5

English
Quarter 2 – Module 1:
Aspects of Verbs, Modals,
and Conjunctions
English – 5
Self-Learning Module (SLM)
Quarter 2 – Module 1: Composing Clear and Coherent Sentences Using Appropriate
Grammatical Structures: Aspects of Verbs, Modals, and Conjunctions
First Edition, 2020

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wherein the work is created shall be necessary for exploitation of such work for profit. Such
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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Marvin P. Suarez
Editor: Mary Gayle B. Leysa
Reviewer: Olive Pearl O. Bondoc
Illustrator: Marvin P. Suarez
Layout Artist: Marvin P. Suarez
Cover Art Designer: Arvel Garry L. Campollo
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Leonardo M. Balala, CESE-Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo O. Magno – Subject Area Supervisor
Ismael M. Ambalgan – Chief, CID
Sheryl L. Osano – EPS, LRMS
Mary Grace B. Leysa – EPS- English

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: [email protected]
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English
Quarter 2 – Module 1:
Aspects of Verbs, Modals,
and Conjunctions
Introductory Message
To the facilitator:

Welcome to the English 5 Quarter 2 – Self-Learning Module (SLM) 1 on Aspects

of Verbs, Modals, and Conjunctions!

This module was collaboratively designed, developed, and reviewed by the

educators from public institution to assist you, teacher or facilitator, in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

To the learner:

Welcome to the English 5 Quarter 2 – Self-Learning Module (SLM) 1 on

Composing Clear and Coherent Sentences Using Appropriate Grammatical
Structures: Aspects of Verbs, Modals, and Conjunctions!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be able to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

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 What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What Is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

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The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know
Hello, Kids! Have you packed your things for our next adventure? Wow, Kids,
that is amazing! This module was designed and written with you in mind. It is here
to help you master the Aspects of verbs, Modals, and Conjunctions. This module was
designed and written with you in mind.

The scope of this module permits it to be used in many different learning

situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.

This module focuses on the lesson on composing clear and coherent sentences
using appropriate grammatical structures using aspects of verbs, modals, and
conjunctions (EN5G-Ic-3.6) (EN5G-Id-3.6) (EN5G-Ia-3.3) (EN5G-Ib-3.3) (EN5G-IIc-
3.9) (EN5G-IId-3.9) (EN5G-Ie-8.3/8.4) (EN5G-If-8.3/8.4).

What I Know

Carry your backpack now, Kids! This day must be a lot of fun and learning!
This time, you will learn how to compose clear and coherent sentences using
appropriate grammatical structures using aspects of verbs, modals, and
conjunctions. Also, we will spice up our lesson with the practical life lesson as we go
along. But before that, let us assess your prior knowledge about the topics through
this pre-test. Are you ready, Kids? You may start with the pre-test now!

Direction: Read each statement very carefully then identify what is asked. Choose
you answers from the given choices and write them in your activity notebook.

1. COVID-19 ____ a pandemic which affects many countries globally. What is the
correct verb to complete the sentence?
a. are b. is c. was d. were
2. You must refrain from shaking _______ holding of your friends’ hands for safety.
What is the correct conjunction to complete the sentence?
a. and b. but c. or d. yet
3. You must wear your mask when you want to go outside. What is the modal
used in the sentence?
a. mask b. must c. want d. wear

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4. The World Health Organization (WHO) __________________everyone to keep at
least one meter distance from other people and to refrain from touching
surfaces with bare hands since the COVID-19 surfaced. Which verb phrase
must be used to complete the sentence?
a. had been reminding c. have been reminding
b. has been reminding d. is reminding
5. The disease spreads primarily from person to person through small droplets
from the nose or mouth, ________ if you practice the social distancing and if you
wear your facemask, you can have the lesser chance of getting the virus. What
conjunction should be used in the sentence?
a. and c. so
b. but d. yet
6. What is the modal used in the sentence, “Going outside the house without
facemask can make you more susceptible to virus”.
a. can c. outside
b. make d. susceptible
7. Since the spread of Corona virus in the country, Michael and Jane have
cleaned their hands by washing it properly with soap and running water for 20
seconds. What is the tense of the underlined verb?
a. Past perfect tense c. Present progressive tense
b. Present perfect tense d. Future perfect tense
8. Rica _______ observe one-meter social distancing when going to buy food in the
market.” What is the correct modal to complete the sentence?
a. can c. must
b. may d. will
9. Washing your hands with soap and water ______ using alcohol-based hand rub
will kill viruses that may be there. What is the correct conjunction in the
sentence?
a. and b. but c. yet d. or
10. John ______ be learning his lesson at home instead of going to school to protect
him from acquiring the COVID-19. What is the correct modal to be used in the
sentence?
a. can c. might
b. may d. would

When you are done with this pre-test, you may check from the answer key to find
out the extent of knowledge you already have on this topic.

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 Composing Clear and Coherent
Lesson Sentences Using Appropriate
1 Grammatical Structures: Aspects of
Verbs, Modals, and Conjunctions
Hello, kid! Two thumbs up for the performances you demonstrated during the
first quarter of your lessons. I know you are all excited to step higher and gain more
knowledge, skills, attitude, and values in this subject. No barriers can block your
eagerness to learn more. By the way, this lesson is focused on composing clear and
coherent sentences using appropriate grammatical structures: Aspects of Verbs,
Modals, and Conjunctions. We will learn more about these in our succeeding
activities. But before we proceed, let me share some realizations.

Everything has changed now since the Corona Virus Disease 2019 (COVID19).
It is a highly infectious disease that has spread globally. Therefore we call it as a
pandemic. Experts say that we are now living with New Normal. Subsequently, some
of our past activities, especially those we love to do like hand-shaking, hugging, and
a lot more of physical activities we do every day can never be done this time.
Basically, we need to practice the precautionary measures including the social
distancing, proper hand washing, and wearing of face mask ad even face shield every
day for our safety. Thus, failure to practice these may cause harm to you, your family,
and your community. So this time, we will use some of the new normal practical
activities in our main lesson so you can understand more about our present
situation. Also, we will learn how to compose clear and coherent sentences using
appropriate grammatical structures: aspects of verbs, modals, and conjunction.

What’s In

In your previous lesson, you were able to understand the topic on the kinds
of adjectives, subordinate and coordinate conjunctions, and adverbs of intensity and
frequency. I know you are ready for the first activity of your new lesson, but before
we proceed to learning a new one, let us have some review on your previous topic. In
this activity, you can apply your knowledge on your previous module.

Activity 1

Direction: Read each sentence very carefully. Underline the adjectives used in the
sentence and write on the blank whether it is a DESCRIPTIVE, DEMONSTRATIVE,
INTERROGATIVE, or POSSESSIVE adjective. Do this in your activity sheet.

_______________________ 1. John and Trixxy have clean hands.

_______________________ 2. During the lockdown, more people made use of their green
thumb by planting flowers and other plants.

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_______________________ 3. This virus called Covid-19 started to spread in China.

_______________________4. What precautionary measure do you practice so as not to

be contaminated with the virus?

_______________________ 5. Her chosen learning modality is modular because she

does not have a gadget for the online class.

Activity 2

Directions: Read the paragraph very carefully and identify the conjunctions being
used. Then, underline at least two (2) Subordinate Conjunctions and encircle one (1)
Coordinate Conjunctions. Do this in your activity sheet.

This COVID-19 pandemic teaches every person a lesson that they will never
forget. This lesson tells that no single rich person can defeat a silent predator of
humanity unless different hands of no known label, either poor or rich, will take a
risk to save all. This silent predator can’t be seen and is hidden inside of us. Not a
virus or any disease is the silent and tiny predator of us all but our selfishness and
lack of discipline.

Activity 3

Directions: Use the following adverbs of intensity and frequency in a sentence. Write
this in your activity sheet.

1.) extremely - __________________________________________________________________

2.) seldom - __________________________________________________________________

3.) enough - __________________________________________________________________

Great job for completing the task, Kids! You just proved that you have made a
splash of mastery of your previous lesson!

Notes to the Teacher

Teaching English language must be engaging, fun, and
productive. For this module, teachers’ creative ways of facilitating
learning in the midst of New Normal are encouraged to produce
learners who are capable and competent in the use of English
Language as medium of communication.

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 What’s New

Hello, kid! I want to bring you to the world of fantasy as we learn about our
topic as well as learn the new world we are in now– the New Normal. I hope you will
finish reading the story. I want you to open your imagination as you understand
each event. Are you ready, Kids? And now, our story for this time is titled The Lost
Page of Sacred Histora

The Lost Page of Sacred Histora

“…and that moment, I was scared by Kleyo when he hid beneath the
forbidden jinxed tree of darkness,” Sheya excitedly shared her story to Meyla while
winging towards the Grand Pixie Tree–the magical dimension of the earth’s fairies.

“What? Why? I mean, how did you arrive in that forbidden place?” Meyla
terribly asked Sheyya. “Kleyo and I decided to collect pixie dust from the great
orchid land but suddenly, Kleyo tried to tease me and he disappeared. So, I
wandered to find him until I reached that place.” Sheya answered. “How is Kleyo
now?” Meyla’s concern rose up.

During the creation of the Sacred Histora, the collection of the historic
accounts of the generations of fairies, Lord Shino prohibited the fairies to come
near the jinked tree of darkness. As written in the Sacred Histora, the jinked tree
of darkness is the portal of the cursed Sileyyo. He was the very powerful dark fairy
who was barred in the tree of darkness by the two hero fairies. No one must come
near the jinxed tree as it can set Sileyyo’s curse free again.

The Grand Pixie Tree has been so peaceful since the dark fairy was cursed
and defeated. Fairies, in all forms, can do anything they wanted to do. They can
work in harmony and can fulfil their own duties. Every day, faunas roomed
around the magical world to provide care among animals. They take good care of
them for they are the fairies of the animals. They are the ones who fix the animal
fur and feathers. They do scrape fish scales’ dirty film, and do daub them with
silver dust to make it shine brightly in the water. Also, the faunas keep the
shimmering colors of the insects and provide antennas to the new born ones. The
floras, on the other hand, spread colors to the earth through the beauty of their
flowers and trees. They sprinkle the flowers with glowing tiny powder of light from
the rainbow. There are also fairies in-charge for the human and their needs and
activities–they are the Homos. They take routes in the villages to collect teeth and
bless people with new and healthier ones. They do guide villagers during their
works and even salvage them whenever they are in danger.

“I don’t have any idea how he is doing now, Meyla,” Sheya answered. “He
must be alright then, but we need to see him right away!” Meyla said. The two
fairies are about to go to Kleyo’ hive when they see Leya coming fast towards
them. “Meyla, Sheyya, Kleyo is sick!” Leya worriedly told the two.

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“This is bad, Sheyya! Kleyo must have been cursed!” Meyla cried. “We must inform
the fairy grand royals about him. The curse can spread to anyone else,” Meyla
added. “Leya, you must go and inform Kleyo’s parent fairies about the curse of the
jinxed tree of darkness,” Meyla immediately followed up. Meyla and Sheyya hurry
up to the Grand Pixie Tree to tell the fairy grand royals about the curse. After the
fairy grand royals was informed, the fairy siren instantly send signals to the fairy
grandparents for an urgent meeting to discuss how to stop the curse. Meanwhile,
Sheyya and Meyla ride an emergency sparrow towards Kleyo’s hive. So quiet yet
disturbed, the fairy hive avenue knocked them for six after seeing the horrifying
emptiness of the place where Kleyo lives. It was dark and the colors of the place
seem darkened yet pail. The two speculated on it like the effects of the curse which
had been passed to Kleyo.

Meyla and Sheyya are about to step on the darkened place when… “Pssst!”
… they heard a calling sound at their back. It is Leya who is coaxing a portion of
a fine garment made of the silk while hiding at the tiny mushroom cap. “Don’t
step inside, come here immediately and hide!” Leya whispered. Meyla and Sheyya
run towards her and hide themselves. “What is happening?” Sheyya asked Leya
with all astonishment. They can see the fear and sadness in the eyes of their friend
while she is talking. “The time I went back here to tell Kleyo’s parent fairies about
his condition, it was all so late,” she replied. “When I get here, all fairies lost their
colors, their wings were crooked and hardened, and their pixie light turned off,”
Leya added. In just a couple of seconds, the cursed fairies go out from the dark
avenue and walk like rovers trying to cross toward the light. It has saddened the
three since they have watched their families and friends hardly doing and dying.
“Take these and cover your nose.” Leya breaks their silence. “What is this for?”
Meyla asked. “The dark pixie dust carries the curse, and once you inhaled it, you
might transform like them,” she answered. “Kleyo turned into that giant black
tree. It releases the dark pixie dust from its branches, flower, and leaves. We must
make way to inform others now. We must stop the spread of the dark pixie dust
and save them.” Leya unveiled things about Kleyo.

They wrapped the silk garment around their head to cover their nose and
flapped out near the darkened cursed hive avenue. When reaching the Grand Pixie
Tree, they waste no second to direct the information to the Fairy Grand Royals.
The Fairy Grand Royals immediately tasked the fairy nursing teams to cure the
victims the soonest and instructed other fairies to mask themselves and clean
their hands as much as possible. They also instructed the fairy royal guards to
lock each passageway and each border surrounding the ill-fated hives. Meanwhile,
Meyla gets an idea on how to stop the curse and tells it to the royals right away.
But just before they proceed their way, the royal guards worriedly appeared. “The
curse has spread to the nearer hives and a lot of fairies have been affected!” the
royal guard said. Thinking about the only way to stop this ordeal, they went
directly towards the hailed chamber of knowledge where the Sacred Histora is
placed.

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They believe that only the magical text from the Sacred Histora can guide them
on how to cast the curse away. Fairy Grand King takes the privilege to taking
down the Sacred Histora.

In the meantime, the fairy nursing team are informing all the earth fairies
religiously about continuous spread of the curse throughout their kingdom. The
earth fairies, in cooperation, disseminate the reliable information to the other
fairies. Not like other kingdoms, the earth fairies of the kingdom of Grand Pixie
Tree love and compassionate with their fairy grand royals. This is why they
cooperate and help each other whenever problem arises. Back in the hailed
chamber, the queen tries to read the magical text:

When darkness and dawn appear,

And the kingdom shut with fear,
It means the spell is rusted,
But all you need is trust and be casted!

A fairy can never be cursed nor captured with dark burst,

Why rain with ill? He is in with weak heart need to heal,
The only way to cast it out is…

“There must be another page, but it was lost!” the queen clamours. “Where
can we find the lost page of the Sacred Histora, then?” the King questions. They
don’t have any idea who stole the sacred page. “As I understand it, we must then
make his heart strong and help him recover. He might be troubled that we, earth
fairies, are disappointed with him!” Then, the Sacred Histora floats up high and
radiates with the colors of the rainbow. Then a second, a burst of rainbow
suddenly strikes towards the direction of the cursed place. Meyla, Sheyya, and
Leya, together with the fairy grand royals follow the rainbow. When reaching the
place, they are stunned after seeing the weak Kleyo just beneath the dark tree of
curse. “Kleyo, please fight that curse! We don’t blame you. Trust us because we
really care for you!” Sheyya cried. Kleyo rises up his head and try to get the piece
of paper in his pocket. “The lost page of the Sacred Histora!” Sheyya shouted. The
page illuminates and slowly flows out through the air toward the Sacred Histora.
Magically, the lost page regains its form and takes back from the Sacred Histora.
Then, the sacred text shimmer like it loves to be read.

… genuine acceptance for mistake,

Regaining new beginning for the weak.
Let him stand strong and show your light,
Shower him with your pixies and all will turn right.

After reading the sacred text, the community of earth fairies fly up high and
sprinkle their pixies down to the dark hives. In just a slow blink of an eye, Kleyo
and all other weakened fairies turned back their strength. The majestic colors of
the rainbow paints the land. It brings back its color and it shines like nothing
happens.

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 The majestic colors of the rainbow paints the land. It brings back its color and
it shines like nothing happened. “I am so sorry. I just tried to be happy that time.
Ever since my mother and father sacrificed their lives just to defeat Sileyyo, I was
sad and scared. I am so sorry. I put the whole kingdom in danger,” Kleyo cried.
“Don’t cry, Kleyo. You parents are our heroes, so you must be happy and proud.
We will always be here for you,” Meyla said. “We know you are brave because your
parents were! Come on, Kleyo, the kingdom is yours to protect,” the Fairy King
added. From then on, the earth fairies have been even greater in compassion,
cooperation, and love in protecting their beloved Kingdom of Grand Pixie Tree. The
moment of dark days has been written in the Sacred Histora.

What Is It

Congratulations for finishing up the story, Kids! How did you find it? Did you
love it? You know what, this story makes us reflect about life. This story and our life
now have many things in common. Like earth fairies, we are also facing the same
thing. Many of fellow Filipinos are infected with COVID-19 just the same as what
Kleyo and other fairies went through. Moreover, we also need to put face mask to
cover our nose so the virus can’t enter inside our body. We need to keep our hands
clean too through washing it thoroughly with soap and running water. We can
sanitize it with alcohol whenever we have no source of soap and water to wash them.

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 This time, out of the story you have just read, make also your own reflection
about life in times of this pandemic. Write it in your notebook to be submitted later
to your teacher.

Now speaking of our lessons, we can find the four aspects of the verbs that
are used in the story just to give you good examples through imaginative way. You
can also find examples of modals and conjunctions. When it is your time to make
your own stories, you can easily apply these modals and conjunctions easily.

Aspects of Verbs

Looking back at the story you have read. Have you encountered different
verbs? Very true! There are lot of verbs used in the story. But, did you know that
verb changes its forms depending on its aspect?

So what is an Aspect of the Verbs? Let us discuss it here.

Aspect of the Verbs refers to the different forms of the verbs based on the time when
the event happened. It is the different faces of the verb like verbs with –s or –es, -ed,
-ing, or the use of linking verbs and helping verbs like has, have, and had.

Example: talk

The word ‘talk’ can be formed as talked, talking or talks. It can also be used
as main verb in the sentence where the linking verb, or auxiliary verb is added to
them. For example, has talked, is talking, or has been talking.

The Tenses of the Verbs refer to the time as in past, present, and future when the
verbs are used as the actions. Thus, the Aspect of the Verbs varies depending on the
Tense or Time the verb is used as an action in the sentence.

Different aspects of the verbs: 1. The Simple or Zero Aspect 2. The Perfect Aspect
3. The Progressive Aspect 4. The Perfect Progressive Aspect

1. The Simple or Zero Aspect

Study the table below.

Tense Form Examples

Present Base or no changes at all (plural); adding -s (singular) Talk, talks

adding -ed (regular verbs); walked

Past
-changes in spelling (irregular) wrote
will cook
Future Adding will/shall
shall go

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Using the Present Tense Form of the Verb

As you observe, the aspects or forms of the verbs change based on its tense.
Let us discuss first the changes in the verb when used in the present action.

The italicized words in the following sentences are the verbs used in the
present tense. Can you read them Kids?

1. Sheyya and Meyla ride an emergency sparrow towards Kleyo’s hive but they
wonder about the unusual silence of the place.

2. It brings back its color and it shines like nothing happens.

3. The fairy grand royals try to read the magical text.

4. Leya flaps her wings to deliver the message to Kleyo’s guardians.

These are the following verbs which are in their Base Form: ride, try, wonder

While the verbs below are the verbs which are in their –s Form:

brings (bring + -s) shines (shine + -s) flaps (flap + -s)

Both the base form and the –s forms of the verbs are in the present forms.

Remember, Kids!

The base form and the –s form of the verb are present tense forms. It means
that the verb or the action is at the present condition, habitually done or a natural
law.

Question: When can we use the base form and –s form of the verb?

The base form of the verb is used when the sentence has two or more
subjects or when it has plural subject. That is why, the base form of the verb is
called plural verbs. On the other hand, when the sentence has only one subject,
then the –s form of the verb is used. The –s form of the verb is also called present
tense singular.

Using the Past Tense Form of the Verb

The past tense of a verb is used in the sentence if the action already happened
sometime in the past. For the regular verbs, the past tense is formed by adding the
suffix –ed. However, the past tense form of the irregular verbs can be formed in
different ways. Sometimes, it changes the whole word itself.

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Examples:

Regular Verbs Sheyya walked silently towards the jinxed tree.

Irregular Verbs The whole community knew about the curse.

Using Future Tense Form of the Verb

The future tense of a verb can be formed by only adding shall or will before
the verb. This form of the verb is used when the action is to take place in the
future.

Examples:

Many people hope that the COVID-19 will stop soon.

John and Leny will make an automatic hand washing device using their
knowledge in robotics.

2. The Perfect Aspect

The perfect aspect of the verbs expresses a complete action. It is also known
as the complete aspect. When forming the perfect aspects of the verbs, you need to
know how and when to use has, have, had, and will have.

Has is used for the present perfect which is expressed to look back from the
present times with the singular subject.
Example:
• John has just eaten his breakfast.
Have is used for the present perfect which is expressed to look back from the
present times with the plural subject.
Example:
• John and Mika have just eaten their breakfast.
Had is used for the past perfect which is expressed to look back in the past.
Example:
• Rico had done his assignment before he went home.

Will have is used when the complete action is expressed to look forward into the
future.
Example:
• For the next months, the scientist will have developed a vaccine for the
COVID-19 for all of us.

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3. The Progressive Aspect

The progressive aspect of the verbs expresses an ongoing action. This aspect
is also known as the continuing aspect of the verbs. It is the collective term for
verbs (past, present, or future) in a progressive tense.

Examples:
• The government is trying to stop the spread of the virus in the country.
• All the health frontliners were doing their best to revive the COVID-19
patients.
• They will be travelling soon after the lockdown.

4. The Perfect Progressive Aspect

The perfect progressive aspect of the verbs expresses the end of the ongoing
action. It is also called as the perfect continuing aspect.

Examples:

• The Department of Health (DOH) has been dealing with the problem in the
scarcity of the personal protective equipment of the frontliners.
• Filipinos have been practicing the washing of hands, wearing of face mask,
and keeping social distancing since the start of the outbreak.
• Some artists had been helping the country in providing the needs of the
affected Filipinos.
• The doctors will have been considering the different ways of treating the
patients.

Modals

Modal combines with another verb to indicate mood or tense. A modal, also known
as a modal auxiliary or modal verb, expresses necessity, uncertainty, possibility, or
permission.

Study the examples of modals listed below:

Can / can’t ought to / ought not to
Could / couldn’t might / might not
May / may not used to / didn’t use to
Shall / shall not would / wouldn’t
Will / will not have / haven’t
Should / should not must / must not

Sentence Examples:

• Handwashing must be done to get rid of the virus.

• I would stay inside the house to be safe.
• You might extend help to your neighbors if you want to.

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We also use modals to talk about ability, ask permission, and make requests and
offers:

• I can't hold a birthday party anymore because of the COVID-19.

• May I ask a question about COVID-19?
• Could I have some face masks and soap, please?

Conjunctions

A conjunction is a part of speech which joins two words or ideas in a sentence. It can
join two verbs, two nouns, two phrases or clauses.

These words are important in language. These will enable you to construct sentences
with harmony. These are used to blend and arrange ideas especially in connecting
phrases and clauses. Here is an acronym you must remember in order for you to
have the knowledge on the most common conjunction used daily. It is formed
through an acronym FANBOYS: for, and, nor, but, or, yet, so

When can we use these conjunctions?

For – used when you need to provide a reason. It can also replace the conjunction
“because” in a sentence.
Example: The Enhanced Community Quarantine must be imposed for the cases are
increasing.

And - used to connect two similar ideas.

Example: John stays home to protect himself from the virus, and Mike does the
same thing.

But – used when you connect two opposing ideas.

Example: I love to eat cake and ice cream, but I am on a diet.

Or – used to connect nouns, verbs, phrases, or clauses which give choices

Example: The teacher or the parents can act as facilitators of learning
Nor- used to connect nouns, verbs, phrases, or clauses which do not give choices
Example: Neither the rich man nor the poor man can easily pass without the
Covid-19 pass slip.
Yet – used as the same way as the conjunction “but.” However, it is used to
contrast the ideas even more.
Example: I need to attend to my friend’s birthday party, yet the threat of COVID-19
is still high.

So– These words suggest time and continuation depending on the situation to be
expressed in the sentence.
Example: The Enhance Community Quarantine is imposed, so the people behave
inside their houses.

More examples of conjunctions: as long as, even if, though, inasmuch,

whenever, whereas, wherever, provided that, because

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 What a long journey you have now! Let us take a break for a while. Don’t
worry, Kids! You can review all that you have read in order for you to master the
basic concepts on the aspects of the verbs, modals, and conjunctions. This time, let
us have the activity about the story we have read and the lessons that we have
discussed. Are you ready, Kids? I knew it!

What’s More

Activity 1

Direction: True or False. Read each statement very carefully. Shade the icon
of the masked kid if your answer is TRUE, and icon of the hand washing
if your answer is FALSE. You may start now, Kids!

1. Kleyo is sick because he stole one of the pages of the Sacred

Histora.

2. The only way to cast the curse away is genuine acceptance of

the committed mistakes, perseverance, love, and cooperation.

3. Leya might be the most powerful dark fairy who was barred
inside the jinxed tree of darkness.

4. Leya flapped towards the hive to inform Kleyo’s fairy parents

but it was too late.

5. The Grand Pixie Tree is the place where the Fairy Grand
Royals live.
6. The power of compassion, cooperation, and love is not enough
to overcome the struggles encountered by the earth fairies.

7. The Kingdom of the Grand Pixie Tree has been so peaceful

since the dark fairy was defeated.

8. In order not to be cursed by the dark pixie dust from Kleyo,

the fairies must cover their nose with fine garment and must
wash their hand constantly.

9. The story begins when Kleyo and Sheyya went to the Orchid
Land to fetch some water.

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 10. The Fairy Grand Royals have been ruling the kingdom
since the creation of the Sacred Histora.

Well done, Kids! Did you enjoy shading while answering the questions, Kids?
Wow! I love to hear that from you. Do you want more enjoying yet engaging activities?
Okay, so why don’t we play a crossword puzzle instead? Alright, get it on, Kids!

Activity 2

Direction: Crossword Puzzle. Read the statement very carefully. Identify what is
being described in each statement. Fill the crossword puzzle with your answers based
on their corresponding number.

Across
1. She was with Kleyo in the forbidden tree.
4. This fairy was cursed when it enters through the nose.
5. He was a very powerful dark fairy.
6. It is where the dark fairy is barred forever.
8. It is the collection of the fairies' historic accounts.
9. Part of the sacred book which was stolen.
11. It must always be cleaned by soap and running water.
12. It is the name of their kingdom.
14. They take good care of the nature.

Down
2. A compassionate, and smart fairy.
3. He stole the page of the sacred book.
7. The rulers of the kingdom.
10. It is a part of the body in which face mask is made for.
13. They are the animal fairies.
15. They are fairies who help the villagers.

15
 Great job, Kids! I am very happy to know that you really read and understand
the story well! Because you amazed me, let me have you five stars to be added in
your points. Stars are given as additional points for those kids who really learned a
lot.

What I Have Learned

Let us have a challenging review on our lessons today, Kids. This will help you
to master the concepts that we discussed in this module.

Activity 1

Directions: Identify what is meant by each statement below. Write your answer on
your activity sheets.

____________1. It is an aspect of the verb which expresses a simple verb forms.

____________2. It is an acronym of the most commonly used conjunctions.

16
____________3. It is a word that being used to express the uncertain idea.
____________4. It is a conjunction that is being used as the connector of the
contrasting ideas.
____________5. It is being added to the verb to form the past form of the regular verbs.
____________6. It is added to form its past perfect progressive tense of the verb.
____________7. It is an aspect of the verb which expresses an ongoing actions.
____________8. It is a conjunction that is used to join the same ideas.
____________9. It is an aspect of the verbs which expresses the end of an ongoing
action.
____________10. It is a modal that is commonly used to express future actions.

Activity 2

Direction: Read the question very carefully and identify what is meant by the
statements in Column A. Choose your answer from the Column B and connect it
with a straight line. Write your answer on your activity sheets.
Column A Column B
1. It is used when you need to provide a
reason. It can also replace the
conjunction “because” in a sentence. a. for
2. It is used to connect two the same ideas.
b. nor
3. This conjunction joins two specific
nouns in the sentence except the c. and
subjects.
4. This conjunction is used when you d. yet
connects two opposing ideas.
5. It is a conjunction used to connect e. since
nouns, verbs, phrases, or clauses which
f. but
give choices.
6. What I Can Do
This conjunction is used as the same g. or
way as the conjunction “but.” However, it
is used to contrast the ideas even more.
7. This word suggests time and
continuation depending on the situation
to be expressed in the sentence.
Activity 3

Direction: Encircle at least 3 modals found in the paragraph. Do this in your activity
sheets.

Anyone can help in this time of pandemic. Regardless of how poor of rich you
are, you can help in your own special ways. You must have a unique idea on how
you can extend aids and fortune to your community especially this time of adversity
caused by the COVID-19. Doing anything against the government can’t be of help.
You need to reflect what is really needed and prioritize it. Think about how to start
your action and be a hero.

17
 What I Can Do
Well done, Kids! I see that you have learned a lot from our activities this day.
And now, let us take another activity in which we can apply our knowledge on the
aspects of the verbs, modals, and conjunctions.

Situation: Meyya is collecting pixie dust, can you help her to collect some?

All you need to do is to provide what is asked by each item given below.
Completing the task in each items will enable you to give one (1) bag of pixie dust to
Meyya. How much bags of pixie dust do you think you can give her? Let us see! Are
you ready to help Meyya? Get it on, kid!

Direction: Read what is asked in each item. Write your answer in your activity sheet.

1. Give the 3 Simple Tenses of the Verb 2. Give at least 5 Examples of Modals
________________________ that can’t be found in our examples
__________________ __________________
________________________
__________________ __________________
________________________
__________________ __________________
_______________________
__________________ __________________
__________________ __________________
_____ _____

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3. Name the Four (4) Aspects of the Verbs 4. Try to give at least Eight (8)
________________________ additional Conjunctions which are
________________________ not yet given in our discussion
________________________ __________________ _______________
_______________________ __________________ _______________
__________________ _______________
__________________ _______________
___

Assessment

Congratulations, Kids! You are about to accomplish the tasks provided in this
module. I know that you learned something in our topic today. This time, let us take
this last activity in order to assess how much you have learned in this module. Are
you ready, Kids! Nail it!

Direction: Read each statement very carefully. Choose you answer from the given
choices. Write your answers in your activity notebook.

1. You must refrain from shaking _______ holding of your friends’ hands for safety.
What is the correct conjunction to use to complete the sentence?
a. and b. but c. or d. yet
2. You must wear your mask when you want go outside. What is the modal used
in the sentence?
a. mask b. must c. want d. wear
3. COVID-19 ____ a pandemic which affects many countries globally. What is the
correct verb to complete the sentence?
a. are b. is c. was d. were
4. The disease spreads primarily from person to person through small droplets
from the nose or mouth, ________ if you practice the social distancing and if you
wear your facemask, you can have the lesser chance of getting the virus. What
conjunction can be used in the sentence?
a. and c. so
b. but d. yet
5. What is the modal used in the sentence, “Going outside the house without
facemask can make you more susceptible to virus”.
a. can c. outside
b. make d. susceptible
6. The World Health Organization (WHO) __________________everyone to keep at
least 1-meter distance from other people and to refrain from touching surfaces

19
 with bare hands since the COVID-19 arose. What verb in perfect progressive
aspect must be used to complete the sentence?
a. had been reminding c. have been reminding
b. has been reminding d. have been reminded
7. John ______ be going to learn his lesson at home instead of going to school to
protect him from acquiring the COVID-19. What is the correct modal to be used
in sentence?
a. shall c. might
b. may d. would
8. In the sentence, “Rica _______ have to observe one-meter social distancing when
going to but food in the market.” What is the correct modal to complete the
sentence?
a. Can c. must
b. May d. will
9. Michael and Jane have cleaned their hands by washing it properly with soap
and running water for 20 seconds before they eat their food. What is the tense
of the underlined verb?
a. Past perfect tense c. Present progressive tense
b. Present perfect tense d. Future perfect tense
10. Washing your hands with soap and water ______ using alcohol-based hand rub
kill viruses that may be on your hands. What is the correct conjunction in the
sentence?
a. and b. but c. yet d. or

Additional Activities

Direction: Since you are at home, write your own song using modals, and
conjunctions. You can use the songs you know as your reference to make your own.
I am so excited to hear you singing your original song soon.

20
 21
What I have What's More
learned Activity 1 Pre-Test
1. Activity 1
2. Simple 1. F 1. B
3. FANBOYS 2. T 2. C
4. Modals 3. F 3. B
5. But 4. T
6. –ed
4. B
5. T
7. Had been 5. B
6. F
8. Progressive 7. T
6. A
9. And 8. T 7. B
10.Perfect progressive 9. F 8. C
11.Shall 10.F 9. B
Activity 2 10. D
Activity 2 1. Sheyya What’s In
1. A 2. Meyya
2. C 3. Kleyo Activity 1
3. B 4. Dark pixie
4. G 5. Sileyyo 1. Clean
5. F 6. Jinxed tree 2. Whole
6. D 7. Fairy grand royals 3. Chinese
7. E 8. Grand histora Activity 2
Activity 3 9. Page
Subordinate
1. Can 10.Nose
Conjunctions
2. Must 11.Hands
1. that
3. Can’t 12.Grand pixie tree
2. unless
What can I do 13.Fauna
Coordinate
Item 1 14.Flora
Conjunctions
1. present 15.homos
1. and/or
2. past
3. future
Item 3 Assessment
1. simple aspect
2. perfect aspect 1. C
3. progressive aspect 2. B
4. perfect progressive 3. B
aspect 4. B
5. A
6. B
7. B
8. C
9. B
10.D
Answer Key
References
Department of Education. 2006. K to 12 Basic Education Curriculum English V
https://www.ereadingworksheets.com/point-of-view/
https://literarydevices.net/point-of-view/
https://www.webmd.com/lung/coronavirus
https://www.scribendi.com/advice/narrative_voice.en.html
https://www.k12reader.com/worksheet/narrators-point-of-view-flow-chart/view/
https://literaryterms.net/point-of-view/

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 DISCLAIMER
This Self-Learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and addressing
the new normal. Contents of this module were based on DepEd’s Most
Essential Learning Competencies (MELC). This is a supplementary material
to be used by all learners of Region XII in all public schools beginning SY
2020-2021. The process of LR development was observed in the production of
this module. This is version 1.0. We highly encourage feedback, comments,
and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]