Grade 10 Unit 9: Grammar Review

Grade 10 Unit 9: Grammar Review

Table of Contents

Introduction 3

Unit Objectives 3

Lesson 1: Intensive and Reflexive Pronouns 4 Warm-up! 4 Learn About It! 5 Check Your Understanding 6 Let’s Step Up! 7

Lesson 2: Features of Modal Verbs 8 Warm-up! 8 Learn About It! 8 Check Your Understanding 10 Let’s Step Up! 12

Lesson 3: Modals of Ability, Possibility, and Request 13 Warm-Up 13 Learn About It! 14 Check Your Understanding 15 Let’s Step Up! 16

Lesson 4: Modals of Permission and Suggestion 17 Warm-Up 17 Learn About It! 17 Check Your Understanding 19 Let’s Step Up! 21

Performance Task 22

Self-Check: How Well Did I Learn? 24

Wrap Up 24

Bibliography 25

2 Copyright © 2018 Quipper Limited

GRADE 10| ENGLISH

UNIT 9

Grammar Review Ever since the widespread use of mobile phones, people have become more lax in the use of correct spelling and grammar, introducing varied communication styles, and thus changing the use of language. However, for one to communicate well and appear professional in academic and career pursuits, the use of proper grammar both in conversation and in written correspondence is essential. This unit will focus on pronouns and modal verbs and how to use them appropriately.

Unit Objectives

In this unit, you should be able to:

● distinguish between intensive and reflexive pronouns; ● identify the features of modal verbs; ● use modals of ability, possibility, and requests appropriately; and ● use modals of permission and suggestion properly.


Lesson 1: Intensive and Reflexive Pronouns

Pronouns are friends of nouns. They substitute nouns to avoid redundancy and monotonous writing. Without pronouns, our writing and speeches will be longer, awkward, and repetitive. In this unit, we will learn about two common types of pronouns, intensive and reflexive.

Warm-up!

Group Activity In groups of five, choose a popular song ( without inappropriate words ). Write down the lyrics of the song on a sheet of paper, taking care to remove all pronouns and substituting in its place a blank space. Exchange papers with the other groups in the class, then fill out the possible pronouns on the blanks of the paper that was given to your group. Have a class discussion using the following guide questions:

● What is the message of the song? ● Who is speaking in the song? ● To whom is the song addressed? ● How did you figure out what pronouns to use in the song? ● What type of pronouns did you use? ● What are the different kinds of pronouns?


Learn About It!

Pronouns are words that refer to or take the place of nouns in sentences. Among the types of pronouns are intensive and reflexive pronouns. These types of pronouns are formed by adding the suffix –self or –selves to some personal pronouns. Thus, the intensive and reflexive pronouns are the words myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves. Although intensive and reflexive pronouns have the same forms, they are different in function. Pronouns are considered intensive pronouns if they serve to intensify their antecedent, which is the noun or pronoun that it refers to in the same sentence. Such pronouns may be placed right next to the word they refer to, but they may also be found right after the object or at the end of the sentence. These pronouns are also not essential to the basic meaning of the sentence. This means that deleting these pronouns will not change the meaning of the sentence. Examples:

Jenna herself fixed the broken radio. I sewed this dress myself.

Reflexive pronouns, on the other hand, are used as direct objects, indirect objects, or objects of the preposition. These pronouns are used when the antecedent of the pronoun and the direct object, indirect object, or object of the preposition of the sentence refer to the same person or thing. Reflexive pronouns are essential to the basic meaning of the sentence.


Examples:

Melissa hurt herself when she nicked her thumb on a knife. Jane bought herself flowers. Kevin traveled to Davao all by himself.

Check Your Understanding

Read the following sentences. Determine whether the highlighted pronoun is a reflexive or an intensive pronoun.

1. Kate found herself wanting to know more about Amelia Earhart. 2. The students themselves decorated the classroom. 3. Kim baked the cake himself. 4. It was difficult for Genevieve to work on the project by herself. 5. The president himself attended the ball. 6. It took William some time to forgive himself.


Identify the errors in the following sentences and write the correct pronoun.

1. Harold and myself decided together on the wedding motif. 2. They theirselves attended the wedding even without the invitation. 3. The groom put the tuxedo all by hisself. 4. I’m coming. Wait for him. 5. Observe ourself. What should you change?

Write five sentences that use intensive or reflexive pronouns. Underline the pronouns used.

Let’s Step Up!


Lesson 2: Features of Modal Verbs

Preciseness in language enhances communication. In English grammar, there are verbs that indicate various degrees of possibility, requests, permission and suggestion. In this unit, you will learn about the features of modals.

Warm-up!

Appreciative Listening

Listen to the song “Shoulda Woulda Coulda” by Beverly Knight.

❖ Why is the song entitled this way? ❖ What does the speaker want to convey or express in his song?

Learn About It!

Modal verbs are auxiliary verbs that are used to express ability, possibility, requests, permission, and suggestion. These modal verbs are the words can, could, shall, should, will, would, may, might, and must.

Features of Modal Verbs

a. Modal verbs always come first in a verb phrase. This means that it always precedes the main verb as well as any other auxiliary verb used such as forms of have or be.


He should have gone to the market earlier. Carol might have taken the book.

b. The subject of the sentence does not affect the form of the modal verb. Whether the subject of the sentence is singular or plural, the modal will still be the same. A singular subject, for example, would not turn the modal may into mays. Modals also never take the suffix –ed.

He may use my camera if he needs to. They may use my camera if they need to.

c. In questions, the structure of the sentence is inverted. This means that the modal is stated first, followed by the subject then the main verb.

Should I leave now? May I get you a drink?

d. The modals would and could are also considered as the past forms of will and can, respectively.

When we were younger, he would always ask for a glass of milk before bedtime. When I was a kid and we were living in Cebu, I could speak fluent Cebuano.

e. Some modals may have more than just one function. The modal can, for example, may be used to express ability or to ask for permission.

I can draw portraits well. Can I start first?


f. Adding not or never to a modal will negate it. For instance, saying that something will never happen negates its possibility.

He will never reach his goal if he does not even take steps toward it. You should not expect everything to be handed to you on a silver platter.


Complete the dialogue between the doctor and patient using the appropriate modal.

Doctor: How do you feel today? Patient: I’m quite dizzy. I ______ hardly move my body. Doctor: When did you start feeling this? Patient: I _____ not remember the exact date. Doctor: _____ you still do your normal routines? Patient: Yes, doc. I still go to work. And in fact, I _______ drive going back home after this appointment. Doctor: Let me check your vital signs. Do you have a fever? Cold? Cough? Patient: I don’t think so. I remember after eating this meal I bought from a


street vendor, I started feeling this way. Doctor: You ______ eat random food outside. The food was probably contaminated.

Transform the following sentences using a modal verb. 1. She likes swimming. (expressing ability) 2. Do some stretching and stand up every two hours if you work in front of the computer regularly. (expressing necessity) 3. I think it’s not interesting. (expressing possibility) 4. Do you need help? (expressing permission) 5. Speak politely. (expressing obligation)

Write a sentence using appropriate modals based on the following pictures.

1. Type: ____________________________

Sentence: ____________________________________________

2. Type: ____________________________

Sentence: ____________________________________________

3. Type: ____________________________

Sentence: _________________________________________


4. Type: ____________________________

Sentence: _________________________________________

5. Type: ____________________________

Sentence: _______________________________________

Let’s Step Up!


Lesson 3: Modals of Ability, Possibility, and Request

Modals are used to express attitude, judgment and interpretation of what we are speaking or writing about. In this unit, we will learn three kinds of modals. These express ability, possibility and requests.

Warm-Up

Pinoy Genius Pair up with a classmate. Each student will come up with an object that another will guess. Student A will guess by asking tag questions that begin with modals of ability and possibility. For instance, can it move on the land? Can it be kept inside the house? On the other hand, student B who knows the answer will answer the questions by answering yes, no or maybe only.

● What did you notice in your questions? ● How did you formulate your questions? ● In general, what do your questions describe about the object being guessed?


Learn About It!

Modals of ability are used to express skill or capability. Modals of ability include the words can and could.

Fiona can sew gowns and suits. She consulted a statistician who could help her with the data on her research.

Modals of possibility are used to express one’s certainty about the occurrence of something. These are also called modals of probability, certainty, or speculation. These modal verbs are must, will, would, shall, should, may, can, could, and might. Among these, must and will express the strongest possibility, while can, could, and might express the weakest possibility.

It’s raining hard, so the clothes we left outside must have gotten soaked. Prices of goods can be a lot higher in Manila than in the provinces. It depends on various factors such as my schedule and workload, but I might be able to do it.

Modals for expressing requests are used to ask someone to do something. These are the modals can, will, could, and would. Can and will are considered as more casual and less polite, while could and would are considered more formal and more polite.

Can you please hand me the screwdriver in that toolbox? Could you please hand me the screwdriver in that toolbox?



Study the busy townspeople in the image. Make up a story on the possible actions of the people. Use appropriate modals to express the right attitude based on the context.


With a partner, engage in a dialogue in which the theme of the conversation will revolve around “dreams”. Different roles are suggested below to talk about dreams in various contexts. Use correct modals to express the right attitude.

a. father and son b. counselor and student c. judge and aspiring artist d. employer and applicant

Change the form of each of the following sentences to include the modal may, might or may have. Do not change the meaning of the sentence.

1. I would like to take the physical exam now. 2. Perhaps it was the wanted scammer who started this pyramid scheme. 3. I thought that perhaps he would call me the following day. 4. It is possible that the students supported the EDSA rally. 5. I would like to check out the books tonight.

Let’s Step Up!


Lesson 4: Modals of Permission and Suggestion

There are actions that need approval of someone while there are times that some people seek our advice. Another function of modals is to express consent and recommendations. In this lesson, you will study some examples and patterns on how to use modals for permission and suggestion.

Warm-Up

Freedom Wall The student council started a freedom wall to promote democratic leadership. Everyone is invited to post their suggestions and reactions on the plans and programs of the student body. What would you suggest must be heard and taken into consideration by the student body? Write your suggestions on Manila paper. Discuss your responses in class.

Learn About It!

Modals of permission are used for asking for and giving permission. These are the modals may, could, and can. Among these, may and could are considered more formal and more polite, while can is considered casual and less polite. 17 Copyright © 2018 Quipper Limited

Can I go to Rachel’s house tomorrow? Could I attend Millie’s birthday party? May I be excused? You can go if you return home early. You could attend as long as your sister is willing to accompany you. Yes, you may go now.

Modals of suggestion are used to recommend something or to give advice. These modals are could, should, and must. The modal must is also sometimes referred to as a modal of obligation, as it expresses the necessity to do something.

You could interview a couple of people to get more information for your essay. I think we should head home now since we’ve already done what we set out to do anyway. It’s all right to wear casual clothes to the event, but you must look neat.



Use appropriate modals to react to the following situations.

1. You and your friends plan to have a postgraduate part.

2. Being the class president, you are preparing for a despedida party for your class adviser and you are soliciting some ideas from your class.

3. You have a quarterly examination on the week of the golden wedding

anniversary of your grandparents which will be held in their hometown that will last for one week.

4. You are planning to tell your parents about your plan to get a part-time job

during this summer, to be productive.

5. Your class is brainstorming for the teacher’s day celebration.

Compose a sentence that has a modal based on the given situations and pictures.

1. Planning a trip


2. Outdoor activities for the family

3. How to cook an appetizing dish

4. Borrowing dad’s car

5. Borrowing sister’s clothes


Identify the modals and its corresponding function in the following sentence.

1. You can join the dance club if you promise to maintain good grades. 2. You could ask your friends over here to watch a movie at home instead of in the

cinema. 3. Everyone should have quality time by engaging in a personal face-to face

communication with their family members instead of using their phones. 4. You should also use the library materials for your research paper. 5. Your presentation must be error free or else people might lose interest.

Let’s Step Up!


Performance Task

Team Building Activity

Goal: Your objective is to seek permission and provide

a detailed explanation of your first major team building activity. You must get an approval from all concerned people to actualize your plan by describing the kind of activities, guidelines during the teambuilding, and expected outcomes from the participants.

Role: Being the newly elected team captain of your volleyball or basketball team, you want to start with a positive experience among your members.

Audience: Your letter will be addressed to the school principal with a signatory from your club moderator or coach.

Situation: There are very few instances that the school allows an overnight team building activity because of security and resources. Use your prowess in writing letters and creating proposals. You can be creative and be more persuasive if you use the right language.

Product/Performance and Purpose: You must submit a letter of request together with the plan of action that specifies the rationale, program outlines, cost, resources, and target learning. In addition, you must also attach some guidelines that you will set before and during the event. Provide the waiver form that must be signed by your teammates that acknowledge their voluntary will to join this said activity. Use modals, strong verbs and appropriate persuasion techniques to achieve your purpose in writing. Your letter and detailed proposal will be rated based on the following criteria: content, fluency, quality of information, format, and grammar. Standards and criteria for success: Your work will be judged based on the following rubric:


Criteria Beginning 2 points

Developing 4 points

Accomplished 6 points

Score

Content (Focus on details/events are clearly evident; it is clearly related to the topic.)

Organization (Logical progression of details/events; clear transitions between ideas.)

Language (spelling, mechanics, grammar and usage)

Sentence Fluency (All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis.)

Format (correct use of modals)

Total Score:


Self-Check: How Well Did I Learn?

Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the appropriate box.

Skills I think I need more

practice and assistance

I am familiar and can perform well

with minimal assistance

I am confident that I can perform this on

my own

I can distinguish between intensive and reflexive pronouns.

I can Identify the features of modal verbs.

I can use modals of ability, possibility, and requests appropriately.

I can use modals of permission and suggestion properly.

Wrap Up

Intensive pronouns intensify their antecedents

Reflexive pronouns used as direct objects, indirect objects, or objects of the preposition

Modal verbs auxiliary verbs that are used to express ability, possibility, requests, permission, and suggestion

Modals of ability •• used to express skill or capability


•• can and could

Modals of possibility •• used to express one’s certainty about the occurrence of something •• must, will, would, shall, should, may, can, could, and might

Modals of request

•• used to ask someone to do something •• can, will, could, and would

Modals of permission

•• used to ask someone to do something •• can, will, could, and would

Modals of suggestion •• used to recommend something or to give advice •• could, should, and must

Bibliography

Ehrlich, Eugene, and Daniel Murphy. Schaum’s Outline of English Grammar. 2nd ed. New York: McGraw-Hill, 1991.

Forlini, Gary, Mary Beth Bauer, Lawrence Biener, Linda Capo, Karen Moore Kenyon, Darla

H. Shaw, and Zenobia Verner. Prentice Hall Grammar and Composition 1. Jurong, Singapore: Pearson Education South Asia Pte, 2005.

Grygel, Joan, ed. The World Book of Word Power. Vol. 1. Chicago, IL: World Book, Inc., 1994. Serrano, Josephine B., and Milagros G. Lapid. Communication Arts and Skills through

Afro-Asian Literature. 3rd ed. Quezon City: Phoenix Publishing House, Inc., 1996. Recommended Link for This Unit: Modals tutorial https://www.englishpage.com/modals/modalintro.html


Grade 10 Unit 9: Grammar Review

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