Republic of the Philippines

Region X
XAVIER ACADEMY of INITAO
Poblacion, Initao, Misamis Oriental
Teachers’s Learning Plan
Sy: 2020-2021

ENGLISH 9

First Quarter

Lesson 1: Modal Verbs , Permission, Prohibition, Obligation

Competency: Express permission, obligation, and prohibition using modals

Concept Notes

Modal verbs

The modal verbs are:

can will could

may might

must should

shall would

We use modals to show if we believe something is certain, possible or impossible:

My keys must be in the car.

It might rain tomorrow.

That can't be Peter's coat. It's too small.

We also use them to do things like talk about ability, ask permission, and make
requests and offers:
I can't swim.

May I ask a question?

Could I have some tea, please?

Permission

Asking for permission

We use can to ask for permission to do something:

Examples:

Can I ask a question, please?

Can we go home now?

could is more formal and polite than can:

Examples:

Could I ask a question, please?

Could we go home now?

may is another more formal and polite way of asking for permission:

Examples:

May I ask a question, please?

May we go home now?

Giving permission

We use can to give permission:

Examples:

You can go home now.

You can borrow my pen if you like.

may is a more formal and polite way of giving permission:

Examples:

You may go home now.

We use can to say that someone has permission to do something:

Examples:

We can go out whenever we want.

Students can travel for free.

may is a more formal and polite way of saying that someone has permission:

Example:

Students may travel for free.

Refusing permission

We use can't and may not to refuse permission or say that someone does not have
permission:

Examples:

You can't go home yet.

Students may not travel for free.

 Modal verbs of obligation

Modal verbs part 2 - obligation :

must, have to, should and ought to

There are two types of modal verbs of obligation;

•those that primarily express a firm obligation or necessity - must and have to

•those that express a recommendation or moral obligation - should and ought to

Firm obligation, etc. - must and have to

The verb must only exist in the simple present and present perfect forms.

While the present form can express obligation, necessity, certainty or strong
probability, the present perfect forms only express a strongly felt opinion or
supposition.

All persons Present Present perfect

Affirmative must must have

Negative must not, mustn't must not have, mustn't have

If other tenses are required, the speaker or writer must use forms of the synonymous
modal verb "have to" .  This modal auxiliary has all normal tenses, including
progressive or continuous forms; these are not common, but need to be used in some
cases.

Principal
Present Present perfect Past Future
tenses
 has to, has had to
Affirmative: had to will have to
have to have had to

does not have

to,
did not have
do not have to
has not had to to will not have to
Negative; ,
have not had to didn't have to won't have to
doesn't have
*
to
don't have to

has been having was having

Progressive am having to
to to
or is having to, will be having to
have been having were having
continuous are having to
to to

* The form "had not to" is sometimes used, but it is generally considered to be archaic.

Got to :

In spoken English, and in the present form only, have to is often substantiated by the
word got;

For example an alternative to I have to is I've got to.

For more on this, see Get and got

Examples of must and have to being used to express :

a. Firm obligation or necessity

b. Certainty or strong probability.

c. Must have only : supposition

a1) You must see a doctor at once !

a2)  I have to be at school tomorrow at 8 a.m. I have an exam !
a21) I've got to be at school tomorrow at .....
a3)  You mustn't touch that plate, it's too hot.
a4)  I had to see a doctor, because I felt very sick.
a5)  I had to break the window ! I lost my key !
a6)  The manager isn't here, he's had to go to Paris on urgent business.
a7)  Tomorrow the President will have to open Parliament.
a8)  She's having to move because she can't stand the noise.
a9)  I'm having to take out this detonator very slowly, to avoid an explosion.
a10)  Oh you're so kind!  You didn't have to do it as well as that !

b1)  He must be over eighty, he was born in 1930.

b2)  If my brother's not in London, he has to be in New York.
b3)  I've got all the right answers, I must be one of the winners !
b4)  If I remember correctly, it has to be here.

c1)  I can't find my laptop, I must have left it in the train.

c2)  If they're out, they mustn't have heard the news.

Attention !  
Take care to distinguish correctly between  "had to" and "must have"

They had to go to London

   = They were obliged to go to London
They must have gone to London.  
   = In my opinion, they have certainly gone to London.

► Other uses of the verb have: see the verb to have.

Recommendation or moral obligation - should and ought to 

The verb should only exists in the simple present, and present perfect forms
 
Forms of should

All persons Present Present perfect

Affirmative should should have

should not,
Negative should not have,  shouldn't have
shouldn't 

The verb ought to only exists in simple present and present perfect forms
  Forms of ought to

All persons Present  Present perfect

Affirmative ought to ought to have

ought not to,  oughtn't

Negative ought not to have,  oughtn't to have
to

Should and ought to are more or less synonymous

Examples:
a1) You should stop smoking ( = You ought to stop smoking.)
a2)  It's raining hard, the children ought to come indoors.
a3)  I didn't know you were married ! You ought to have told me !
a4)  If you'd wanted to succeed, you should have worked harder at school.
a5)  This pullover's got holes in it, I should get a new one.
a6)  This pullover's got holes in it, I ought to get a new one.
a7)  That's awful ! You really oughtn't to have done that, you know !

Modal Verbs 1: Permission, Prohibition, Obligation, No obligation

When we want to express permission, prohibition (not allowing something), obligation
or no obligation we use modal verbs.

Permission – can, may, could

'Can' is most often used to ask for or give permission but 'may' and 'could' are also
possible even though they are not used as often as 'can'.

Can I borrow a pen?

You can sit here, the seat is free.

Could I open the window?

May I ask a question?

Prohibition

'Can't' and 'mustn't' (must not) are used to show that something is prohibited (not
allowed)

You can't go into that restaurant without a tie.

You can't drive in this country unless you are over eighteen.

You mustn't use your phone in class.

'Can't' usually gives the idea of something that is against the rules. Mustn’t usually
means that it is the speaker who is setting the rule.

Obligation

'Have to' and 'must' are both used to express obligation. There is a slight difference in
the way that they are both used.

'Have to' shows that the obligation comes from someone else, not the speaker. This is
usually referring to a rule or law.

We have to be at the airport at least two hours before the flight.

I have to work on Saturday.

They have to wear their uniforms at school.

'Must' shows us that the obligation comes from the speaker.

I must hand in my thesis by tomorrow.

I really must call my parents.

Here is an example of the difference between 'have to' and 'must':

My doctor said that I have to stop smoking or I'll risk serious problems. (I have no
choice)

I must stop smoking. It’s costing me too much money. (it’s my decision)

We use 'don't have to' to show that there is no obligation. You can do something if you
want but it is not an obligation.

You don't have to wear a tie to go to that restaurant but it would be nice.

You didn't have to call for me. I could have got a taxi.

Students don't have to wear uniforms to school.

Supplementals:

https://www.ecenglish.com/learnenglish/lessons/modal-verbs-1-permission-prohibition-
obligation-no-obligation

http://esl.fis.edu/grammar/rules/modal.htm

https://www.youtube.com/watch?v=Nk9nQwoCFig

https://learnenglish.britishcouncil.org/grammar/intermediate-to-upper-
intermediate/modals-permission-and-obligation

Exercise 1. Choose the correct verb for these sentences:

1. You ___ come to the meeting but it would help us all if you’re there.
 o don't have to
o mustn't

2. I can’t get a connection on my phone. ___ I borrow yours?

o have to
o can

3. The rules say that you ___ only invite one guest to the club.

o Can
o have to

4. I ___ stay on for a few hours because I’d rather work late today than over the
weekend.

o Must
o have to

5. There’s a lot of noise coming from outside. ___ I close the window?

o Must
o Could

6. You ___ start saving money if you want to retire early.

o have to
o can

7. Did they tell you that you ___ come into this area. It’s restricted to staff only.

o don't have to
o can't

8. We ___ be there fifteen minutes before the concert starts.

o have to
o can

9. You ____ worry about me. I'll be fine.

o mustn't
o don’t have to
10. You _____ wear a tie in our office but some people like to dress more formally.

o don't have to
o mustn’t

Exercise 2. Open this link https://www.grammar-quizzes.com/modalquiz.html then,

read and answer the questions.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Exercise 3: In negotiating business with private and public agencies, one follows
certain rules in the use of verbal expressions and in behavior. Basic to these rules is the
rule of politeness and courtesy. Choose a private agency. Use modals and nonverbal
behavior in your skit. Be sure to use modals that express permission, obligation, and
permission. You may write business such as one of the following:
1. applying for a job

2. making inquiries

3. voicing a complaint

4. asking for a signature

5. delivering a business message

 Republic of the Philippines
Region X
XAVIER ACADEMY of INITAO
Poblacion, Initao, Misamis Oriental
Teachers’s Learning Plan
Sy: 2020-2021

ENGLISH 9

First Quarter

Lesson 2: Expressing Arguments

Competencies: Use conditionals in Expressing Arguments

Concept Notes

When expressing arguments, you need to be able to use conditionals to present

possible scenarios. Typically, conditionals are expressed using the if/when…then
structure. The if/when clause gives the antecedent, while the remaining clause is the
consequence.

The 4 Types of Conditionals

 

Conditional sentences have two clauses:  a condition (if...) and a result.  The verb
tenses used in each clause depends on whether the speaker thinks the result is
probable (real) or only exists in the imagination (unreal).
 
An argument is a series of statements, one of which is the conclusion, the rest of

which are premises, such that the premises allege to provide ground or reason to
believe

the conclusion is true. Arguments have no truth value, they are neither true nor false
(though

the statements that comprise them have a truth value). They are good or bad,
persuasive

or unpersuasive, etc. Above all, they are not statements or propositions, neither atomic

nor compound. They are sets of propositions. Every argument contains an inference,

an act of drawing a conclusion from the premisses. It is marked formally by

words like 'therefore,' 'hence, 'so,' 'consequently.' An argument asserts the premisses

and it asserts the conclusion (typically).

A conditional is a compound proposition; it is either true or false. It contains an

antecedent

and a consequent. There is no inference. It asserts neither antecedent nor consequent.

So 'If I am president, then I am commander and chief,' asserts neither that I am
president

nor that I am commander and chief. It is NOT the argument 'I am president; so I am
commander

and chief.' The semantics of conditionals is controversial, but, for the material (non-
subjunctive)

conditional (like the above example), it is often said that it asserts that it is not the

case that the antecedent is true and the consequent is false. So the above conditional

is equivalent to the disjunction 'Either I am not president or I am commander and

chief.'

Argument: a sequence of two or more statements of which one is designated as the

conclusion and all the others of which are premises.

Conditional statement: an “if p, then q” compound statement (ex. If I throw this ball
into the air, it will come down); p is called the antecedent, and q is the consequent. A
conditional assert that if its antecedent is true, its consequent is also true; any
conditional with a true antecedent and a false consequent must be false. For any other
combination of true and false antecedents and consequents, the conditional statement
is true.

Conditional clauses -
Conditional sentences consist of a main clause and a conditional clause (sometimes
called an if-clause). The conditional clause usually begins with if or unless. The
conditional clause can come before or after the main clause.

 We’ll be late if we don’t leave now.

 We’ll be late unless we leave now.

 If we don’t leave now, we’ll be late.

  Unless we leave now, we’ll be late.

There are three main types of conditional sentence. Type 1The main clause uses will,
can, may, or might + the base form of a main verb. The if-clause uses the present
simple tense.

 If you take the first bus, you’ll get there on time.

 She’ll be cold if she doesn’t wear a coat.

 If you need more helpers, I can try and get some time off work.

Type 1 sentences refer to the future. They suggest that the action in the main clause is
quite likely to happen.

 They will not finish their homework unless they start now.

 If you book early, you will get a seat.

The use of the modal verb may or might in the main clause suggests that there is some
doubt whether the main verb action will be achieved.

 If you book early, you may get a seat.

 Mary might deliver your parcel, if you ask her.

Type 2The main clause uses would, could, or might + the base form of a main verb.
The if-clause uses the past simple tense

 If Jim lent us his car, we could go to the party.

 We would save £3.50 a day if we didn’t eat any lunch.

 If burglars broke into my house, they wouldn’t find any money.

  Would you be very angry if I failed my exam?

or the past subjunctive.

 If I were you, I’d phone her straight away.

Type 2 sentences refer to an imaginary situation. They imply that the action in the if-
clause will probably not happen.

 If I won the lottery, I would buy a house in France.

(…but I don’t think I’ll win the lottery.)

 If you didn’t spend all your money on lottery tickets, you could afford a holiday.
(…but you do spend all your money on lottery tickets.)

The past subjunctive is often used when giving advice to someone, especially about
what the person should do.

 If I were you, I’d tell them the truth.

Type 3

The main clause uses would, could, or might + have + the past participle of a main
verb. The if-clause uses the past perfect tense.

 We could have had a longer holiday, if we hadn’t spent so much money on the
house.

 If I had known about the exam, I would have paid more attention in class.

In Type 3 sentences the speaker is looking back from the present to a past time and
event. The speaker is talking about what might have happened but did not, either
because the wrong thing was done or because nothing was done. This type of sentence
is used when making excuses, showing regret, blaming, or giving an explanation.
Conditional clauses can also be used to talk about consequences, or to give an opinion
about a situation in the following ways:

 The if-clause uses the present simple tense and the main clause uses the present
simple tense. This is used to refer to universal truths.

 If you heat water to 100°C, it boils.

 Plants die if they don’t get enough water.

 The if-clause uses the present simple tense and the main clause is in the
imperative. This is used to give advice or orders for particular situations or sets
of circumstances.

 If the alarm goes off, make your way outside to the car park.

 If a red light shows here, switch off the machine.

 The if-clause uses the present continuous or present simple tense and the main
clause uses a modal verb. This is used to make suggestions and give advice.

 If you’re thinking of buying a lawnmower, you could try mine first.

 You should turn down his radio if you don’t want the neighbours

 to complain.

 The if-clause uses will/would and the main clause uses a modal verb.

This is used to make a request or to give a polite order.

 If you’ll wait a minute, the doctor can see you.

 If you would sign here, please, I’ll be able to send you the books.
Note that a ’d in the main clause is the contracted form of would. However, a ’d in an if-
clause is the contracted form of had.

 I’d have gone if he’d invited me.

 I would have gone if he had invited me.

 I would’ve gone if he’d invited me.

In the main clause the contracted forms of the modals used in speech and informal
writing are:

I’d have o I would’ve

r

I could’ve        I might’ve

Conditional Sentences are also known as Conditional Clauses or If Clauses. They are
used to express that the action in the main clause (without if) can only take place if a
certain condition (in the clause with if) is fulfilled. There are three types of Conditional
Sentences.

Conditional Sentence Type 1

→ It is possible and also very likely that the condition will be fulfilled.

Form: if + Simple Present, will-Future

Example: If I find her address, I’ll send her an invitation.

Conditional Sentence Type 2

→ It is possible but very unlikely, that the condition will be fulfilled.

Form: if + Simple Past, Conditional I (= would + Infinitive)

Example: If I found her address, I would send her an invitation.

Conditional Sentence Type 3

→ It is impossible that the condition will be fulfilled because it refers to the past.

Form: if + Past Perfect, Conditional II (= would + have + Past Participle)

Example: If I had found her address, I would have sent her an invitation.

Exceptions

Sometimes Conditional Sentences Type I, II and III can also be used with other tenses.

Supplementals: http://home.sandiego.edu/~baber/logic/conditionals.html

https://www.slideserve.com/benjamin/sv-chapter-6-arguments

Exercise 1: Write a paragraph to express an opinion, recommendation, or argument

on the following issues using the appropriate expressions accurately to reflect how you
feel.

1. Giving to street beggars

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________

2. The use of Filipino as a medium of instruction

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. the continuation of political dynasties in the Philippines

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

4. Relocating informal settlers to the provinces

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

5. Using fake designer products such as bags, shoes, and clothes

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 Exercise 2: Partyvorbereitung

Some friends are planning a party. Everybody wants to party, but nobody's really keen
on preparing and organising the party. So everybody comes up with a few conditions,
just to make sure that the others will also do something.

Complete the Conditional Sentences Type I.

1. If Caroline and Sue the salad, Phil the house.

2. If Sue the onions for the salad, Caroline the

mushrooms.

3. Jane the sitting room if Aaron and Tim the

furniture.

4. If Bob up the kitchen, Anita the toilet.

5. Elaine the drinks if somebody her carry the bottles.

6. If Alan and Rebecca the food, Mary and Conor

the sandwiches.

7. If Bob after the barbecue, Sue the guests in.

8. Frank the DJ if the others along their CDs.

9. Alan the drinks if Jane him some of her cocktail

recipes.

10. If they all their best, the party great.

Exercise 3: Decide whether the following Conditional Sentences are Type I, II or II.
1. If he had dropped the vase, it would have broken.
Type I Type II Type III
2. If you have to do the washing up, I will help you.
Type I Type II Type III
3. If I had a hammer, I'd hammer in the morning ... (song)
Type I Type II Type III
4. I wouldn't run away if I saw a spider.
Type I Type II Type III
5. We'd have given you a lift if you hadn't had your bike with you.
Type I Type II Type III
6. If you had listened to me, the accident wouldn't have happened.
Type I Type II Type III
7. If we don't get tickets for the concert, we'll stay at home.
Type I Type II Type III
8. They'd go by bus if they didn't have a car.
Type I Type II Type III
9. She'll hear us if you don't stop laughing.
Type I Type II Type III
10. He wouldn't have taken the bread if he hadn't been hungry.
Type I Type II Type III

Exercise 4: Think of a situation you feel strongly about. Use conditional sentences in
your composition. Remember to use the principles of forming an argument when you
write.
 Republic of the Philippines
Region X
XAVIER ACADEMY of INITAO
Poblacion, Initao, Misamis Oriental
Teachers’s Learning Plan
Sy: 2020-2021

ENGLISH 9

First Quarter

Lesson 3: Communicative Styles

Competency: Employ the appropriate Communicative styles for various situations

Concept Notes

The way you communicate with others has an effect on how your message will be
received by your listener. Knowing what kind of communicative style to use in different
situations will also help you persuade your listener, avoid conflict, and carry a
conversation more confidently. Study the following types of communicative styles:

1. Intimate- this style of conversation is used between people who know each other
well. Sometimes, the speaker only uses a few words to be able to convey his/her
message to the listener. Non-verbal communication like facial expressions and gestures
are used in the intimate communicative style.

2. Casual- it is an informal kind of communicative style that is often used with friends
or family members. We use casual communication when we text, call, or chat with
someone who is close to us. The speech is not prepared ahead of time. In casual
conversation, slang words and colloquialisms may be used. Grammar is simplified in this
type of communicative style.

3.Consultative- Polite words are used in the consultative communicative style. We use
the standard rules of grammar when speaking in consultative communicative style. This
is often characterized by the speaker giving background information about the topic as
the listener participates in the conversation and gives feedback about it.
4. Frozen- this communicative style is prepared beforehand. Often, there is almost no
interaction; if there is no interaction, it is formulaic and symbolic.

5. Conversational- is a normal talk between friends and families. It is the most

common kind of conversation in our daily lives.

Supplementals:

https://oralcom.wordpress.com/2016/10/14/types-of-speech-styles/

https://examples.yourdictionary.com/examples-of-jargon.html

https://www.youtube.com/watch?v=rd0QD686FVc

Exercise 1. Among the five communicative styles, what do you think is the most
important? Why? (15 pts.)
Exercise 2: Look at these five types of language styles. Can you think of an example
for each of them? Which styles do you use at work?
1. Frozen
 Language that does not change:
o Prayers and pledges, "set" speech which is often scripted
o _____________________________________________

2. Formal
 Complete sentences and specific word usage:
o Formal English often used to show respect used in places such as work, school and
public offices
o ___________________________________________________________

3. Consultative
 Formal register used in conversation:
o Language of conversations with colleagues, peers, etc.
o ______________________________________________________________

4. Casual
 Language used in conversation with friends:
o Idiomatic and often full of slang, used to signal belonging to a given group
o _____________________________________________________________

5. Intimate
 Language between close family members:
o "Private" language full of codewords only known to the members
o ________________________________________________________________
Exercise 3: Here are some phrases that belong to different communicative situations,
such as “greeting”, “complaint” and “encouragement”. Copy & paste them into the
right category:

Republic of the Philippines

Region X
XAVIER ACADEMY of INITAO
Poblacion, Initao, Misamis Oriental
Teachers’s Learning Plan
Sy: 2020-2021

ENGLISH 9
 Second Quarter

Lesson 4: Social Issues, concerns, or dispositions in real life

Competencies: Make connections between texts to particular issues, concerns, or

disposition in real life

Concept Notes

Social Issues as Theme

Literature has always been one effective way to explore and address social issues in
human culture. Stories, plays, and other types of fictional media often have some social
or cultural concern embedded in the thematic background of a narrative.

A social issue is some problem or concern connected to a larger issue that affects
society in general. Often, the social issues brought forward in fiction reflect
contemporary concerns in the author's own world. This type of issue in literature often
shows up as a theme that affects the plot and outcome of the story. In this lesson, we'll
take a look at the best way to identify and narrow our focus to the social issues
portrayed in literature with a few examples.

Locating the Social Issues

Before looking at some examples of social issues in famous works, we must first
understand how we can identify and understand the social issues brought up.
  It is important to remember that as you read, new issues will be revealed. It is
important to make notes while reading and, of course, read the entire book.
 Ask yourself how the plot line is affected by aspects of the world depicted in the
story.
 Determine which aspects of societal problems in the fictional world change the
actions of the characters and the outcome of the narrative.
 Consider the contemporary social issues operating in the world of the author.

After exploring these questions in your mind (or on paper), you should be able to
clearly state a theme, perhaps something like 'how total control by a government can
change the way citizens view their world.' Then you know that you understand the idea
of social issues underlying the narrative. Let's now look at some famous pieces of
literature and the social issues the author writes about.

Using the Future to Look at the Present

George Orwell's classic dystopian novel 1984 is an example of an author expressing

concern about cultural and political trends in the form of a warning about how the
future might develop. The task for the reader in finding the thematic social issue is to
narrow focus on the meaning of the world the main character, Winston, inhabits. The
term 'dystopian' refers to a projection of the future that is negative in nature. Orwell's
famous novel describes an impersonal and dangerous future society in which everything
is both provided for and controlled by a central, totalitarian government.

Written in 1949, after World War II and before the height of the political Cold War,
Orwell wanted to raise awareness of the dangers of any totalitarian regime. Having
witnessed the rise of extreme political control in countries like Russia, the author hoped
his fictional portrayal of a world with no individuality and no privacy would serve as a
warning to the Western world about the importance of individual freedom.
 Republic of the Philippines
Region X
XAVIER ACADEMY of INITAO
Poblacion, Initao, Misamis Oriental
Teachers’s Learning Plan
Sy: 2020-2021

ENGLISH 9

SECOND QUARTER

Lesson 5:

Competencies:

Concept Notes

it’s become a trendy managerial acronym: VUCA, short for volatility, uncertainty,
complexity, and ambiguity, and a catchall for “Hey, it’s crazy out there!” It’s also
misleading: VUCA conflates four distinct types of challenges that demand four distinct
types of responses. That makes it difficult to know how to approach a challenging
situation and easy to use VUCA as a crutch, a way to throw off the hard work of
strategy and planning—after all, you can’t prepare for a VUCA world, right?

Actually, you can. Here is a guide to identifying, getting ready for, and responding to
events in each of the four VUCA categories.
In accordance to the world constantly changing, we humans also comply to those
change by being something that most expects us to do in order to classify ourselves as
belonging into a group. Like getting a job after you graduated from college or getting
great grades because you are studying in a prominent school.

But other than those physical things changing, we also have our thinking. Our values
and beliefs as a person which makes us act the way we want to. Here are a few
examples of changing values, beliefs, or thinking:
Deciding not to help anyone because no one seems to be polite enough to thank back-
changing your mind and still help people

You believe that people from another race shouldn’t marry into your race- changes your
mind and being open minded of your differences

You don’t find any value in partaking in family activities- starts to see a new light of
things

Sometimes change is inevitable; sometimes we are willing to go about it; and

sometimes we are caught by surprise and just go with the flow of things. We learn to
adapt, comply, and understand every little thing by constantly changing. But we also
learn to stick to our beliefs even though times are doing otherwise.

Examples of unchanging values in a changing world:

Living your own rhythm despite living in a hectic world

Valuing yourself even though the world tells you to give more to other people

Prioritizing your family even though the world makes situations to make you want to be
independent

Exercise 1: Read the selection in your book, “Say Not the Struggle Nought Availeth” on
pp.184-186. Then, answer the following questions.

1.
 Republic of the Philippines
Region X
XAVIER ACADEMY of INITAO
Poblacion, Initao, Misamis Oriental
Teachers’s Learning Plan
Sy: 2020-2021

ENGLISH 9

Third Quarter

Lesson 6: Biases and Prejudices

Competencies: Differentiate Biases and Prejudices

Concept Notes

Prejudice

Prejudice is an affective feeling towards a person or group member based solely on

their group membership. The word is often used to refer to preconceived, usually
unfavorable, feelings towards people or a person because of their sex, gender, beliefs,
values, social class, age, disability, religion, sexuality, race/ethnicity, language,
nationality, beauty, occupation, education, criminality, sport team affiliation or other
personal characteristics. In this case, it refers to a positive or negative evaluation of
another person based on their perceived group membership.

Prejudice can also refer to unfounded beliefs and it may include "any unreasonable
attitude that is unusually resistant to rational influence". Gordon Allport defined
prejudice as a "feeling, favorable or unfavorable, toward a person or thing, prior to, or
not based on, actual experience". For the evolutionary psychology perspective, see
Prejudice from an evolutionary perspective. Auestad (2015) defines prejudice as
characterized by 'symbolic transfer', transfer of a value-laden meaning content onto a
socially formed category and then on to individuals who are taken to belong to that
category, resistance to change, and overgeneralization.

Bias

Bias is prejudice in favour of or against one thing, person, or group compared with
another, usually in a way considered to be unfair.

Biases can be learned implicitly within cultural contexts. People may develop biases
toward or against an individual, an ethnic group, a sexual or gender identity, a nation, a
religion, a social class, a political party, theoretical paradigms and ideologies within
academic domains, or a species. Biased means one-sided, lacking a neutral viewpoint,
or not having an open mind. Bias can come in many forms and is related to prejudice
and intuition.

In science and engineering, a bias is a systematic error. Statistical bias results from an
unfair sampling of a population, or from an estimation process that does not give
accurate results on average.
Supplemental:

https://www.youtube.com/watch?v=gF9PzNk5gJc

https://www.youtube.com/watch?v=d8dvbWrjuto

https://www.youtube.com/watch?v=WKFqRs0y7rw

https://www.quora.com/What-is-the-difference-between-prejudice-and-bias

https://qcpages.qc.cuny.edu/writing/history/critical/bias.html

Exercise 1

Listen to the Radio Podcast: Immigration https://www.youtube.com/watch?

v=cwIlKzChAgE / https://youthradio.org/player/?audio=24189 then, answer the
questions that follow:

1. Immigration has dominated international news as the Trump administration

mandates policies on border control and deportation. What is your stand on the Trump
administration’s travel ban?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. Bias is a tendency to believe that some people or ideas are better than others,
resulting in treating some people unfairly. How did people around Sophia Stephens
show bias toward her?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. Prejudice is an unfair feeling of dislike for a person or group because of race, sex,
religion, etc. Was Sophia treated differently because of her race? Justify your answer.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Exercise 2

Read the Poem “Youth Speaks” by Amador T. Daguio in your textbook on page 397-
398 and answer the following:

1. What could “caused by our time” mean?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. What do the thick jungles, protozoan marshes, old sores, and cancerous flesh refer
to? Why must they be cleared?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. When is “denouncement of wrongs” destructive? Constructive?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 Republic of the Philippines
Region X
XAVIER ACADEMY of INITAO
Poblacion, Initao, Misamis Oriental
Teachers’s Learning Plan
Sy: 2020-2021

ENGLISH 9

Third Quarter

Lesson 7: Role-Playing

Competencies: Determine the Relevance and the truthfulness of the ideas presented in
the material viewed

CONCEPT NOTES

Role-Playing

In Role-Playing, a student assumes the perspective of a participating character in a

scenario designed to create greater understanding of a topic, surrounding issues, and
human interaction.

Although student input may be sought, the instructor stages the role playing exercise,
identifying the topic, characters, issues motivating interaction, and purpose. Before the
play begins, students should research the topic, study their roles, and have a
preliminary knowledge of the context and meaning of the situation presented. The
playing out of the scenario can be relatively unstructured, allowing students to express
the perspectives they represent, and how they impact or are impacted by the situation.
Role-play is followed by small group or class discussion to guide and consolidate
learning.
Role-play has wide ranging educational applications, from the professions to the
humanities, on any topic calling for understanding of diverse perspectives and attitudes.
Today, online role playing scenarios and virtual learning environments are possible and
potentially available.

What Is Role Play?

When it comes to theater, role playing is a fundamental skill that allows actors to be
successful in their roles. Role playing allows an actor to step into the shoes of a
character. This may sound easy, but it isn't necessarily a natural process. It's a skill that
requires a lot of practice before an actor can do it comfortably and well.

Role playing takes place in small groups, where each actor is given a specific character
or role to take on for the assigned period. Within the role play - aside from assigning
characters such as mother, friend, and classmate - there's also a prescribed situation
within which the various characters will interact. The situation provides the boundaries
and guides how the characters should behave within the role play.

Relationship to Improvisation

Role playing occurs in the middle of the theatrical road exercise. Improvisation involves
short exercises, which essentially hand over the creative reins to the actors with few
prescribed boundaries. The actors are given a few parameters and are then free to act
out the scene without any preparation and see where it goes. In a full theatrical
performance, there would be the confines of the script and an extended time frame in
which the actors have to stay in character.
In role playing, there are similar boundaries to what you would find in a script, which is
the written document that lays out the dialogue in a play. The actors can still have
boundaries and structure, but without the prescribed sets of lines found in a script.
Unlike improvisation, in role playing actors are typically allowed some time to prepare.
It also builds stamina because role-playing activities typically last longer than
improvisation.

Structuring Role-Play

Choice of Scenarios

When structuring a role-play activity, there are two main aspects you need to consider.
The first aspect is what scenario you'll use for the role-play activities. As part of role
playing is about enabling actors to develop their creativity, the sky is the limit. For
example, you might have historical scenarios such as the signing of the Declaration of
Independence or the night the Titanic sank.

The scenario might be task-oriented, such as trying to shop for a list of presents or
solving a specific problem. For other role-play exercises, you may want to use more
common scenarios such as dinner in a restaurant, a family holiday in an apartment, or a
student lab in a science classroom.

Choice of Roles

Next, you'll want to have parts for each actor in the role play. Defining the roles gives
the actors a framework within which to build their characters. How you define the roles
can range from very specific to more general parts. For example, if you're using a
historical scenario, you might have roles for the specific figures who were present, such
as Benjamin Franklin or Captain John Edward Smith of the Titanic.

You may also create roles that are more general, like waitress or mom, and provide
some background info such as age, significant life experiences (for example, a spouse
dying recently), likes, dislikes, etc.

SUPPLEMENTALS:

https://study.com/academy/lesson/what-is-role-play-definition-scenario-ideas-activities.html

https://www.youtube.com/watch?v=Ie0K1GsDM08

https://www.youtube.com/watch?v=kF4qKbVFR0s

https://www.youtube.com/watch?v=VTezt58Ms0c

Exercise 1

Read the story “Home is Where” by Ligaya Victorio Fruto by answering the following.
Vocabulary building: Describe the following phrases in a way that readers can visualize
them.

1. a face devoid of expression

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. a gaudy dress
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. slovenly sandals

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. pidgin English

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

5. a frayed certificate

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Exercise 2

Essay: From the story “Home is Where”, answer the following:

1. What are the traits of the mother? Would a Filipino daughter born in the Philippines
but raised in a foreign country understand her attitude? Why do you say so?
2. Describe the mother and daughter relationship. Is it typical of a Filipino family?

3. Do you agree that home is really where the heart is? Explain.

4. Write a definition of home as you understand it from the story.

 Exercise 3

Click this link https://www.youtube.com/watch?v=xzF7tqeepB4 and watch the ten-

minute clip of staging of Nick Joaquin’s “A Portrait of the Artist as a Filipino.” Analyze if
the issues showed in the play reflect today’s problems in society. Write a short play
review based on the performance that you watched.
 Republic of the Philippines
Region X
XAVIER ACADEMY of INITAO
Poblacion, Initao, Misamis Oriental
Teachers’s Learning Plan
Sy: 2020-2021

ENGLISH 9

THIRD QUARTER

Lesson 8: Validity of Source

Competencies: Judge the validity of the evidence listened to

CONCEPT NOTES

What is a "Good" Source? Determining Validity of Evidence

Terms and concepts to know for this lesson:

Validity - soundness and strength of argument. Is this evidence any good?

Audience - people who have read or will read a particular text, publication, or writer,
considered collectively. For whom did the author intend to read or view this source?

Authority - power to inspire belief or weight of testimony. Does this person know

what he or she is talking about? 
In the previous lesson Backing it Up: Using Evidence to Support a Rhetorical
Argument, you learned why you need to use evidence to support your argument. But
how can you determine if the source you're looking at is "good" evidence? 

Evaluating a Source

When we determine that a source is "good," we say that it has validity.  But how can
you determine if the source you're consulting is valid? Here's a couple of questions to
consider:

 Who is the author of the source? What are his or her credentials - is her or
she a recognized expert in the field? Are they representing an organization? If so,
what is the organization's mission and goals? If you're unsure, try doing a Google
search on the author or their organization.
 How did the source get its information? If the source includes references,
look at a few of the references - do they look like reliable sources of information?
Does it look like the author is citing the source correctly? Use your best judgment!
 What if the source you've found doesn't have references? If a source
doesn't include references, see if you can fact check the information in other ways.
For example, if you're looking at a news article that quotes experts in a field, do a
Google search of the expert's name and see what information you can find on him
or her.  

Types of Sources - Scholarly, Trade, & Popular

Previously, you might have been told to only use scholarly sources for research
assignments. Why is that, and what does that term even mean?

 A scholarly source is written by an expert for other experts in the same field.
Scholarly sources typically include references to other sources, and are written with the
assumption that the audience already has significant background knowledge in the
topic. Scholarly sources generally go through a process called "peer review," in which
they are vetted by other experts. Scholarly sources generally are viewed as having the
highest validity, but they can be daunting to examine by a reader unfamiliar with the
field. 

 A trade source is written by a professional in a particularly industry for others in that

same profession. However, while members in a profession work in the same industry
broadly, individual professionals may have drastically different job responsibilities. As a
result, while trade sources often assume the reader has some familiarity with topics,
they generally are more accessible by a layperson than scholarly sources.

 A popular source is written for broad consumption; the author generally does not
assume the audience will have extensive background knowledge on the topic.
Consequently, these sources are the most accessible by a novice to a field, and can be
a very great place to start researching a topic for an assignment.

Conclusion 

So what source types should you use in your research assignment? Depending on your
topic, any and all of these source types might be appropriate to use and valid evidence
to support your argument. Scholarly sources are generally perceived as stronger
evidence than trade sources, and trade sources stronger than popular source; however,
popular sources can be useful evidence as so long as you carefully consider
the authority of the source's author. For example, a personal blog might be a great
source of information on your research topic if the blog is run by a leading expert in the
field.

SUPPLEMENTALS

https://study.com/academy/lesson/assessing-the-reliability-and-validity-of-sources.html

http://methods.sagepub.com/book/credible-and-actionable-evidence/i274.xml

https://flinders.libguides.com/evaluate
 Exercise 1

Listen to the Radio Podcast: Immigration https://www.youtube.com/watch?

v=cwIlKzChAgE / https://youthradio.org/player/?audio=24189 then, answer the
questions that follow:

1. Immigration has dominated international news as the Trump administration

mandates policies on border control and deportation. What is your stand on the Trump
administration’s travel ban?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. Bias is a tendency to believe that some people or ideas are better than others,
resulting in treating some people unfairly. How did people around Sophia Stephens
show bias toward her?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. Prejudice is an unfair feeling of dislike for a person or group because of race, sex,
religion, etc. Was Sophia treated differently because of her race? Justify your answer.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Exercise 2

Read the Poem “Youth Speaks” by Amador T. Daguio in your textbook on page 397-
398 and answer the following:

1. What could “caused by our time” mean?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. What do the thick jungles, protozoan marshes, old sores, and cancerous flesh refer
to? Why must they be cleared?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. When is “denouncement of wrongs” destructive? Constructive?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 Republic of the Philippines
Region X
XAVIER ACADEMY of INITAO
Poblacion, Initao, Misamis Oriental
Teachers’s Learning Plan
Sy: 2020-2021

ENGLISH 9

FOURTH QUARTER

Lesson 9: Relevance and worth of ideas, soundness of author's reasoning, and the
effectiveness of the presentation

Competencies: Judge the relevance and worth of ideas, soundness of author's

reasoning, and the effectiveness of the presentation

CONCEPT NOTES