Department of Education

Region III
DIVISION OF MABALACAT CITY

Name: ____________________________________________________________________

Grade & Section: _______________________ Date: ___________________________

School: __________________________________________________________________

LEARNING ACTIVITY SHEETS

ENGLISH 9 – LESSON 5
SUPPLEMENTAL ACTIVITIES FOR MODAL VERBS,
CONDITIONALS, AND COMMUNICATIVE STYLE

I. Supplemental Activities for Modal Verbs

Activity 1. Reading

Coronavirus – the public health advice on how to protect yourself.

Johnny Wood (02 Mar 2020)

Senior Writer, Formative Content

Before reading the article from the World Economic Forum, answer
these questions (3 pts. each):
 How are you taking care of yourself today?
_______________________________________________________________
_______________________________________________________________

 What habit have you started, or broken, during the quarantine?

_______________________________________________________________
_______________________________________________________________

 What are some things you have realized that you don’t really
need in this time pf pandemic?
__________________________________________________________
__________________________________________________________

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

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Most people who have caught the COVID-19 coronavirus suffer little more
than mild illness from which they soon recover. But for some – particularly
the elderly and patients with existing health conditions – the consequences
can be more severe.

COVID-19 can be transmitted by people with the virus coughing or sneezing,

releasing tiny contaminated droplets into the air, putting anyone within range
in danger of inhaling them. These droplets can travel more than a metre from
the infected person, allowing them to settle on any surfaces ready to be
transferred to anyone that touches the surface.

The virus can live on some surfaces for several days. Data from the 2003 SARS
outbreak, which was a similar illness to the latest coronavirus, showed the
virus could contaminate plastered walls for up to a day and a half, plastic and
stainless steel for 72 hours, and glass for 96 hours. So it’s likely the mobile
phone, tablet or computer screen you are reading this on could harbour
COVID-19 for up to four days, and be transferred to anyone touching the
screen.

Adopting good hygiene is one of the most effective weapons to slow or prevent
the virus spreading. Here are six things you can do to protect yourself and
others.

1. Avoid touching your eyes, nose and mouth

Our hands touch door handles, keyboards, taps and numerous other
surfaces, so the virus could easily be picked up this way. Rubbing tired eyes
or touching your nose or mouth could transfer the virus from your hands into
your body.
2. Wash your hands regularly
Clean your hands thoroughly and often, using plenty of soap and water or an
alcohol-based hand rub to kill any virus on your hands. Scrub for at least 20
seconds, making sure you clean fingers, thumbs and palms.
3. Practice respiratory hygiene
If you cough or sneeze, use a tissue and throw it in the trash afterwards. If
you don’t have a tissue, cough into the crook of your arm instead of using
your hand. If possible, avoid coughing or sneezing near other people.
4. Maintain social distancing
Be aware of people around you and keep your distance from anyone coughing
or sneezing. Stay at least 1 meter away to prevent inhaling the small liquid
droplets sprayed by coughs and sneezes.

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5. If any symptoms develop, seek medical care early
Stay at home if you feel unwell, and if you develop a fever, cough or difficulty
breathing seek medical attention. Call in advance of your visit, and follow the
advice of your local health provider – they will have the most up-to-date
information on the situation in your area.
6. Stay informed
Accurate information about COVID-19 and its spread is essential. But
beware, because there is a lot of misinformation, scaremongering and fake
news floating around on social media that can hamper efforts to contain the
virus.
The latest information is available by visiting trusted sources like the World
Health Organization’s (WHO) information page.
Newly emerging public health guidance
As the global crisis develops, so does the health advice. Here are some newer
tips:
Drinking and smoking
The WHO has warned about the risks of alcohol consumption, with it likely
to "increase the health risks if a person becomes infected with the virus." The
agency also warns about the negative effect of alcohol on immune systems.
Additionally, it says there's a risk from smoking. Both through the increased
risk of transmission of the virus from hand to mouth as well as smoking's
impact on the lungs.
Pregnancy
The UK's Royal College of Obstetricians and Gynecologists says there is no
additional risk to pregnant women or their babies:
"Pregnant women do not appear to be more severely unwell if they develop
coronavirus than the general population. As this is a new virus, how it may
affect you is not yet clear. It is expected the large majority of pregnant women
will experience only mild or moderate cold/flu like symptoms...
"There is no evidence to suggest an increased risk of miscarriage. There is also
no evidence that the virus can pass to your developing baby while you are
pregnant (this is called vertical transmission). It is therefore considered
unlikely that if you have the virus it will cause abnormalities in your baby."

Schools and workplaces

With many schools, workplaces and institutions closing around the world, the
WHO has released guidance for how to prepare and communicate with people
in those different settings.

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Mental health
The WHO tells us to remember that the COVID-19 outbreak will have
psychological as well as physical impacts. Here are its tips on coping:

Coping with stress during the 2019-

nCoV outbreak

It is normal to feel sad, stressed, confused, scared or angry during a

crisis. Talking to people you trust can help. Contact your friends and
family.

If you must stay at home, maintain a healthy lifestyle - including proper

diet, sleep, exercise and social contacts with loved ones at home and by
email and phone with other family and friends.

Don’t use smoking, alcohol, or other drugs to deal with your emotions.
If you feel overwhelmed, talk to a health worker or counsellor. Have a
plan, where to go and how to seek help for physical and mental needs
if required.

Get the facts. Gather information that will help you accurately
determine your risk so that you can take reasonable precautions. Find
a credible source you can trust such as WHO website or, a local or state
public health agency.

Limit worry and agitation by lessening the time you and your family
spend watching or listening to media coverage that you perceive as
upsetting.

Draw on skills you have used in the past that have helped you to
manage previous life’s adversities and use those skills to help you
manage your emotions during the challenging time of this outbreak.

Activity 2. Comprehension Check.

1. According to the article how does COVID-19 can be transmitted?

2. What are the signs and symptoms of COVID-19?

3. What are the six things that you can do to protect yourself and others
from the virus?

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4. How can I best protect myself?

5. Why older adults and those with chronic health conditions are at higher
risk?

6. Can the coronavirus survive on surfaces?

7. Can you get the coronavirus disease from touching contaminated

surfaces?

8. How long does the coronavirus survive on surfaces?

9. Can pregnant women spread the virus that causes COVID-19 to their
babies?

10. How to cope up with stress during the COVID-19 outbreak? List down at
least 3 examples.

Activity 2. Fill out the 3-2-1+1 chart.

Find out how you have understood the article. Fill out the chart below.
3 Things you found
out

2 Interesting things
you discovered

1 Question you still

want to ask

1 Issue you have

discovered from the
text

Activity 3. Model Your Modals

Below are sentences taken from the article you have just read.
1. These droplets can travel more than a meter from the infected person,
allowing them to settle on any surfaces ready to be transferred to anyone
that touches the surface.
2. Rubbing tired eyes or touching your nose or mouth could transfer the
virus from your hands into your body.

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3. It is expected the large majority of pregnant women will experience only
mild or moderate cold/flu like symptoms...
4. If you must stay at home, maintain a healthy lifestyle – including proper
diet, sleep, exercise, and social contacts with loved ones at home and by
email and phone with other family and friends.

Answer the following questions:

What do the words in bold face do in the statements?

_______________________________________________________
What do they express?
________________________________________________________
When do we usually use them?
________________________________________________________
What are they called?
________________________________________________________

II. Supplemental Activities for Conditionals

Activity 1. Reading: If I ruled the world

If I ruled the world, I would erase the

borders! We would live in a world without
countries. If we don’t have any countries, we
won’t have any wars. If I had enough money,
I would spend it on education and new
technologies. Filipino people would live in a
better world if every child could go to
university and learn about other cultures
and traditions. I would also finance new
scientific projects like a journey to Mars.
Finally, the most important thing if I ruled
the world, I would forbid the conquerors!

Goyo, Ang Batang Heneral, 24

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 I would do a lot of great things if I ruled the
world! I would forbid men to cut down trees.
If we don’t respect the environment, we will
have a lot of problems in the future! I would
also give P 50,000 per month to every family
in the Philippines because poverty is the
number one enemy of mankind. Finally, I
would start great economic projects to help
our country.

Cardo Dalisay,
Ang Probinsyano, 38

If I ruled the world, I would get rid of the

COVID-19! This virus is a major danger for
all peoples in the world. If I could, I would
also protect more animals. Some of them will
disappear if we don’t do anything to help
them. I would also try to find a cure for every
illness!

Sang’gre Alena, 17

Activity 2. Fill in the table.

What would the different persons do if they could rule the world? Write your
answers below. (5 pts. each)

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People Projects

Activity 3. Your Turn

What would you do if you could rule the world? (Write at least 3 paragraphs)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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Rubrics for Activity 3.
Criteria 1 2 3 4 Score
Focus/Main The essay The essay is The essay is The essay is
Point poorly focused on focused on focused,
addresses topic and the topic purposely,
topic and includes few and and reflects
includes loosely related includes clear insight
irrelevant ideas. irrelevant and ideas.
ideas. ideas.
Support Provides little Supports Support Persuasively
or no support main point main point supports
for the main with some with main point
point underdevelope developed with well-
d reasons and reasons developed
or/examples and/or reasons
examples and/or
examples
Organization Little or no Some Organizes Effectively
& Format organization organization ideas to organizes
of ideas to of ideas to build an ideas to build
build an build an argument a logical,
argument argument coherent
argument
Language Little or no Some use of Appropriate Effective and
Uses, Style & use of elements of use of creative use
Conventions elements of style elements of of elements of
style style style to
Contains enhance
Many errors frequent Uses correct meaning
in grammar, errors in grammar,
spelling, and grammar, spelling, Uses correct
punctuation, spelling, and and grammar,
make reader’s punctuation punctuatio spelling,
comprehensio n with few punctuation
n difficult errors throughout
with very few
errors
Originality No adherence Does not Applies Applies
to the theme exhibit basic higher order
creativity creative thinking
skills to skills and
relay ideas creative skills
to relay
complex
ideas

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III. Supplemental Activities for Communicative Styles

Instructions: Read the text and think about how you can overcome racial
issues. Answer the following questions after, write only the letter on your
answer sheet.

The first question that came to my mind when my sister told me that I
would be teaching in Kuwait was, “Can I do it?” I didn’t have any teaching
experience aside from my practice teaching at that time.

I just finished my 10th year in a private school in Kuwait, but let me

tell you, my journey didn’t start as I wanted it. I was hired as an assistant
teacher instead of a classroom teacher. My pride was hurt, of course. I had
just graduated and passed the Licensure Examination and there I was, being
an assistant only.

But once I stepped in the school that first day, my hurt pride turned
into disbelief. The students in our school were quite different from the ones
we had in the Philippines. Their behavior was terrible. They were rich kids
who never had to wash their own dishes nor tie their own shoe laces because
Filipina or Indian nannies were there to do it for them. The parents were in a
different level; most of them frowned when they saw a brown-skinned teacher
in the classroom with their children but would smile to the blue-eyed
teachers.

It was not easy at the beginning, especially when I saw that almost all
their nannies who picked them up after school were Filipinas. It was not
easy to teach and help students when they asked me why I looked like their
nannies because I had straight black hair and brown skin. So, how did I
survive? Care and love were my key.

These privilege kids lacked care and love at home. Unknowingly to

them, they responded to those two nurturing traits and started listening to
me and I started doing my job more effectively. You see, when the students
love you, it gets to their families. While word of mouth was a driving force,
reaching out to them with sincerity helped me win my students’ and their
parents’ hearts.

The next thing I knew, I was called into the office and offered a full-time
position. Respect is earned but in this part of the world, your passport weighs
a lot and shapes the life of the one carrying it. Of course, I’m not the only one
who has racial issues. Students that are not from this country also struggle

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with their peers. -- by Rachelle Dayrit-Gross, a Filipina teacher in Kuwait.

COMPREHENSION QUESTIONS:
1. What racial issue did the narrator experience in Kuwait where she
taught?
A. Her pupils had terrible behaviors.
B. The school denied her a full-time position.
C. Kuwaiti frowned upon her for being a Filipina.
2. Prove that there is an unequal job opportunity for Filipina women abroad.
A. Most Filipina teachers are not offered full-time positions.
B. Most of the employees are paid less than the White workers.
C. Filipina teachers are often hired as assistant teachers abroad.
3. What typecasting or stereotyping was evident in the narrative you read?
A. Filipina workers are as good as nannies.
B. Filipina teachers are looked down on by Kuwaitis.
C. Filipina teachers fail to renew their teaching contracts.
4. How did the writer overcome the challenges she met while teaching
abroad?
A. She ignored the racial discrimination.
B. She decided to quit teaching and leave.
C. She showed her students love and care.
5. The writer mentioned that reaching out to her students helped her win
the hearts of her students as well as the parents.
Choose the items that characterize a teacher who reaches out to students.
____talking to people in a threatening way
____listening to thoughts/feelings sensitively
____building caring relationships with students
____being aloof and unapproachable
____offering feedback and praises
6. If you were one of the students not from Kuwait and struggling with your
peers due to cultural differences, how would you communicate or express
your desire to promote good relationships?

On your paper, write what you might say.

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 ________________________________________ to your Kuwaiti classmate
________________________________________ to your parent
________________________________________ to your teacher
________________________________________ to the school administrators

 Do your sentences have the same level of formality? Rank your answers
from the least formal to the most formal sentence. Give reasons for
your ranking of each.

IV. References:

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 https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-
for-public
https://www.google.com.ph/amp/s/www.pinterest.com/amp/pin/559642
https://www.kpu.ca/sites/default/files/NEVR/High%20School%20Rubrics.pdf

V. Answer Key

Answers may vary

CONDITIONALS

Answers may vary.

MODALS

4. c
3. b
2. b
5-6. Answers may vary. 1. c
COMMUNICATIVE STYLE

VI. Development Team

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 Development Team of the Learning Activity Sheets

Writer: John Paulo D. Miclat; Marlyn C. Navarro

Editor: Elizabeth C. Miguel, EdD
Reviewer: Estrella L. Brady; Madilyn C. Sangki
Illustrator:
Layout Artist:
Management Team: Engr. Edgard C. Domingo, PhD, CESO V
Leandro C. Canlas, PhD, CESE
Elizabeth O. Latorilla, PhD
Sonny N. De Guzman, EdD
Elizabeth C. Miguel, EdD

For inquiries or feedback, please write or call:

Department of Education – Division of Mabalacat

P. Burgos St., Poblacion, Mabalacat City, Pampanga

Telefax: (045) 331-8143

E-mail Address: [email protected]

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