita C. Agnasi, Ed.D. – Regional EPS-LRMDS Benjamin Dio-al – Regional ADM Focal Person Juliet H. Sannad, Ed.D. – Chief Education Supervisor, CID, SDO-Baguio Armi Victoria A. Fiangaan – Division EPS-LRMDS

10

English

Quarter 2 – Module 4: Argumentative Texts: Modal Verbs and Modal 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 Teacher 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.

What I Need to Know

Do you know that you can use modal verbs and modal adverbs in writing your arguments? Now, learning about modal verbs and modal adverbs would let you write properly your argumentative text.

While working on this module, you are expected to:

MELC: Identify key structural elements, and language features of an argumentative text, e.g.: modal verbs: should, must, might, and modal adverbs: usually, probably, etc. (EN10G-IVA-32)

• Recall modal verbs and modal adverbs.

  
  

• Identify modal verbs and adverb modals as language features of an argumentative text

  
  

• To achieve the objectives of this module, remember to:

  
  

• read and follow the given instructions;

  
  

• answer or do the given activities and;

  
  

• use a separate sheet of paper for your answers or outputs.

  
  

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

Directions: Choose the modal verb or modal adverb to complete the sentence. Write the letter of the correct answer on your answer sheet.

1. Remember, you’re in a library, you _____ speak loudly.
   a. don’t have to b. mustn’t c. can’t d. shouldn’t have

   
   

2. Don’t forget to take an umbrella. It _____ rain later.
   a. might b. can c. should d. could

   
   

3. Betty _____ be ill. I’ve just seen her.
   a. can b. can’t c. has to d. have to

   
   

4. I was using my mobile phone a minute ago. It _____ be somewhere here.
   a. must b. have to c. could d. might

   
   

5. A man may be _____ friendly, yet malicious in heart.
   a. apparently b. arguably c. allegedly d. all in all

   
   

6. I will _____ call you tomorrow.
   a. definitely b. obviously c. exactly d. easily

   
   

7. I can _____ remember the place when I first met her.
   a. obviously b. exactly c. easily d. possibly

   
   

8. He can _____ help us solve the problem.
   a. exactly b. obviously c. probably d. easily

   
   

9. I _____ see a doctor immediately.
   a. should b. must c. can d. may

   
   

10. You should _____ take up that course.
    a. exactly b. possibly c. absolutely d. easily

    
    

11. I _____ tell my parents about my plans of going abroad.
    a. can b. shall c. should d. might

    
    

12. Is a type of essay that presents arguments about both sides of an issue.
    a. debate b. argumentative c. persuasive d. expository

    
    

13. This part of an argumentative text outlines the topic, provides background information necessary to understand your argument and presents the thesis statement.
    a. introduction b. body c. conclusion d. thesis

    
    

14. This part of an argumentative text usually comprises three or more paragraphs that explain the reasons why you support your thesis. This is where the writer backs up his claims with examples, research, statistics, studies, and text citations.
    a. introduction b. body c. conclusion d. thesis

    
    

15. This part of an argumentative text restates the writer’s thesis and summarizes all of the arguments made in body paragraphs.
    a. introduction b. body c. conclusion d. thesis

    
    

Lesson 1 Modal Verbs

What’s In

Directions: Identify the modal verbs found in the sentences below. Write your answers in your activity notebook.

1. Mobile phones can be used by students in schools positively and constructively.
2. School officials might come up with policies on the proper use of mobile phones.
3. Parents should monitor their children’s use of cellphones.
4. Students have to make sure that cellphones are used to enhance their learning and not to distract them.
5. The irresponsible use of cellphones among children may lead to undesirable results.

What’s New

Directions: Read the argumentative text below and answer the questions that follow.

Use of Mobile Phones in Schools

The use of mobile or cell phones in learning institutions, specifically schools, has elicited debate and bitter arguments, not only in the United States of America, but in the world as a whole. While part of society has supported the use of cellphones in schools, the other part has opposed their use bitterly. Mobile phone manufacturers, such as Apple and Samsung, have targeted students as their main market and thus they have designed various models with lots of features in order to attract them. Despite the fact that the use of mobile phones by students in schools can be used positively and constructively in order to enhance their learning, the same technological devices can be utilized negatively, which distracts them and their teachers and in turn disrupts the learning process. For instance, whilst the students can use mobile phones positively by accessing or downloading important academic materials from the worldwide web, the same can also be used to get access towards destructive pornographic or undesirable contents from online sources thus destroying students’ morals. There are various reasons as to why mobile phones should not be used by students in schools and other learning institutions through giving tangible evidence. There are various arguments from critics calling for the use of mobile phones in schools by the students.

[transcriber’s note: in the original, the words “can” (three times) and “should” in the article are underlined]

Source: “Argumentative Essay On The Use Of Mobile”. 2020. Studylib.Net. https://studylib.net/doc/7820730/argumentativeessay-on-the-use-of-mobile.

Questions:

1. What is the text all about?
2. What makes the use of mobile phones debatable?
3. Why do mobile phones attract students?
4. When do mobile phones can be used positively? negatively?
5. What are the modal verbs used in the text?

What is It

Modal Verbs are special verbs which behave irregularly in English. They are different from normal verbs like “work, play, visit…” They give additional information about the function of the main verb that follows it. They have a great variety of communicative functions.

[illustration: wheel diagram with the modal verbs CAN, MIGHT, HAVE TO, SHOULD, OUGHT TO, COULD and MAY around a central “Modal verbs” label]

Be guided by the table below:

Modal Verbs	Expressions	Examples
Can/Can’t (present) Could/Couldn’t (past)	ABILITY- to say someone has (or hasn’t) a particular ability.	● Lito can speak 5 dialects fluently, but she can’t speak English fluently.
Could/Might/May (present and future)	POSSIBILITY -to express possibility about the present or the future.	● It might be raining outside, you should take an umbrella with you. ● I may come and visit you after work. ● It could rain later, so I will bring an umbrella with me.
Must/ Must Have (present/past)	CERTAINTY – to express certainty.	● She speaks 5 dialects, so she must be clever.
Should/ought to/Must	ADVICE – to give advice.	● You should buy some new shoes. ● You ought to go to sleep early, you look tired. ● You must be careful and alert when driving alone.
Must/Have to	OBLIGATION – expresses strong obligation.	● You must finish your task by this afternoon. She has to feed her pet everyday.

What’s More

Activity 1: Directions: Fill in the blanks with appropriate modals: will, shall, would, should or can, could, may, might.

Milk is a nutritious food enriched with vitamins and proteins. We 1) _____ take milk regularly so that we 2) _____ not develop deficiencies of undernourishment in our body. The aged persons, children and patients 3) _____ take milk in sufficient quantity as it provides strength to their body. We 4) _____ supplement it with other elements of food like fruit, vegetables and pulses for proper growth of the body. But we 5) _____ consume milk of good quality only otherwise it 6) _____ cause harm to the body. We 7) _____ be very careful while selecting items of our food because there are chances that these 8) _____ be adulterated.

Source: Base, Knowledge, English Grammar, Sentence Correction, Sentence Formation, Modals modals

Activity 2: Directions: Complete the sentences using “should or should not” plus the appropriate verb from the list below.

wear start get listen read leave give up do question find spend eat

1. You _____ the shirt. It’s nicer than the jumper.
2. Students _____ to the teacher. They know the grammar better!
3. Children _____ some housework. It’s good to help the parents.
4. Recycling isn’t enough. You _____ less.
5. I think you _____ to work. You’ll avoid the traffic.
6. You _____ to everyone! People don’t know you, so they might give you bad advice.

Activity 3: Directions: Complete the conversation by using the appropriate phrase below.

could that work would like to book couldn’t make it should work for me can I have me would you like to may I help

A: Baguio Medical Center, Emma speaking. How _____ you?

B: Good afternoon, I _____ an appointment with Dr. Black for next week, preferably on Monday morning.

A: Let me check her schedule next week. Hmmm… I’m sorry, I’m afraid she won’t be at the clinic on Monday morning. but she has an opening in the afternoon at 3:00pm. _____ for you?

B. No, I _____. I work full-time, so it has to be either in the morning or in the evening. What about on Tuesday at 8:30am?

A: She’s busy at that time, but there’s an opening at 9:15am.

B. Great! That _____.

What I Have Learned

Modal 1) _____ are special verbs which behave irregularly in English. They give additional information about the 2) _____ of the main verb that follows it. They have a great variety of communicative functions.

The modal _____ expresses a general ability while _____ describes a past ability and expresses reported speech for can. On the other hand, the modal _____ expresses possibility, request or ask for permission and give permission.

What I Can Do

Directions: Complete the conversation between a PLDT representative and a customer. Supply the appropriate modal verbs to complete the lines.

[illustration: six-panel comic strip of a PLDT representative and a customer speaking]

Panel 1: PLDT, Loren speaking, How may I help you?

Panel 2: Good afternoon, _____ talk to a technical support?

Panel 3: What _____ be the problem Ma’am?

Panel 4: I am having an intermittent connection of my internet? I need to be online for my online class. so, _____ you help me with this problem?

Panel 5: _____ I transfer you to our technical team now Ma’am? For them to assist you properly with your concern.

Panel 6: Yes you _____ please. Thank you.

https://app.pixton.com/#/

Additional Activities

Directions: Fill in the blanks in the following sentences with appropriate modals.

Man 1 _____ live without food and water for some time, but he 2 _____ not live without air. We 3 _____ inhale pure, oxygenrich air. Breathing foul or polluted air 4 _____ cause chest-related problems. Exposure to cold air 5 _____ be avoided. When a person catches a cold, he 6 _____ take simple, light and easily digestible food. He 7 _____ avoid going out in cold under all circumstances. He 8 _____ keep his body warm by putting on woolen clothes.

Source: https://www.google.com/search?client=opera&hs=08g&q=worksheets+for+modals+with+answers&tbm=isch&chips=q:worksheets+for+modals+with+answers,online_chips:modal

Lesson 2: Modal Adverbs

What’s In

Directions: Recall what you have learned about modal verbs in Lesson 1. Fill in the blanks with the appropriate modal verbs.

1. She told me that she was unwell so she _____ not go to the office.
2. The visitors _____ not carry eatables with them in the hotel.
3. As he is in dire need of money, we _____ help him immediately.
4. _____ you please lend me your book for a week?
5. His son is not so brilliant in his studies but he _____ pass the examination.
6. I _____ be thankful to you if you help me at this time of need.
7. Drive fast lest you _____ miss the flight.
8. _____ you like to accompany us to the market tomorrow?
9. The lady has grown so old that she _____ not walk without a stick.
10. Had he worked hard, he _____ have passed the examination.

What’s New

Directions: Read the dialogue below and answer the questions that follow.

Bobby: I really might be campaigning to stop bullying in school. Lucas: Bullying can absolutely affect a person’s way of life. . Bobby: I could not seriously think of any solution to stop it. Lucas: I know, but we can definitely do some ways on how to prevent it. Dan: We can possibly give flyers to our schoolmates about the harmful effects of bullying. Bobby: Certainly, that is a good idea. However, I could not find it that effective. Lucas: We could not definitely stop bullying right away. But, slowly we could help in the campaign. Dan: I will certainly agree! Let’s help one another.

Questions:

1. What was the conversation about?
2. What do they want to do about it?
3. What particular action was suggested?
4. List down those words in italics? What do you call those words?

What is It

[illustration: “MODAL ADVERBS” word cloud with the words certainly, seriously, absolutely, obviously, clearly, really, probably, definitely, likely and possibly, with a cartoon girl wearing glasses]

Modal Adverbs are used to modify specific verbs that consist of a linking verb (verb of being) and sometimes another verb.

Here are examples of modal adverbs: probably, possibly, evidently, certainly, surely, undoubtedly, seriously, clearly, obviously

1. I will surely watch the Avengers movie.
2. It will probably rain this afternoon.
3. Ruben must seriously exert more effort in his studies to pass this final quarter.

What is MODALITY?

It is used in writing to express how definite you are about something.

Degrees of Modality

1. STRONG – uses the adverbs always and never, evidently, surely, seriously and undoubtedly
   Example: People should always wash their hands before eating. You will never graduate fi you will not study hard.
2. MODERATE – uses often, rarely, usually, sometimes, frequently, and occasionally
   Example: Mary rarely goes out to party. Arnold often takes a bath.

Some adverbs can be used to describe how likely it is that something will happen. These are called ‘adverbs of possibility.

Some of the most common adverbs of possibility are:

certainly	definitely	maybe	possibly
obviously	perhaps	probably	clearly

What’s More

Activity 1: Complete Me

Directions: Complete these sentences using the modal adverbs in the box. Use the most suitable word only once.

definitely certainly clearly precisely absolutely surely

1. If we will win next week’s game, we will _____ be on the finalist.
2. _____ our teacher will arrive before the google classroom starts.
3. Joey _____ made a big difference to the success of the class.
4. Alex was _____ too short to be allowed in the school basketball team.
5. President Rodrigo Roa Duterte _____ approved on the House Bill passed by the Congress.

Activity 2: Transform Me

Directions: Read the sentences below and transform them using modal adverbs. Use your activity notebook to write your answers.

1. I do my homework (strong).
2. I watch drama movies (strong).
3. I wash dishes (moderate).
4. I drink vitamins to make me strong (moderate).
5. I clean my room (moderate).

Activity 3: Remember Me

Directions: In the first sentence underline the MODAL VERB. Remember, modal verbs are made ‘negative’ by adding the word ‘not’. In the second sentence circle the MODAL ADVERB.

1. You can’t have said that to her!

   
   

2. Surely you can’t have said that to her!

   
   

3. I might easily tell you all about it.

   
   

4. I might just tell you all about it.

   
   

5. You shouldn’t have gone to so much trouble.

   
   

6. You really shouldn’t have gone to so much trouble.

   
   

7. I will call you tomorrow.

   
   

8. I will definitely call you tomorrow.

   
   

9. You can’t be serious!

   
   

10. You can’t possibly be serious.

    
    

What I Have Learned

Directions: Complete the paragraph below.

Modal 1) _____ are used to modify specific verbs that consist of a linking verb (verb of being) and sometimes another verb. Degrees of modality vary from 2) _____ or 3) _____.

What I Can Do

Directions: Give a one sentence stand or claim on the terms below. Identify the modal adverbs to be used from the list below.

certainly absolutely perhaps obviously probably clearly

Example:

1. Distance Learning
   Answer: Distance learning is certainly the way to continue education amidst pandemic.
2. Social Distancing
3. Covid 19 vaccine
4. Drug Addiction
5. Pandemic

Additional Activities

Directions: Imagine what school will be in the year 2030. Write a description of your ideas for a future school using modal verbs and modal adverbs (possibility). Be guided by the following questions below. Underline the modal verbs and modal adverbs you used in your text.

Guide questions:

1. How will children in the future get to school?
2. What lessons will they study?
3. How many will be in each class?
4. What will they do at break and lunch times?
5. What will they eat?
6. What will they do their work on? Tablets, laptops or something else?
7. Who will teach the children of the future? A person, a robot or even an alien?

RUBRICS (Essay Writing Activity)

CRITERIA	WELL DONE (10pts)	VERY GOOD (8pts)	GOOD (6pts)	GOOD ENOUGH (4pts)
Ideas	The essay is clear and focused. It holds the reader’s attention. Relevant details and quotes enrich the central theme.	The essay is mostly focused, and has some good details and quotes.	The writer is beginning to define the topic, even though development is still basic or general.	Topic is not well-defined and/or there are too many topics.
Organization	The organization enhances and showcases the central idea or theme. The order, structure of information is compelling and moves the reader through the text.	The essay (and paragraphs) are mostly organized, in order, and makes sense to the reader.	The organizational structure is strong enough to move the reader through the text without too much confusion.	Sentences within paragraphs make sense, but the order of paragraphs does not.
Sentence Fluency	The text uses almost all of the modal verbs and modal adverbs. Sentences are well built, with strong and varied structure that invites expressive oral reading.	The text uses most of the modal verbs and modal adverbs, and usually invites oral reading.	The text uses some of the modal verbs and modal adverbs, and invites oral reading.	The text uses limited of modal verbs and modal adverbs, seems choppy and is not easy to read orally.
Mechanics	The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability.	The write understands good writing conventions and usually uses them correctly. Paper is easily read and errors are rare; minor touchups would get this piece ready to publish.	The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability.	The writer seems to have made little effort to use conventions: spelling, punctuation, capitalization, usage, grammar and/or paragraphing have multiple errors.
Presentation	The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye.	The format only has a few mistakes and is generally easy to read and pleasing to the eye.	The writer’s message is understandable in this format.	The writer’s message is only understand able occasionally, and paper is messily written.

Source: https://www.uen.org/rubric/previewRubric.html?id=20123

Lesson 3: Argumentative Essay Using Modals

What’s In

Directions: Identification: Read and analyze the sentences below. Choose the correct modal verb to complete the sentence.

1. She told me that she was unwell so she _____ not go to the office.
2. The visitors _____ not carry eatables with them in the hotel.
3. As he is in dire need of money, we _____ help him immediately.
4. _____ you please lend me your book for a week?
5. His son is not so brilliant in his studies but he _____ pass the examination.
6. I _____ be thankful to you if you help me at this time of need.
7. Drive fast lest you _____ miss the flight.
8. _____ you like to accompany us to the market tomorrow?
9. The lady has grown so old that she _____ not walk without a stick.
10. Had he worked hard, he _____ have passed the examination.

What’s New

Directions: Read the presented argumentative essay below. Underline each modal (verbs and adverbs) used.

Cell phones have enabled Americans to travel with technology everywhere they go. This allows many users to access and share the radio bandwidth. What is more, cell phones also allow calls to be made in a wide geographical area. The user does not have to own the station. Being a subscriber is the only thing required. Cordless telephones are completely different from cell phones as they can be used only in the area of one personal base station.

Indisputably, ever since the emergence of cell phones, people can constantly keep in touch with their loved ones, regardless of the distance. One can reach almost everywhere without any difficulty. When in the past years, people were separated by distance for some reason, and it took forever to write, to send, and to deliver a single letter. Today, it takes a couple of quick clicks, and you see the face of your significant other, parent, or friend real-time! In addition, people can immediately get help in case

of emergencies. Furthermore, by means of mobile phones, people can lessen their boredom through listening to their favorite music or watching downloaded movies.

In general, the invention of cell phones has led to massive changes in the Philippines. In the main, people began to spend many hours talking on cell phones. Filipino culture has tremendously changed with the emergence of cell phones. Minor firms now market cell phone games, as well as video content aimed specifically to be watched on cell phones. Additionally, other creative functions have arisen, such as text messaging, Short Message Service (SMS), as well as fake talking (people pretend to converse using cell phones to fight fear and loneliness). In the situations when young people (men and women) are controlled in their capability to socialize, cellular phones have been helpful for social interaction.

Cell phones have an effect on Filipino’s built environment, especially through widespread advertising. Cell phones have grown to be popular in the Philippines, unlike the Internet. The latter, on the other hand, has caused digital division between various social classes. It is also recognized to be glamorous and inexpensive. The majority of the cell phone subscribers in the Philippines personalize and decorate their cell phones, bringing about folk-art cottage sector. The cell phone has grown to be some kind of art, whereby a cell phone user’s preference of phone and decoration serves as a sort of personal statement.

The emergence of the mobile cellular phone has as well brought about changes in various cultural norms in the Philippines. Industries, movie theaters, cafés, and parks are just a number of spaces where the suitability of cell phone discussions is unclear and doubtful. Cell phones prioritize socialization with people who are far away over those who share space.

Classrooms are also other sectors that have significantly changed in the Philippines due to the use of cell phones. Nowadays, the majority of students use cell phones in class, especially when it comes to text messaging and the internet. Students can now get information faster through the cell phones. This has significantly affected education standards since most of the students use cell phones to cheat during exams. But the reality is that cell phones have successfully turned into a powerful learning tool. All cell phones that were primarily used to engage students in class create personal computer access points that guarantee better academic results. A lot of schools all over the globe encourage a special policy that encourages students to bring their own devices in order to boost students learning abilities. Even though academic progress might be hurt when undergrads use their phones just to entertain, coupled with financial problems that exist in this or that region, well-arranged content access is absolutely beneficial.

Despite the presence of moderately small screen sizes, the majority of people in the Philippines have started watching TV on their cell phones. They prefer this way in order to distance themselves from jam-packed situations and also prioritize their attention. Regardless of the widespread recognition of the cell phones’ video technology, consumers are still cautious of two-way video, caused by anxieties about privacy and surveillance. The political sector in the Philippines has also changed tremendously as a result of cell phones. Cell phones have been utilized to mobilize followers for political causes. Protesters use their cell phones to send text messages to organize activities, as well as avoid the police.

Obviously, the whole range of advantages that we’ve just discussed make cell phone market in the Philippines is very dynamic and competitive. This has enabled expansion of international trade between the Philippines and other countries.

In conclusion, cell phones have enabled people to form their own micro-cultures. In the Philippines, people are changing cultural customs and values, and are greatly demonstrating consumers’ skills to repurpose and modify technology for their personal use. In my opinion, the invention called “a cell phone” has allowed people in the Philippines to protect their private relations from the culture in their surroundings. What is more, these devices have encouraged the existence of a great variety of complex but exclusive micro-cultures.

Questions:

1. What is the text all about?
2. What is the thesis statement of the text? 3. What is the conclusion in the text?

What is It

An argumentative essay is a type of essay that presents arguments about both sides of an issue. It could be that both sides are presented equally balanced, or it could be that one side is presented more forcefully than the other. It all depends on the writer, and what side he supports the most.

An argumentative essay is usually written in the five-paragraph structure. The argumentative essay format consists of an introduction, 2-3 body paragraphs, and a conclusion. Logically, each of those three sections will have a unique structure, so understanding them on an individual level will help ensure a smooth writing process. The thesis statement is part of the introduction. It is a concise, one sentence summary of your main point or claim.

Modal verbs and modal adverbs are used in writing argumentative essays or text to prove and to have a strong stand in a position you believed in.

MODALS and TONES: Use modals to soften your verbs. Example: The President must change his policy. (“must” is too strong) The President should change his policy.

We should control the TONE with MODALS. Remember that good writers are always aware of how their arguments sound. Certain words can help control the tone of the argument.

CONTROLLING TONE WITH MODALS

[chart: flowchart; CONTROLLING TONE WITH MODALS]

Asserting a Point Strong modals help writers to assert their main points. must, had better, ought to, and should

↓

Acknowledging an Opposing Point Weaker modals help writers make an opposing opinion sound weak. may, might, could, can, and would

Source: https://profjackelinemrtn.weebly.com/uploads/1/0/8/4/10843122/argumentative_essays.pdf

REASONS FOR USING MODALS

[chart: arrow diagram; REASONS FOR USING MODALS]

Strong modals help the writer’s opinion sound stronger. Weak modals make opposing views sound weaker.

Source: https://profjackelinemrtn.weebly.com/uploads/1/0/8/4/10843122/argumentative_essays.pdf

Modal verbs are often used to make the writer’s claims more or less tentative, i.e. to suggest that the writer thinks something is more or less probable. One of the weaknesses of student essays is making strong claims that cannot be supported. In these cases, it is useful to be able to vary the strength of a claim to suit the circumstances.

What’s More

Activity 1: Fill Me Up

Directions: Complete the paragraph below. Use the phrases in the box.

[transcriber’s note: the phrases below are printed in a box]

may be necessary / might react / can most easily be done / must indicate / will respond

When studying the advantages and disadvantages of learning methods, it _____ to place learners in artificial situations, in order to observe how they _____ to different stimuli. This _____ via electronic media (e.g. virtual reality). If the reaction is positive, this _____ the likelihood that learners _____ well in real life.

Activity 2: Strength of Claim

Directions: Arrange them by writing the numbers 1-3 in the beside the letters to indicate how strong the claim is (3 is the strongest).

_____ a. This may be the case where there has been a separation order, a decree nisi for divorce, a non-molestation order, or a separation agreement between the parties. _____ b. This might be the case with provocation, for example: there might be objections to some of the distinctions now drawn by the law. _____ c. It may well be the case that there is variation within one of these categories.

Activity 3: Fill in the gaps

Directions: In the following sentences fill in the gaps with appropriate modals.

1. It was clear that the two countries _____ have to compromise if the conference _____ not degenerate into a complete fiasco.
2. Of course, this measure [reforestation] _____ work only if it _____ accompanied by efforts to reduce tropical deforestation.
3. What _____ have happened if penicillin _____ not been discovered?

What I Have Learned

An _____ is a type of essay that presents arguments about both sides of an issue. It is usually written in the five-paragraph structure. The argumentative essay format consists of an _____, _____, and a _____. Modal _____ and modal _____ are used in writing argumentative essays or text to prove and to have a strong stand in a position you believed in.

What I Can Do

Activity: Believe me, it’s a FACT

Directions: Writing Pro and Con Statements. Below is a dialogue between two friends. Complete the dialogue by supplying the modal verb or adverb.

John: In this time of pandemic where we use distance learning, I need to be creative with my studies.

Dale: Well, I agree with you, but I _____ miss face to face classes.

John: I know. However, we _____ not go against the health protocol. We _____ learn from home.

Dale: Learning from home is difficult for me. I think I _____

---

John: Well, you are _____

---

Assessment

Directions: Choose the letter of the correct answer.

1. Is a type of essay that presents arguments about both sides of an is sue.
   a. Debate b. argumentative c. persuasive d. expository
2. Argumentative essays all depend on the ___, and what side he or she supports the most.
   a. Writer b. Listener c. Speaker d. Reader
3. Both sides of an argumentative essay could be presented as _________ balanced.
   a. unequal b. both c. equally d. competitively
4. Good writers need to control their _______ making them aware of how their arguments sound.
   a. tone b. speed c. reaction d. emotion
5. An argumentative essay can be started by asking a question. Is this statement true or false?
   a. False b. True c. Both d. It depends

B. Directions: Choose the modal verb or modal adverb to complete the sentence. Write the letter of the correct answer on your answer sheet.

6. Remember, you’re in a library, you _______ speak loudly.
   a. don’t have to b. mustn’t c. can’t d. shouldn’t have
7. Don’t forget to take an umbrella. It ________ rain later.
   a. might b. can c. should d. could
8. Betty ______ be ill. I’ve just seen her.
   a. can b. can’t c. has to d. have to
9. I was using my mobile phone a minute ago. It ________ be somewhere here.
   a. must b. have to c. could d. might
10. A man may be ______ friendly, yet malicious in heart.
    a. apparently b. arguably c. allegedly d. all in all
11. The investment is a ___________ thing.
    a. certain b. plausible c. sure d. certainly
12. The bailiff _____________ had a grip on the prisoner’s arm.
    a. sure b. certainly c. certain d. plausibly
13. This part of an argumentative text outlines the topic, provides background information necessary to understand your argument and presents the thesis statement.
    a. introduction b. body c. conclusion d. thesis
14. This part of an argumentative text usually comprises three or more paragraphs that explain the reasons why you support your thesis. This is where the writer backs up his claims with examples, research, statistics, studies, and text citations.
    a. introduction b. body c. conclusion d. thesis
15. This part of an argumentative text restates the writer’s thesis and summarizes all of the arguments made in body paragraphs.
    a. introduction b. body c. conclusion d. thesis

Answer Key

[transcriber’s note: this page is printed upside down; the section labels and answer lists below are transcribed in reading orientation. Column layout of the answer key is approximate.]

Lesson 3

POST ASSESSMENT

1. b
2. a
3. d
4. a
5. b
6. b
7. a
8. b
9. b
10. a
11. d
12. b
13. a
14. b
15. c

WHAT I HAVE LEARNED

1. Argumentative essay
2. Introduction
3. 2-3 body paragraphs
4. conclusion
5. verbs
6. adverbs

WHAT’S MORE?

Activity 1

1. may be necessary
2. might react
3. can most easily be done
4. must indicate
5. will respond

Activity 2

1. This might be the case with provocation… (weakest)
2. separation order…
3. This may be the case where there has been a ●
4. It may well be the case that… (strongest)

Activity 3

1. must-will
2. can – will be
3. could – have

Lesson 2

WHAT’S IN?

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

WHAT’S NEW?

1. It is all about school bullying.
2. They can have a campaign
3. They may give flyers to their schoolmates.
4. Really, absolutely, seriously, definitely, certainly. Those are all modal adverbs.

WHAT I CAN DO

1. I would like to book
2. I can’t make it
3. That works for me

A.1

1. should wear
2. should not question
3. should do
4. should get
5. should leave
6. should not listen

A.2

1. may I help
2. would like to book
3. could that work
4. couldn’t make it
5. should work for me

A.3

WHAT’S MORE?

Activity 1

1. Surely
2. Definitely
3. Clearly
4. Obviously
5. Certainly

Activity 2 (answers may vary)

Activity 3

1. can’t, 2. surely
2. could, 2. just
3. should, 2. really
4. will, 2. definitely
5. can’t, 2. possibly

WHAT I HAVE LEARNED

1. Adverbs
2. Strong
3. Moderate

VERB vs ADVERB

1. can’t, 2. surely
2. could, 2. just
3. shouldn’t, 2. really
4. will, 2. definitely
5. can’t, 2. possibly

ADDITIONAL ACTIVITIES

Lesson 2: ADDITIONAL ACTIVITIES (essay writing, answers may vary)

[transcriber’s note: the essay paragraphs printed on this page are upside down and are partly obscured by the page layout; the following is a best reading.]

The political sector of the Philippines has also changed tremendously as a result of cell phones. Cell phones have been utilized to mobilize followers for political causes. Protesters use their cell phones to send text messages to organize activities, as well as avoid the police.

Classrooms are also other sectors that have significantly changed in the Philippines due to the use of cell phones. Nowadays, the majority of students use cell phones in class, especially when it comes to text messaging and the internet. Students can now get information faster through the cell phones. This has significantly affected education standards since most of the students use cell phones to cheat during exams. But the reality is that cell phones have successfully turned into a powerful learning tool when undergrads use their cell phones just to entertain, coupled with financial problems [?]. In order to boost students learning abilities, even though academic progress might be [?] the globe developed a special policy that encourages students to bring their own devices [?].

In conclusion, cell phones have enabled people to form their own micro-cultures. In the Philippines, people are changing cultural customs and values, and are greatly demonstrating consumers, skills to repurpose and modify technology for their personal use. In my opinion, the invention called “a cell phone” has allowed people in the

Lesson 1

WHAT I KNOW

1. b
2. a
3. b
4. b
5. a
6. a
7. b
8. c
9. b
10. c
11. c
12. b
13. a
14. b
15. c

WHAT’S IN?

1. can
2. might
3. should
4. have to
5. may
6. can
7. should
8. have to

[transcriber’s note: the “What’s In?” list is printed in a rotated column; the item order and wording above are a best reading.]

WHAT’S NEW?

1. completely
2. can
3. indisputably
4. can
5. can
6. can
7. tremendously
8. specifically
9. can
10. significantly
11. might
12. moderately
13. tremendously
14. very
15. greatly
16. difficulty

B. 1. The use of cellphones in the Philippines

1. The use of mobile or cell phones
2. There are some who have phones
3. Supported the use of cellphones
4. In schools and some who have
5. Opposed their use bitterly
6. Because of various models
7. Students can use mobile phones
8. With lots of features
9. Phones positively by accessing
10. Or downloading important
11. Academic materials from the
12. Worldwide web; it can be used
13. Negatively pornographic or
14. Undesirable contents from
15. Online sources thus destroying
16. Students’ morals; should can

WHAT I HAVE LEARNED

1. verbs
2. function
3. can
4. could
5. may
6. might
7. can
8. should
9. have to
10. should
11. …

A.1

1. can
2. could
3. should
4. can
5. should
6. can
7. should
8. have to

WHAT’S MORE?

Activity 1

1. can
2. might
3. should
4. have to
5. may
6. can
7. should
8. have to

Activity 2 (answers may vary)

Activity 3

1. can, 2. could
2. should, 3. might
3. may, 4. would

ADDITIONAL ACTIVITIES (comic strip creation)

1. can
2. could
3. should
4. can
5. should
6. can
7. should
8. have to

[transcriber’s note: the comic strip creation instructions and the exact layout of this section could not be read reliably from the rotated page.]

References

“Argumentative Essay On The Use Of Mobile”. 2020. Studylib.Net. https://studylib.net/doc/7820730/argumentative-essay-on-the-use-ofmobile.

Base, Knowledge, English Grammar, Sentence Correction, Sentence Formation, Modals modals, Knowledge Base, English Grammar, Solved Exercises, and Modals modals. 2020. “Exercises For Practice For Use Of Modals | Lessons24x7”. Lessons24x7.Com. https://www.lessons24x7.com/usage/modals- types-exercises-for-practicefor-use-ofmodals/.

“MODAL VERBS”. 2020. Prezi.Com. https://prezi.com/uk5prewl25ci/modalverbs/.

“Google”. 2020. Google.Com. https://www.google.com/.

Comics, Pixton. 2020. “Log Into Pixton”. Pixton EDU. https://app.pixton.com/#/.https://app.pixton.com/#/.

2020. Pinon.Sdf-Eu.Org. http://pinon.sdfeu.org/work/pinon_maa_ho.pdf. “Basic Essay Writing Rubric”. 2020. Uen.Org.

“Rubric – UEN”. 2020. Uen.Org. https://www.uen.org/rubric/previewRubric.html?id=2 0123.

2020. Profjackelinemrtn.Weebly.Com. https://profjackelinemrtn.weebly.com/uploads/1/0/8/4/10843122/argumentativ e_e

“Order”. 2020. Apessay.Com.

“Find Top Expert In Field And Ease Your Study”. 2020. Apessay.Com. https://apessay.com/order/?rid=fded7f4d138bdb8d&edugram_request_id=5f61f0e 5f3 7531.11310076&clck=1.

“Irubric: Create Your Own COMIC (Modal Verbs) Rubric – FX59339: Rcampus”. 2020. Rcampus.Com. https://www.rcampus.com/rubricshowc.cfm?code=FX59339&sp=yes&.

Sarikas, Christine. 2020. “3 Strong Argumentative Essay Examples, Analyzed”. Blog.Prepscholar.Com. https://blog.prepscholar.com/argumentative- essay-examples.

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