8

English
Quarter 1 – Module 3:
Modal Verbs, Nouns and Adverbs
English- Grade 8
Alternative Delivery Mode
First Quarter-Module 3: Use modal verbs, nouns and adverbs appropriately
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Diana A. Castaǹos
Editors: Blessilda Pitogo, Imelda Lazaga
Reviewers: Sonia Lauronal, Christy Kimeiafar
Illustrator: Teresita O. Cole
Layout Artist: Jahara Alima, Resdale Venz R. Palabrica
Quality Assurance Team: Dr. Emma C. Olandria (Moderator, English-Key Stage 3)
Mr. Michael Angelo S. Magalso (Evaluator for Grade 8 English)

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Schools Division Superintendent:
Dr, Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
Chief, CID: Dr. Mary Ann P. Flores
EPS in LRMS: Mr. Isaiash T. Wagas
EPS in English: Dr. Ma. Chona B. Redoble

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Email Address: cebu.province@deped.gov.ph

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 8

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

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 Key Message
For Educators:
Learning is a constant process. Amidst inevitable circumstances, Department
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You are reading the English Grade 8: First Quarter Alternative Delivery Mode
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The creation of this module is a combined effort of competent educators from

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For the Learners:
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and explored on innovative ways to address your needs with high consideration on
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using Teacher-Made Educational Modules.

You are reading the English – Grade 8: First Quarter Alternative Delivery
Mode (ADM) Module on “Use of modal verbs, nouns and adverbs
appropriately”.

This module is especially crafted for you to grasp the opportunity to continue
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tract on the Competencies, Objectives and
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WHAT I KNOW
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WHAT IS IT
lesson presented.

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 A comprehensive activity/ies for independent
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ASSESSMENT

ADDITIONAL In this section, enhancement activities will be

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 2. This module is organized according to the level of understanding.
Skipping one part of this module may lead you to confusion and
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 WHAT I NEED TO KNOW
Hello there learner!
This module is prepared for you to access and acquire
the lessons that will fit your grade level. The activities,
exercises, drills and assessments are carefully made to suit
your level of understanding. This learning resource is for you
to fully understand and apply modal verbs, nouns and
adverbs appropriately. You are going to go through this module independently
following the proper sequence. Instructions/directions on how to do each activity is
given for your convenience.

Using this learning resource, you should be able to use modal verbs, nouns
and adverbs appropriately as stated in the K to 12 Most Essential Learning
Competencies.

This module is divided into three lessons. With each lesson, you are expected
to achieve the given objectives:

Lesson 1: Use of modal verbs appropriately

a. identify modal verbs
b. employ appropriate modal verbs to complete sentences
c. recommend advice on how to cope during a crisis

Lesson 2: Use Nouns appropriately

a. recognize nouns and its function in a sentence
b. write sentences using nouns
c. express personal experiences about friendship

Lesson 3: Use of adverbs appropriately

a. identify adverbs
b. use appropriate adverbs and give their classification
c. propose changes for improvement

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 Lesson 1: Use Modals Appropriately

WHAT I KNOW

Activity 1
Directions: Fill in the blanks with the correct word from the box. You may use the
word more than once.

can may might must

shall will should

1. You ___ look at me when I am talking to you.

2. I was using my pencil a minute ago. It ___ be here somewhere!

3. You really ___ be early in school.

4. She ___ record a cover of the song I Can tomorrow.

5. You ___ put on your sunscreen. It’s going to be very hot!

6. I ___ be able to help you, but I’m not sure yet.

7. Already as a child, Mozart ___ play the piano beautifully.

8. This sign is more likely you see at an airport: Bags ___ not be left unattended.

9. I ___ solve the Math problem by myself.

10. Students ___ go out of the classroom if they are given permission.

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 WHAT’S IN

Directions: Complete the short dialogues by providing the correct word in the
spaces. Choose from the box.

Eric: “They ____ be on holiday vacation, but I'm not sure.” will could
Kenneth: “You ____ be right, but I'd still like to check.” might must

Jhelly: “____ you turn the volume down a bit please?” can will
Roselle: “Okay. I ____ use my headphones instead.” could might

Shane: “You ____ talk loud inside the cinema. You will disturb other movie goers.”
Nina: “You’re right. You ___ only whisper.”
would should
shouldn’t wouldn’t

Andrew: “I hope the weather ____ be better tomorrow.”

can will could
Pocholo: “____ you practice for the soccer match?”
shouldn’t

Andrea: “Humanoid robots ___ soon replace the toys as favorite playthings of kids.”
Caitlin: “True! In fact, we _____ be living side by side with robots in the near future.”

can might
will may

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 WHAT’S NEW

Directions: Complete the lyrics of the following popular songs.

I can live, I can love It 6. ____ have been love

I 1. ___ reach the heavens above But it's over now

I can right what is wrong It 7. ____ have been good

But I lost it somehow
I 2. ___ sing just any song
It 8. ____ have been love
I can dance, I 3. ___ fly
But it's over now
And touch the rainbow in the sky
From the moment we touched
I 4. ___ be your good friend
Till the time had run out
I 5. ___ love you until the end It Must Have Been Love by Roxette
Composer: Per Gessle
I Can by Donna Cruz, Regine Velasquez
and Mikee Cojuanco.
Composer: Edith Gallardo

Time, I've been passing time

watching trains go by
All of my life
Lying on the sand watching
seabirds fly
Wishing there would be someone
waiting home for me
Something's telling me it 9. ___ be
you
It's telling me it 10. ____ be you
All of my life
It might be You by Stephen Bishop
Composer Dave Grusin, Alan & Marilyn
Bergman

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 WHAT IS IT

I can sing just any song.

It must have been love.
Something’s telling me, it might be you.
The underlined words from the lines of the
songs are modal verbs or modals.

Modal verbs or modal auxiliaries are always followed by the base form of verb.
They are as follows:

Present Tense Form Past Tense Form Negative (add not)

can could can’t/couldn’t
may might might not
must - must not
ought -
shall should shouldn’t
will would won’t/wouldn’t

Examples:
 The class will read the essay ‘Where’s the Patis?’ by Carmen Guerrero
Nakpil.

 In the African tale ‘The Gentlemen of the Jungle’, animals can decide on the
fate of the hut owner.

 Japanese Haiku must follow the 5-7-5 rule.

Modal verbs express probability/possibility, futurity, ability, permission, necessity,

request or advice.
Possibility Kenneth might leave soon and work in Dubai.
Futurity She will travel to Bali Indonesia after she graduates.
Ability Rachel can speak conversational Japanese.
Permission You may go out anytime if you need to.
Necessity I must learn the basic rules in writing a Tanka.
Request Could you give me a copy of the story of ‘Bantugan’?
You should visit a doctor if you have fever of more than
Advice
three days.
He must be worried sick because he does not know
Strong Probability
where you are.

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 WHAT’S MORE

Test I
Directions: Fill the blanks with the correct modals from the box.

must can should shall

may might

1. Ella _______ do it for you. She is good in solving complicated number problems.
2. All the reading materials are important. We _______ take time to read it.
3. It is cold in Baguio. We _______ bring coats with us.
4. _______ I borrow a copy of the essay ‘What are Filipinos like’?
5. _______ we walk?

Test II
Directions: Complete the sentences by providing the correct modal verb. Some
statements may have more than one correct answer.
1. _______ I read the story ‘The children of Mumbi and Kikuyu’?

2. In the Maranaw fable ‘The Dog and the Lion’, the dog asked the lion “What
_______ I do for you?”

3. Bantugan, a Maranao hero, _______ be a very brave warrior.

4. King Madali said that he _______ go to heaven and get the soul of Bantugan.

5. The story of Bantugan _______ be lost among Filipino youth because of

Japanese comics.

6. _______ you give me a little background of the allegory in ‘The Gentlemen of the
Jungle’?

7. As a junior high school student, I _______ know the rich Filipino culture through
literature.

8. Masks are important in African culture. They _______ tell stories of creation or
harvests.

9. I_______ not get the message of the Haiku if I don’t have a background idea if
Japan.

10. They _______ cover the story of ‘The Firefly Hunt’ by Tanizaki Junichiro on
Friday.

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 WHAT I HAVE LEARNED

Directions: Answer the following question.

1. What are modal verbs?

2. How are modal verbs important in expressing thoughts?

3. Which of the modal verbs do you commonly use in daily conversation?

WHAT I CAN DO

Directions: Pretend that you are a radio advice guru. Give your advice using modal
verbs in the following:

A. In the current pandemic, what is the best way to do to be productive?

B. What should be done to prevent anxiety amidst Covid-19 pandemic?

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 ASSESSMENT

Matching Type
Directions: Match the modal verb in Column B to complete the sentence in Column
A. Then, match Column B with Column C. Write the letters only.

A B C

1. Sarah’s flight from Korea took a. will a. ability

more than 5 hours. She _____ be
exhausted after such a long flight.
b. can b. possibility
2. The text is optional. My teacher
said we could read it if we liked it.
But we _____ read it if we don't c. should not c. necessity
want to.
3. The class _____ hear the
speaker because the crowd was d. must d. futurity
cheering so loudly.
4. The laptop isn't working. It e. may not e. strong
_____ be broken. probability
5. Sylvia: _____ hold your breath
f. could not
underwater for more than a
f. advice
minute?
Jack: No, I can't.
6. You _____ be successful in the g. request
future if you set your goals.
7. I've redone this worksheet many h. permission
times. I _____ be done by now.
8. You _____ do the job even if
you are not fluent in Korean.
9. You _____ worry so much. It
doesn't do you any good. You can
attend class by modules.
10. You _____ be joking! That
can't be true.

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 ADDITIONAL ACTIVITY

Directions: You are tasked to be the safety officer in your barangay. Make 5 safety
rules to prevent the spread of COVID-19 virus.

Prevent COVID – 19
Do the following:

1.
2.
3.
4.
5.

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 Lesson 2: Use Nouns Appropriately

WHAT I KNOW

Directions: Organize the following words by placing them in the correct column.

they Abad Azad legend story boys

him loyal cold someone pretty walk

stayed sea loud thunder stays adventurous

NOUN PRONOUN ADJECTIVE VERB

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Directions: Read the small part of a legend ‘Abad and Azad’ and list down the
names of persons, places, things, and ideas found in the story.

Abad and Azad are friends who live by the sea. They were orphans
and decided to live together and catch fish for a living. Abad and Azad loved
each other like brothers. They helped each other and the villagers. They gave
fish to those who had nothing to eat.

They went fishing at night. Whenever they are separated during rainy
nights, Abad would swing his lamp to his left and right. Seeing the light, Azad
would shout very, very loud. In that way, they would find each other.

One day, Abad fell ill and died. Not long after, Azad fell ill and he too
died. Even after death, the friends were together. They now roamed the
heavens, instead of the sea. Whenever they are separated, Abad would swing
his lamp first to the left, then to the right and so on. Seeing this light, Azad
would shout his friend’s name and they would find their way to each other.

This is why, in the dark rainy days, we see Abad’s light sharply flashing
across the sky and we hear Azad’s loud booming voice finding its way to
Abad.

SOURCE: New Horizons in Learning English Teacher’s Manual in English for

Second Year, page 131

PERSONS THINGS PLACES IDEAS PHENOMENON

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 Legends are stories handed down by tradition to a certain
group of people or clan. They usually tell the origin or
beginnings of a phenomena or things or how some things came
about.

Directions: Read the story of ‘Bangan’ and answer the questions that follow.

There once was a girl named Bangan. She was good and honest, gentle and
charming.

She liked the company of other people and enjoyed doing kind things for
them. Bangan’s skin however was rough. It was covered with pimples and
ringworms. As a result, no one liked to go near her. She had to work all alone by
herself, and of course, no man would court her. This made Bangan discontented and
unhappy. She was very much worried about her future. What would happen to her in
her old age if she had to live alone?

One day, she went to the faraway mountains to look for companionship. She
went to the mountain to seek comfort in the company of trees and flowers, birds and
animals. Bangan forgot her skin disease and felt so happy!

Bangan liked trees. She went from tree to tree, whispered to their leaves and
touched their bark. She noticed that their barks or skins were rough just like her own.
But that did not make any difference to people. People liked trees just the same
because they were useful. Trees gave food, shelter, firewood, and many other
things.

This gave Bangan an idea. Perhaps, she could become a tree and be useful
to people. Then perhaps, they would like her better.

Then, she knelt and prayed to God, “O Kabunian, creator of the world, make
me into a tree! I want to be useful to people. Birds and other animals will come and
keep me company. People will come and find my wood useful to take away. And I
will be very happy!”

Then she lay down in the warm sun. Soon she was fast asleep. She smiled in
her sleep as if she knew that she was going to be happy at last.

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 The next morning, Bangan had disappeared. In her place grew a beautiful
pine tree. Its bark was rough but its leaves were fragrant. They whispered and
murmured in the wind all day.

The pine tree grew fast. It reached toward the sky like a prayer. Soon it bore
cones and when the cones opened, the wind blew the light little seeds far and wide.

Thus, as the years rolled on, the mountains became covered with pine trees.
The pine trees are still there. If you go to Baguio, you will still see them standing and
their tops point to the sky. Their never-ending murmur is Bangan’s murmur of
contentment. She has at last found happiness in the service of the people.
Source: New Horizons in Learning English Textbook, pages 69-72

Activity 1
Directions: Choose the letter of the correct answer that best completes the
sentences.
1. The story implies that Bangan had no ____.
a. friends b. neighbors c. family d. enemies
2. She found comfort in ____.
a. her friends b. her family c. nature d. everything
3. People like trees because they are ____.
a. beautiful b. tall c. shady d. useful
4. Bangan wanted to be transformed into a tree to ____.
a. escape from criticism c. praise Kabunian
b. be useful to people d. help the forest
5. The detail in the story that tells that the pine tree was once Bangan is ____.
a. the fragrance of the leaves c. its top pointing to the sky
b. the beauty of the tree d. the roughness of the bark
6. The story is a good example of ____.
a. legend b. anecdote c. fable d. myth

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Activity 2

Directions: From the pool of words taken from the story, classify each word by
placing them in the correct column.

Bangan gentle discontented mountains trees

flowers forgot Kabunian her warm

sun smiled happiness Baguio fast

NOUN PRONOUN VERB ADVERB ADJECTIVE

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NOUN is a word that is used to name a person, place, thing or idea. A
noun may be concrete or abstract, common or proper, count or mass,
singular or plural.
Functions of Noun:
A. Subject of the sentence. It tells whom or what the sentence is
about.
Example: The friends have so many things in common.
Bangan wishes to become a tree to be able to help people.
B. Predicate Nominative/predicate noun. It usually comes after a
linking verb. It explains or identifies the subject.
Example: Abad and Azad are fishermen.
She was a human before becoming a tree.
C. Direct Object (Object of the Verb). It is the receiver of the action. It
may also show the result of an action. It answers the question “what”,
“whom”, after an action verb.
Example: She likes trees and flowers.
Abad and Azad brought lamps.
D. Appositive. An appositive is a repetition of the noun itself. It is used
to identify or explain another noun.
Example: Mr. dela Cruz, a scoutmaster, is also a Math teacher.
The girl, Bangan, was shunned because of her appearance.
E. Object of the Preposition. It is a noun that comes after a
preposition.
Example: The story is about soldiers.
Abad was waiting patiently for Azad.
F. Indirect Object. It tells ‘to whom’ or ‘for whom’ the action of the verb
is done. It usually comes before the direct object.
Example: Kabunian gave Bangan a gift.
IO DO
Lalaine showed Peter the new book.
IO DO

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Directions: Identify the function of the underlined noun in each sentence. Number 1
is done for you.
Subject 1. The story implies that she has no friends because of her ugly skin.
______ 2. The taxi driver returned the bag to its owner.
______ 3. She found comfort in trees.
______ 4. Kabunian is an Igorot diety.
______ 5. He taught Azad how to fish using the net.
______ 6. They were brothers. They were good to everybody.
______ 7. The booming sound, thunder, is believed to be Azad finding its way to
Abad.
______ 8. He swings his lamp this way and that.
______ 9. Legends are interesting and culture based.
______ 10. She submitted the summary of the story on time.

Answer briefly.
1. What lesson did you get from the friendship of Abad and Azad?

2. What are the possible effects of discrimination if Bangan is a teenager in

today’s time?

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Directions: Using the figure, express your personal experience about
friendship.

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Activity 1
Directions: Complete the following story by filling in the blanks with the
appropriate noun in the box. Afterwards, identify the function of each in the
sentence.

Tala lightning the sea a girl

villagers the storm fisherman food hut

When the village folks look back on the night of the storm, they remember the
rain and thunder and lightning, and a star with a tail, they say, that fell into the sea.
It was an uncommonly dark night, all shadows, so that even the most
seasoned 1. _____ dared not go to sea but beached the boats high on the shore.
The 2. _____ flashed suddenly and brightly, lighting up the sky for brief moments and
then returning it to shadow. The sea churned, in torment.
Early the next morning, nothing remained of 3. _____ but a fine shower that
fell from milky skies. The children went out to search along the shore for treasures
thrown up by 4. _____ in its moment of turmoil.
They found 5. _____ walking on the beach. Her feet were bare and she
shivered from the wet. She was long limbed and graceful, and at first the children
were scared to go near. But she walked toward them and they saw that she was
gentle, that her eyes were soft and black and deep.
She could neither speak nor understand the language, and so could not
answer any questions. The 6. _____ gave her 7. _____ to eat, and as soon as they
understood that she intended to live among them, they built her a 8. _____. They
gave her a name, 9. _____, for the guiding star.
Source:
From the story The Offering to the Sea by Mailin Paterno
New Horizons in Learning English Teacher’s Manual, pages 172-175

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Activity 2
Directions: Using the nouns from the story, use them in sentences following the
intended given function.
NOUNS FUNCTION SENTENCE
Tala Subject Tala was a beautiful girl.
Object of the
lightning
preposition
The sea Predicate noun
villagers Direct object
A girl appositive
The storm subject

ADDITIONAL ACTIVITY
Directions: Underline all the nouns in each the sentences. Across each, give its
function in the sentence.
1. By dinnertime, many villagers saw the Pine tree.

2. The dog, Bantay, is a friend of Bangan. They went around together in the
mountains.

3. The Baguio heritage committee chose Pine as its symbolic tree.

4. The Pine tree propagates through its cones.

5. Lightning always appears before thunder.

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 Lesson 3: Using Adverbs Appropriately

WHAT I KNOW

Directions: Match the appropriate word in column B to complete the sentence in

column A.
SENTENCES WORDS
1. Speak ____, Grandma cannot hear well. a. everyday
2. I read the legend of the Pine tree ____ b. better
3. The girl sat ____ and waited for the
c. loudly
fisherman. She didn’t make a single sound.
4. Abad and Azad went fishing ____. d. between two cypress trees
5. Filipinos speak ____ English than other
e. yesterday
South East Asians.
6. The pine tree was found ____. f. briskly
7. The farmer walked ____ towards the forest. g. quite
8. They found the girl ____ mysterious. She
h. quietly
walked the shores alone.

Directions: Answer the following questions.

1. How well do you know a Filipino?
2. How often do you eat rice?
3. Where did the Spanish first land in the Philippines?
4. How does overseas Filipino work?
5. What is the meaning of Filipino time?

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 WHAT’S NEW

READ ME!
Directions: Read the excerpt below and answer the questions that follow.

WHAT ARE FILIPINOS LIKE?

Leon Maria Guerrero

Nothing is so difficult as self-appraisal, and to answer the question in

the title of this article, I thought it’s best to start by asking it. With no particular
pattern in mind, I asked a number of foreign friends to give me their
impression of the Filipino.
I was told that we were friendly, good-natured, loyal, idealistic,
sentimental, socially gracious (‘even the lower classes’), unwilling to accept
responsibility, lacking in self-reliance, less hardworking than the Chinese,
more intelligent than the Malays, imitative but less so than the Japanese,
religious but not so mystical as the Indians, and, in general, the most
adaptable of all the races in the Orient.
A Spaniard thought we were very like Spanish, an American thought
we were not American enough. A Frenchman remarked we were the only
people in Asia with a sense of humor, at least the only ones who could laugh
at themselves, which, when one thinks of it, was probably the prettiest
compliment of all.
By way of contrast, our fellow Asians had a uniform tendency to laugh
at us. A Siamese said we were pretentious. An Indonesian, in the same vein,
deplored our tendency to accept western standards at their face value. A
Chinese thought we were improvident. An Indian was shocked by the
cheapness in which human life was held by a people that could kill for a few
centavos, a political argument, or a girl’s ruffled feelings.
The history of the Philippines might well be read in these national
characteristics. There is, to start with a relatively simple explanation for our
notorious lack of self-reliance, which means to be the main burden of
compliment against us these days. For more than four centuries of colonial
rule, we were not allowed to rely on ourselves. Colonialism also suggests the
reason for a certain unwillingness to accept responsibility; for too long in our
history, it was not accompanied by any real authority.

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 During the four centuries of colonial rule in the Philippines, the
government was “foreign,” the exclusive prerogative of a superior class, the
special privilege of an alien race. Obviously, the Filipinos could not consider
such a government as their own; they could not identify themselves with it; it
was a thing apart, and more than that, a thing to be regarded with suspicion,
hostility, even hatred.
The “government” did everything; it was responsible for everything; but
it was not responsible to the people. On the contrary, the people were
responsible to it, for taxes, forced labor, conscription, and all the varied
catalogue of colonial duties with no right to expect anything in return. The hard
lessons drawn from the experience of many generations must be unlearned, if
the Filipinos are to develop civic consciousness, a sense of participation in the
government, and a sense of responsibility for the welfare of the country.
The establishment of an independent Filipino government was the
fundamental prerequisite for the growth of true self-reliance. Nationalism had
to be the mother of democracy.
Ironically enough, the Filipinos discovered that they could survive on
their own resources only during the extremity of the Japanese occupation and
the consequent American blockade. We then became self-reliant because we
had to, and it is possible that the only way we shall finally achieve economic
independence is to be driven to it by stark necessity.
There is, however, another aspect of self-reliance which has nothing to
do with colonialism and its remnants. Americans cannot understand Filipino
family system. They cannot understand why grown up children live with
parents even if they are married and have children of their own or why we feel
obligated to feed distant cousins. This trait is not exclusively Filipino; it is
common to most Asians.
Our adaptability or imitativeness is, like our family system, largely self-
protective. Colonial peoples quickly learn to adapt themselves in foreign ways.
The penalty, at the very least, is a kick in the behind. The reward, on the other
hand, is little more rice on the plate.

Source: New Horizons in Learning English Textbook for Second Year High
School, pages 121-126

ESSAY is a brief non-fiction composition that presents

and supports a thesis or a proposition. It can inform, persuade,
describe or entertain.

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Activity 1
Directions: Choose the word or word group that best completes the statement.
1. According to the author, many of our characteristics as a people ________
a. influenced our present history
b. reflect our recent historical past
c. are consequences of our colonial history
d. are traceable to our ancient historical past
2. The main accusation against us is our __________.
a. readiness to be extremely provoked
b. lack of self – reliance
c. tendency to laugh off everything
d. inclination to imitate western ways
3. Our lack of participation in government and lack of civic consciousness can be
traced back to our past foreign or alien governance that _______.
a. was irresponsible
b. regarded the people as dangerous competitors
c. was oppressive
d. did not induce nor deserve cooperation from the people
4. One virtue that is our saving grace from our acknowledged fault is our ________.
a. sense of self-reliance c. characteristic graciousness
b. ability to laugh at ourselves d. innate humility
5. The tone of the essay is _______.
a. bitter b. accusing c. flattering d. ironical
6. The objective of the writer in this essay is to ________.
a. entertain c. call attention to problem situations
b. compare and contrast d. convince

Activity 2
Directions: Study the following sentences. Put a √ mark if the underlined word
modifies a verb, an adjective or an adverb. If it does not, write X on the space.
_____ 1. The Indonesians thought that Filipinos wholeheartedly embrace western
standards.
_____ 2. Our adaptability to other culture is done for self-protection.
_____ 3. Frenchmen are amazed at how Filipinos courageously laughed at
themselves.
_____ 4. Filipinos are improvident according to the Chinese.

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_____ 5.I was told that Filipinos are friendly, loyal, idealistic and sentimental.
_____ 6. Most Filipinos regarded the government with hostility because they think it’s
for the superior class.
_____ 7. Filipinos quickly imitate any American trends in fashion, technology and
arts.

Adverb is a word that modifies a verb, an adjective, or another adverb.

It tells where, when, how, to what extent and how often.
Adverb of place
The colonization of the Spaniards started here in Cebu.
Adverb of Time
Self-reliance among Filipinos developed late because of western rule
in the archipelago.
Adverb of Manner
Filipinos work diligently. They are recognized in the world for this work
ethic.
Adverb of Degree
We have scarcely begun to improve our economy when this pandemic
hit.
Adverb of Frequency
You can rarely find a Filipino family without rice on its table during
mealtime.
Adverb modifying a verb
Filipinos protested vigorously in front of the Batasang Pambansa.
Adverb modifying an adjective
Many say that Filipinos are extremely proficient in speaking English
among Southeast Asians.
Adverb modifying another adverb
Spanish is a very rarely used language in the Philippines even if it is a
Spanish colony for 333 years.

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Sample Adverbs
Adverb of Adverb of Adverb of Adverb of Adverb of
Place Time Manner Degree Frequency
out yesterday extremely very often
above today fast almost always
here soon likely quite never
elsewhere now too just frequently
away then rarely enough every hour
nearby tomorrow reluctantly most occasionally
towards tonight enough totally seldom
above punctually well rarely
upstairs roughly perfectly regularly
anywhere painfully indeed normally
kindly daily
innocently

Activity 1 Word Search

Directions: Find the ten adverbs hidden in the puzzle.

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Activity 2
Directions: Complete the following sentences by providing the appropriate adverbs.
Choose from your answers in Activity 1.
1. Should we change our Filipino ways _______?
2. The _______ narrow bridge in Pampanga is completely shut down.
3. It is _______ harsh to tell that Filipinos are spendthrift.
4. The Filipinos _______ address elders by using “po” and “opo”.
5. _______, we Filipinos are not aware of the negative effect of our attachment to
our Family system.
6. During the Japanese occupation and American blockage, Filipinos _______ stood
their ground.
7. Filipinos are _______ praised being hospitable.
8. The spirit of “Bayanihan” _______ lies at the core of Filipino values.
9. Filipino grandparents are _______ loved by their grandchildren.
10. Some overseas Filipinos are _______ longing to be home especially during the
holidays.

Directions: Complete the statement.

1. The Filipinos are really generous because
___________________________________________________________
_________________________________________________________ .
2. Often, foreigners mistake Filipinos as
___________________________________________________________
_________________________________________________________ .

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Complete the mini-dialogue using adverbs.
Juan: How can you contribute to improve the image of the Filipinos?
Pedro: It is very difficult but I could start with being punctual. ______, we have
Filipino time.
Juan: I agree. I am ______ late in my class. My teacher is always angry at me.
Pedro: That is true to me ______. If I am late in our appointment ______, please wait
______. I am still adjusting.
Juan: Of course. I will be ______ by the bench.
Pedro: I think that we could both start improving by being punctual.
How about you? What can you do to change our image?
Juan: I think I will start by being self-reliant. I will start by cooking my dinner ______.
Pedro: That is good to hear. You want some tips? I am ______ good in cooking.
Juan: Sure. I will write down your tips ______.

Activity 1
Directions: Complete the sentence by choosing the most appropriate word inside
the parenthesis.
1. Filipino workers abroad work (good, well) in their field.
2. Most Filipinos commute (daily, seldom) in going to work.
3. Being family oriented is not (exclusive, exclusively) Filipino. It is also common in
other Asian countries.
4. Foreigners thought that Filipinos cannot walk (farther, further).
5. A Thai said that Filipinos are (quiet, quite) pretentious.
6. The participants for the ASEAN Summit arrived (promptly, prompt) at the
designated hall.
7. The Japanese came (here, her) with the intent to expand their territory.
8. Most Filipinos speak (eloquent, eloquently) in front of an audience.

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Activity 2
Directions: Place the answers in Activity 1 according to its classification.
Adverb of Adverb of Adverb of Adverb of Adverb of
Item No.
Time Manner Degree Frequency Place
1.
2.
3.
4.
5.
6.
7.
8.

ADDITIONAL ACTIVITY

Let me try!
Directions: Provide an appropriate adverb for the adjectives given. Then, use them
in a sentence.
Example:
extremely light She likes the extremely light material used in the hand
mixer for baking.

1. ______ honest 1. __________________________________________

2. ______ happy 2. __________________________________________
3. ______ tidy 3. __________________________________________
4. ______ beautiful 4. __________________________________________

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 ANSWER KEYS

Lesson 1 - Use Modal Verbs Appropriately

WHAT I KNOW WHAT’S IN WHAT’S NEW

Activity 1 Eric: will 1. can
1. must/should Kenneth: might 2. can
2. might Jhelly: will 3. can
3. should Rosell: can 4. can
4. will Shayne: shouldn’t 5. can
5. must/should Nina: should 6. must
6. may Andrew: will 7. must
7. can Pocholo: will 8. must
8. must Andrea: may 9. might
9. can Caitlin: might 10. might
10. may

WHAT’S MORE WHAT I HAVE ASSESSMENT

LEARNED
Test I A C
Answers may vary. 1. D 1. E
1. can
2. must/should 2. E 2. B
3. should/must WHAT I CAN DO 3. F 3. A
4. may/can 4. D 4. E
Answers may vary. 5. B 5. A
5. shall
Test II 6. A 6. D
7. D 7. E
1. can/should
8. B 8. A
2. can ADDITIONAL
9. C 9. F
3. must ACTIVITY
10. D 10. E
4. will
Answers may vary.
5. might
6. Can/Will
7. must
8. can
9. might
10. Might/Will

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Lesson 2 - Use Nouns Appropriately

WHAT I KNOW WHAT’S IN WHAT’S NEW

Activity 1
Noun Pronoun Persons Things
1. a 4. b
Abad they
Abad fish 2. c 5. d
Azad him
Azad lamp 3. d 6. A
legend someone
friends Activity 2
story
orphans Noun Pronoun
boys
brothers Bangan her
sea
villagers mountains
thunder
Places trees Verb
Adjective Adverb
sea flowers forgot
adventurous walk
heavens kabunian smiled
loyal stayed
sky sun
cold stays
Phenomenon Baguio Adverb
pretty loud
nights happiness fast
lights Adjective
gentle
disconnected
warm

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WHAT’S MORE ASSESSMENT ADDITIONAL
Activity 1 ACTIVITY
1. BONUS
1. fisherman -
2. taxi driver – 1. villagers – subject
subject
subject pine tree – direct
2. lightning - subject
3. trees – object of object
the preposition 3. the storm - object 2. dog – subject
4. Kabunian – of the preposition Bantay – appositive
subject
4. the sea - object Friend – predicate
deity – predicate nominative
of the preposition
nominative Bangan – object of
5. Azad – direct 5. a girl - direct the preposition
object object 3. Baguio heritage
6. Brothers – 6. villagers - subject committee – subject
predicate nominative Pine – direct object
7. thunder – 7. food - direct object 4. pine tree – subject
appositive 8. hut - direct object 5. lightning – subject
8. lamp – direct Thunder – object of
9. Tala – appositive
object the preposition
Activity 2
9. legends – subject
Answers may vary.
10. story – object of
the preposition

WHAT I HAVE
LEARNED
Answers may vary.

WHAT I CAN DO
Answers may vary.

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Lesson 3 - Use Adverbs Appropriately

WHAT I KNOW WHAT’S MORE WHAT I HAVE

1. C 5. B Activity 1 LEARNED
2. E 6. D Answers may vary.
3. H 7. F
4. A 8. G

WHAT’S IN
(possible answers)
1. very well
2. everyday, daily
3. here in Cebu
4. hard
5. always late, never
on time

WHAT’S NEW WHAT’S MORE WHAT I CAN DO

Activity I Activity 2 Pedro: apparently
1. c 4. b 1. now Juan: often
2. b 5. d 2. dangerously Pedro: too,
3. d 6. C 3. too tomorrow, patiently
Activity 2 4. properly Juan: here
1. √ 5. X 5. sometimes Juan: everyday
2. X 6. √ 6. courageously Pedro: very
3. √ 7. √ 7. often Juan: now
4. X 8. specifically
9. well
10. truthfully
ASSESSMENT
Activity 1 ASSESSMENT ADDITIONAL
1. well Activity 2 ACTIVITY
2. wrong 1. adverb Answers may vary.
3. exclusively 2. adjective
4. sensible 3. adverb
5. pretentious 4. adjective
6. promptly 5. adjective
7. cheapest 6. adverb
7. adjective
8. eloquently
8. adverb

Page 39
References
Books

Bermudez, V. F., Cruz, J. M., Nery, R. F. & San Juan, M. A. 2007. English
Expressways Textbook for Second Year. Quezon City: SD Publications, Inc.

Bermudez, V. F., Cruz, J. M. , Nery, R. F. & San Juan, M. A. 2007. English

Expressways Teacher’s Manual for Second Year. Quezon City: SD Publications,
Inc.

Griffith, B.W., Hopper, V. F., Gale, C., & Foote, R. C. 2004. Barron’s Guide to
Correct Grammar 4th Edition. New York: Barron’s Educational Series, Inc.

Ladera, H.P., Flores, M. M. & Dela Cruz, E. M. 2000. New Horizons in Learning
English Textbook in English for Second Year High School. Sampaloc, Manila: Rex
Bookstore, Inc.

Ladera, H.P., Flore, M M. & Dela Cruz, E. M. 2000. New Horizons in Learning
English Teacher’s Manual in English for Second Year. Sampaloc, Manila: Rex
Bookstore, Inc.

Websites
Retrieved on June 3, 2020 from https://www.usingenglish.com/quizzes/398.html
Retrieved July 1, 2020 from
https://www.englishpage.com/modals/interactivemodal8.htm
Retrieved July 13, 2020 from
https://www.plainlocal.org/userfiles/448/adverb%20Hard.pdf
Retrieved July 13, 2020 from
http://studyskills.curtin.edu.au/essays/introduction/what-is-an-essay/
Images
Retrieved July 15, 2020 https://images.app.goo.gl/VRqdA15DwJVhwKFt5
Retrieved July 15, 2020 https://images.app.goo.gl/ByGjmcyFjehYqx4n9

Page 40
For inquiries or feedback, please write or call:
Department of Education – Region VII,
Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph

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