PASAY-EN8-Q3-W5-D1

Name: _________________________________Section: _____________________________

Grade Level: ___________________________Teacher: _____________________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 8
Third Quarter/Week 5/Day 1

OBJECTIVE: Observe the use of correct stress, pitch, and juncture when delivering a
persuasive speech. (EN8F-IIIb-5)
YOUR LESSON FOR TODAY
PERSUASIVE SPEECH

What is a persuasive speech?

A persuasive speech is a specific type of speech in which the speaker has a goal
of convincing the audience to accept his or her point of view. The speech is arranged in
such a way as to hopefully cause the audience to accept all or part of the expressed
view. Though the overarching goal of a persuasive speech is to convince the audience to
accept a perspective, not all audiences can be convinced by a single speech and not all
perspectives can persuade the audience.

The main purpose of persuasive speaking is to change, reinforce, or instill the

attitudes, beliefs, and values of the audience. There are no formal rules on what topics,
formats, or viewpoints qualify as persuasion.

The following is an excerpt from Eisenhower's address:

“Every gun that is made, every warship launched, every rocket fired
signifies, in the final sense, a theft from those who hunger and are not fed,
those who are cold and are not clothed.
This world in arms is not spending money alone. It is spending the sweat
of its laborers, the genius of its scientists, the hopes of its children. The cost of
one modern heavy bomber is this: a modern brick school in more than 30 cities.
It is two electric power plants, each serving a town of 60,000 populations. It is
two fine, fully equipped hospitals. It is some fifty miles of concrete pavement.
We pay for a single fighter with a half-million bushels of wheat. We pay for a
single destroyer with new homes that could have housed more than 8,000
people. . .. This is not a way of life at all, in any true sense. Under the cloud of
threatening war, it is humanity hanging from a cross of iron.”
Eisenhower attempted to sway his audience by describing what was at stake--
exorbitant spending, wasted worker talent, unsafe borders--if the United States
pursued an arms race. Although his speech is often described as one of the greatest
persuasive speeches of modern times, the large peacetime military budgets established
during his administration have continued for half a century.

___________________________________________________________________________________
References for Further Enhancement:
https://www.ama-assn.org/delivering-care/public-health/covid-19-how-persuade-patients-practice-social-
distancing
https://www.englishclub.com/esl-activities/persuasive-speech.htm
https://lumen.instructure.com/courses/218897/pages/linkedtext54300
https://grammar.yourdictionary.com/style-and-usage/steps-for-writing-a-persuasive-speech.html

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 PASAY-EN8-Q3-W5-D1
Name: _________________________________Section: _____________________________
Grade Level: ___________________________Teacher: _____________________________

This speech goes further than a normal conversational assertion: now you have
to assume that not everyone will agree with you from the start, and it is your job to
make them see things your way. The goal of this speech is to change someone's mind
or way of thinking about a topic. This is not a speech to sell, as you do not ask that
the listener do anything except to agree with you or to begin to listen to your way of
thinking. Your message is, of course, very important in this speech, but your voice and
body language are even more important. Here you will see how your delivery can help.

PRACTICE EXERCISE 1
Several Important Aspects of Presentation to keep in mind

• Body language - make sure that you have a proper posture. If your shoulders
are sagging and your legs are crossed, you will not appear as being sincere and
people just will not accept your message.
• Articulation - articulation means how your total vocal process works. There are
several steps to this entire process. First, you need air from the lungs, your
vocal cords in your larynx must be working, your mouth and tongue must be in
sync, and you have to make sure that you have got some saliva in your mouth
to keep things oiled. You should be aware of your physical makeup to be able to
understand how you speak.
• Pronunciation - pronounce each word. Avoid slang, except to make a point, and
do not slur your words. Avoid saying, "you know."
• Pitch - pitch refers to the highs and lows of your voice. Whatever you do, avoid
a monotone.
• Speed - your speed, or pace, is an important variable to control. Between 140-
160 words per minute is the normal pace for a persuasive speech. Any faster
and you may appear to be glib; any slower and you sound like you are
lecturing. If you are not sure about your speed, tape yourself for one minute
and then replay it and count the number of words you used in the minute! The
human ear and brain can compile and decode over 400 spoken words per
minute, so if you are going too slow your listeners' minds are going to start to
wander as the brains finds other ways to keep themselves occupied.
• Pauses - the pause, or caesura, is a critical persuasive tool. When you want to
emphasize a certain word, just pause for one second before; this highlights the
word. If you really want to punch it, pause before and after the word!
• Volume - volume is another good tool for persuasive speech, but you should use
it with caution. If you scream all the way through your speech, people will
become accustomed to it and it will lose its effectiveness. On the other hand, a
few well-timed shouts can liven up the old speech! Try to "project" or throw your
voice out over the entire group - speak to the last row.
• Quality - quality of voice is gauged by the overall impact that your voice has on
your listeners. Quality of voice is the net caliber of your voice, its character and
attributes. Try to keep your vocal quality high; it is what separates your voice
from everyone else's.
• Variance - variance of vocal elements is your most important consideration of
all! One of the most persuasive speakers in modern history was Winston
Churchill. One of his most remarkable qualities was his ability to vary the
elements of his voice. He would start with a slow, laconic voice and then switch
gears to a more rapid pace. People were light-headed after listening to him!
Even if you have no desire to run for political office, you can still use the tools of
variance. Change your pitch, volume, and speed at least once every 30 seconds,

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 PASAY-EN8-Q3-W5-D1

Name: _________________________________Section: _____________________________

Grade Level: ___________________________Teacher: _____________________________

if only for just one word. Never go more than one paragraph without a vocal
variance. This keeps your group locked into your speech, if for no other reason
than it sounds interesting! Let the words speak for themselves; reflect their
nature through your voice. If you use the word "strangle," say it with a hint of
menace in your voice. If you say the word "heave," let the group feel the
onomatopoeic force behind it. If you say the word "bulldozer," make it sound
like a titan earthmover, not like a baby with a shovel.

The Strategy: Appear Rational

When you are trying to convince someone of something, you must first establish
your credibility, or in other words, you must sell yourself before you sell your message.
If people feel that you are not being reasonable or rational, you do not stand a chance.
You must be committed to the ideals and goals of your speech and what you are
saying. Do not use words such as "maybe" or "might"- use positive words such as
"will" and "must."

You are the authority figure in this speech, so you had better supply enough
information to prove your points so that you can seem knowledgeable, and you had
better know your material cold. People can usually spot someone who is trying to
"wing" a speech. You should also appear to be truthful -even when you are really
stretching a point. If you do not appear to be earnest, even if your message is the
100% truth, people will doubt your word and tune out your speech.

Lastly, do not be afraid to show a little emotion - this is not a sterile or static
speech. Your body and voice must match the tone of your words. If your language is
strong, you must present a physical force to go along with your delivery.

PRACTICE EXERCISE 2
5 Steps for Writing a Persuasive Speech

Writing a persuasive speech doesn’t have to be difficult, as long as you select

your topic wisely and properly prepare. If you’re ready to learn how to write a
persuasive speech, follow these key steps and you’ll be on your way.

Step 1: Select a Topic and Angle

Come up with a controversial topic, one that will spawn heated debates
regardless of your position. This could be just about anything, from abortion to
human trafficking or even animal rights. Assuming you are able to select your topic,
choose one that you are passionate about.

If you’re a teen, explore persuasive speech topics for high school for topic ideas.

Adult speech writers can browse unique persuasive speech topics for
inspiration.

To ensure your topic isn’t too broad, select a particular angle you will focus on.
Research the topic thoroughly, focusing on background, key facts and arguments for
and against your angle.

Step 2: Define Your Persuasive Goal

Once you have chosen a topic, the next step is to decide exactly what your goal
is with regards to persuading the audience.

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 PASAY-EN8-Q3-W5-D1

Name: _________________________________Section: _____________________________

Grade Level: ___________________________Teacher: _____________________________

Are you trying to persuade them in favor of a certain position on an issue?

Are you hoping they’ll change a behavior or an opinion as a result of listening to

your speech?

Do you want them to make a decision to purchase something or donate money

to a cause?

Knowing what your goal is will help you make wise decisions about how to
approach writing and presenting your speech. Explore persuasive writing examples to
see different goals in action.

Step 3: Analyze the Audience

Understanding the perspective of your audience is critical any time you are
writing a speech. This is especially true with a persuasive speech, because not only
are you seeking to get them to listen to you, but you’re also hoping they’ll take a
particular action after listening to your presentation.

Consider who is in the audience (age, sex, other demographic characteristics,

and why they are there).

Consider how audience members are likely to perceive the topic you are
speaking on so you can better relate to them on the subject.

Grasp the obstacles audience members face or have with regards to the topic so
you can build appropriate persuasive arguments to eradicate the obstacles.

Step 4: Build an Effective Persuasive Argument

Once you have a clear goal, are knowledgeable about the topic and have
insights regarding your audience, you’ll be ready to build an effective persuasive
argument to deliver in the form of a speech. Follow the best practices for writing a
memorable speech.

Persuasive Techniques

• Start by deciding what persuasive techniques are most likely to help you
accomplish your goal.

Would an emotional appeal help win attendees over to your way of thinking?
Should you use a rhetorical question to get audience members to reflect on
possibilities? Is there a good way to sway the audience with logic and appeals to
reason? Is it possible that a bandwagon appeal might be effective?

• Speech Organization

Once you know which persuasive strategies are most likely to be effective,
your next step will be to create a keyword outline to organize your main points
and structure your persuasive speech for maximum impact.

• Start strong, letting your audience know what your topic is, why it
matters and what you hope to convince them to do as a result of your
presentation.
• List your main points, thoroughly covering each, being sure to build the
argument for your position and overcome opposing perspectives.
• Conclude by appealing to audience members to act in a way that will
indicate that you have successfully persuaded them.

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 PASAY-EN8-Q3-W5-D1

Name: _________________________________Section: _____________________________

Grade Level: ___________________________Teacher: _____________________________
Since motivation is a big part of persuasion, the steps for writing a motivational
speech can be very helpful as you organize your speech.

Step 5: Deliver a Winning Speech

Of course, what you say is important, but how you say it is also critical. This
includes your overall presentation style and visual aids.
Select appropriate visual aids to share with your audience, such as charts,
graphs, photos, or illustrations that will help engage and persuade your audience.
Practice until you can deliver your speech confidently. Maintain eye contact,
project your voice and avoid ums, uhs and other forms of vocal interference.
Let your passion about your subject shine through, as your enthusiasm may be
just what it takes to motivate audience members to see things your way.
GENERALIZATION:

A persuasive speech is a specific type of speech in which the speaker has a

goal of convincing the audience to accept his or her point of view. The speech is
arranged in such a way as to hopefully cause the audience to accept all or part of
the expressed view. Though the overarching goal of a persuasive speech is to
convince the audience to accept a perspective, not all audiences can be convinced
by a single speech and not all perspectives can persuade the audience.
The main purpose of persuasive speaking is to change, reinforce, or instill
the attitudes, beliefs, and values of the audience. There are no formal rules on
what topics, formats, or viewpoints qualify as persuasion.

EVALUATION
Below is an example of an unprecedented open letter to the American people,
the AMA, American Hospital Association and American Nurses Association are calling
on people to stay at home to help reduce the spread of the novel coronavirus and limit
its long-term health effect on the country. Read the text below by observing correct
stress, pitch, and juncture.

“We are assuming that some patients with COVID-19 will have minimal
symptoms or might not have symptoms and that they can infect other individuals that
might be at higher risks for poor outcomes. By slowing the spread of COVID-19, they
help their providers be able to provide the appropriate care because not everybody will
come at once to the hospital. That's kind of the effect of flattening the curve. It's just
trying to reduce the bulk of infected individuals that can come into the hospital at
once. Some of us will feel I'm going to do fine regardless, so even if I get the disease,
I'm just going to be one of the 80% who will be fine, but we never know who's going to
be the other 20% that might be at risk of getting sick. That’s because you have to
think about in the big scheme of things that by slowing down the spread of this
disease, if you stay home you are preventing hundreds individuals getting infected if at
any point you have the virus. It's not just affecting the one person, but in about five
cycles of infection, you can be spreading this to hundreds of individuals and that's the
magnitude of why this is so important that everybody do their part. By doing that, it is
limiting the social pressure of ‘I need to be at work regardless. That is a decision that
at times you will need to think about what the risks and benefits are of staying at
home. Making it more of a directive from the state makes it less of someone feeling
guilty about not going out, but also understanding that if it is a rule, it’s what
everybody is supposed to be doing, not at the discretion of the individual, but that
everybody should be doing this at the same time.”

Prepared by:
JUDY C. SUTARON
Pasay City West High School

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 Module Code: PASAY – EN8 – Q3 – W5 – D2

Name: ________________________________________ Section: _______________________

Grade Level: ___________________________________ Teacher: _______________________

DEPARTMENT OF EDUCATION - NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN ENGLISH 8
QUARTER 3/WEEK 5/ DAY 2

ESSENTIAL LEARNING OBJECTIVE: Use modals appropriately (necessity, lack of

necessity, request, permission).

YOUR LESSON TODAY: MODALS

Modal verbs are the bread and butter of every grammar class. Students encounter them
at all levels, from foundation to proficiency.

Today, you will learn about modals that express necessity, lack of necessity, request and
permission.

Let’s begin with the definition of MODAL.

MODAL is a kind of auxiliary (helping) verb that is used to express: ability, possibility,
permission or obligation etc.

Modals are small helping verbs that are used in past, present and future tense to convey ideas
such as prohibition, obligation, necessity, permission and ability.

These are some of the modals that you will learn today:

Must – expresses necessity

Ex: They must leave immediately.
I must study for the test next week.

Need to – expresses necessity

Ex: You need to do the exercise, it is obligatory.

Have to – on going necessity in present and future tenses (past tense had to)
Other form: have got to
Ex: They regularly have to comfort the dog during storms.

Noted: When these modals appear, they show that something is necessary and not an option.

Do not have to/does not have to, must not, can not – lack of necessity (absence of
obligaton)
Ex: You don’t have to write a long essay.
You can’t leave yet. (can not)
Students mustn’t leave before the test ends.

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 Module Code: PASAY – EN8 – Q3 – W5 – D2

Name: ________________________________________ Section: _______________________

Grade Level: ___________________________________ Teacher: _______________________

Can – use to ask for permission or request

Ex: Can I have some cookies?

Could – more polite than can, use for formal situations when asking for something
Ex: Could I have your attention, sir?

May – is used also when asking for permission

Ex: May I make an appointment for Tuesday?

Are you ready to practice?

Practice Exercise 1: Use the appropriate modals in the ff. sentences. Encircle your answer.

1. You (must, can, may) give me all your essays by tomorrow.

2. You (can, can’t, could) leave yet.
3. She (can’t, may not, doesn’t have to) wash my shirt.
4. You (must not, don’t have to, can not) bring my umbrella. It isn’t raining.
5. I (must, could, can) be careful not to upset her.
6. (Can, Could, Must) you tell me the way to the town center, pls?
7. They (have to, can, could) get the modules of Lisa from the school before going home.
8. I always (may, have to, could) wait in line whenever I go to the bank.
9. Luna (must, need to, can) play outside if she likes.
10. You (can, could, must) stop by the next time you are in town.

Practice Exercise 2: Read the dialogue and complete them with the appropriate modals.
Encircle your answer.

Dialog 1: Asking the Way

A: Excuse me, 1. (can, can’t) you tell me where South Street is,
please?
B: Take the second turning on the left and then ask again.
A: Is it far?
B: No you 2. (can, can’t) walk it under ten minutes
A: Thanks very much.
B: It’s a pleasure.

Dialog 2:
A: Excuse me, 3. (could, must) you tell me how to get to the
Town center?
B: First right, second left. You 4. (can, can’t) miss it.
A: Thank you!
B: That’s ok!

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 Module Code: PASAY – EN8 – Q3 – W5 – D2

Name: ________________________________________ Section: _______________________

Grade Level: ___________________________________ Teacher: _______________________

Dialog 3:
A: Let’s go shopping. I have got quite a number of things to buy, and I believe I 5. (can, must)
get them all in this shop. You see, I ought to buy a present for my friend. She has invited me to her
birthday. What shall we look at first?

B: Gloves, I think. They 6. (could, must) be on the ground floor. Yes, here we are, and I 7. (can,
can’t) see just the kind I want.

A: Well, that didn’t take us long, now let’s go up by the escalator to the third floor.

B: We’ll just take a quick look around to see if there is anything we 8. (must, could) take back as
presents for the family.

A: I like these books, and do you? Shall we ask how much they are?
B: I want to get a comb and some hair clips. Where do you think I 9. (can, must) find them?

A: Oh, you 10. (could, must) go to the haberdashery department. That’s on a lower floor, I believe.
We’ll get them on our way out.

B: How do you like those white shoes just over there, on the right?
A: I like them very much, indeed. They are perfect for summer wear.
B: Do you think they’re my size? They look just about right.
A: You should try them on.

Generalization:

MODAL is a kind of auxiliary (helping) verb that is used to express: ability, possibility, permission
or obligation etc.

Modals are small helping verbs that are used in past, present and future tense to convey ideas such as
prohibition, obligation, necessity, permission and ability.

These are some of the modals that you will learn today:

Must – expresses necessity

Need to – expresses necessity

Have to – on going necessity in present and future tenses (past tense had to)
Other form: have got to

Noted: When these modals appear, they show that something is necessary and not an option.

Do not have to/does not have to, must not, can not – lack of necessity (absence of obligaton)

Can – use to ask for permission or request

Could – more polite than can, use for formal situations when asking for something

May – is used also when asking for permission

Page 8 of 20
 Module Code: PASAY – EN8 – Q3 – W5 – D2

Name: ________________________________________ Section: _______________________

Grade Level: ___________________________________ Teacher: _______________________

Evaluation

A. USE MODALS APPROPRIATELY IN DESCRIBING THE PICTURES BELOW.

WRITE YOUR ANSWERS ON THE SPACES PROVIDED. (ANSWERS MAY
VARY)

1.

_____________________________________________________________________________

2.

______________________________________________________________________________

3.

______________________________________________________________________________

Page 9 of 20
 Module Code: PASAY – EN8 – Q3 – W5 – D2

Name: ________________________________________ Section: _______________________

Grade Level: ___________________________________ Teacher: _______________________

B. DIRECTIONS: Encircle the correct modal.

1. You (might/mustn’t/ought to) smoke in schools and hospitals. It’s forbidden.

2. That (must/might/can) be the correct answer. I checked it three times.
3. Babies (might/can’t/must) read comic books.
4. You (must’nt/might/can) break the laws of a country even if your travelling abroad.
5. We didn’t (have to, could/might) go to school on Tuesday – it was a holiday.
6. (Can, May, Must) I have another glass of juice?
7. Josa (may, must, can) have our tickets.
8. Yes, (might, may, must) go now.
9. If you worked hard, you (must, might, can) finish it.
10. If the weather keeps me fine, we (should, shouldn’t, couldn’t) stay in the country till
Sunday night.

Reference/s:

Images
http://png.com
http://clipartkey.com
http://wikimedia.commons.com

Text
http://pinterest.com
http://englishstandarts.blogspot.ph
http://helenseasyenglish.com

Prepared by:
Raquel May R. Basa
Pasay City West High School

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 Module Code: PASAY – EN8 – Q3 – W5 – D3
Name: ________________________________________ Section: _______________________
Grade Level: ___________________________________ Teacher: _______________________

DEPARTMENT OF EDUCATION - NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN ENGLISH 8
QUARTER 3/WEEK 5/ DAY 3

ESSENTIAL LEARNING OBJECTIVE: Use modals appropriately (possibility,

impossibility, probability, prohibition, expectation).

YOUR LESSON TODAY: MODALS

MAGNIFICENT MODALS!

From the previous lesson, you have learned already about MODALS right? Let’s recall
the definition of MODALS:

MODAL is a kind of auxiliary (helping) verb that is used to express: ability, possibility,
permission or obligation etc.

Modals are small helping verbs that are used in past, present and future tense to convey ideas
such as prohibition, obligation, necessity, permission and ability.

Are you ready to learn more about MODALS? These are some of the modals that you will
learn today. Here we go!
• MODALS OF POSSIBILITY/PROBABILITY
- We use MAY, MIGHT, COULD to talk about present and future possibility.
(We can substitute may, might, could, for -- maybe, perhaps and probably which are
not modals.)

Ex: I might study Math.

I might not pass the test.
I may pass the exam.
We could go to the party this afternoon.

• MODALS OF IMPOSSIBILITY/PROHIBITION
- are also may, might and could, must with the word “not”
- can’t is also a modal of impossibility. (present form)

Ex: David couldn’t work as a driver. He can’t drive.

Mark might not be in the office tomorrow. He thinks he’s getting a flu/cold.
You can’t be 30! I thought you were about 20 years old.

• MODALS OF EXPECTATION
-when you are expecting something to take place but you are not 100% sure. Use
should/shouldn’t to represent the expectation. (will and would are used too.)

Ex: Aris has an exam. He shouldn’t go out now. (present)

Your Math test is @ 11:00. You should get ready now. (present)

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 Module Code: PASAY – EN8 – Q3 – W5 – D3
Name: ________________________________________ Section: _______________________
Grade Level: ___________________________________ Teacher: _______________________

Alice is starting from home so early. She shouldn’t be late. (future)

Tom is a talented singer. He shouldn’t have made the mistake. (past)

Are you ready to Practice?

Practice Exercise 1: COMPLETE THE FF. SENTENCES WITH THE CORRECT
MODAL. CHOOSE FROM THE WORD POOL BELOW.
should(2) - may – might(2) – must(2) -
can’t(2) - could

1. I ___________ go to the movie house today.

2. I ___________ not get into college.
3. Susan has prepared herself so well for the exam. She __________ not get poor marks.
4. You __________ smoke in the office.
5. You ____________ not use your cellphone while taking the test.
6. If we don’t hurry, we ___________ be late.
7. They __________ be at home.
8. That __________ be true!
9. You _________ not drink that. You are underage.
10. I posted the letter ages ago. They ___________ have it by now.
Practice Exercise 2: UNDERLINE THE CORRECT MODAL.
1. He (must, should, can) have to work tomorrow. (possibility)
2. She (can, might, can’t) cook dinner later. (possibility)
3. You (might, should, can’t) go to the mall right now. It’s raining cats and dogs!
(impossibility)
4. You (can, may, should) not leave your jacket here. (prohibition)
5. They (can, may, should) be arriving at any minute. (expectation)
6. There are no report of delays. The train (should, can, may) be on time. (expectation)
7. You (should, can, might) be in school now. You have an exam today. (expectation)
8. They (can, will, must) attend to your birthday party. (expectation)
9. You (must, can, should) not open the door. (prohibition)
10. I (can, could, may) eat dinner @ 7pm tonight. (possibility)

Reference for further Enhancement:

https://www.youtube.com/watch?v=hWy9TCOmYaM

Page 12 of 20
 Module Code: PASAY – EN8 – Q3 – W5 – D3
Name: ________________________________________ Section: _______________________
Grade Level: ___________________________________ Teacher: _______________________

GENERALIZATION:

MODAL is a kind of auxiliary (helping) verb that is used to express: ability, possibility,
permission or obligation etc.

Modals are small helping verbs that are used in past, present and future tense to convey ideas
such as prohibition, obligation, necessity, permission and ability.

Are you ready to learn more about MODALS? These are some of the modals that you will
learn today. Here we go!
• MODALS OF POSSIBILITY/PROBABILITY
- We use MAY, MIGHT, COULD to talk about present and future possibility.
(We can substitute may, might, could, for -- maybe, perhaps and probably which are
not modals.)

Ex: I might study Math.

I might not pass the test.
I may pass the exam.
We could go to the party this afternoon.

• MODALS OF IMPOSSIBILITY/PROHIBITION
- are also may, might and could, must with the word “not”
- can’t is also a modal of impossibility. (present form)

Ex: David couldn’t work as a driver. He can’t drive.

Mark might not be in the office tomorrow. He thinks he’s getting a flu/cold.
You can’t be 30! I thought you were about 20 years old.

• MODALS OF EXPECTATION
-when you are expecting something to take place but you are not 100% sure. Use
should/shouldn’t to represent the expectation.

Ex: Aris has an exam. He shouldn’t go out now. (present)

Your Math test is @ 11:00. You should get ready now. (present)

EVALUATION:
A. USE MODALS APPROPRIATELY (Possibility, Impossibility, Probability,
Prohibition and Expectation). Encircle the letter of your choice.
1. We ______ see the result shortly. (expectation)
a. can b. should c. may
2. Ana _________ be at work. But I am not sure. (possibility)
a. should b. can c. may
3. It __________ not be a good idea to call Johnny. He prefers emails. (impossibility)
a. might b. can c. could
4. If we leave now, we ___________ get there in time. (expectation)
a. could b. should c. can
5. She ___________ call you in the morning. (present possibility)
a. can b. might c. could
b.

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 Module Code: PASAY – EN8 – Q3 – W5 – D3
Name: ________________________________________ Section: _______________________
Grade Level: ___________________________________ Teacher: _______________________

6. Look at Jack! He ___________ be in a hurry to meet Catherine. (present possibility)

a. might b. can c. could
7. You look happy. You __________ have heard the good news. (possibility)
a. can b. must c. could
8. They ___________ be tired. They worked all night. (possibility)
a. must b. can c. should
9. Where are my keys? There _________ be in the car. (possibility)
a. may b. can c. shouldn’t
10. My wife doesn’t answer the phone. She _________ have gone shopping. (possibility)
a. can b. may c. should

B. USE MODALS APPROPRIATELY IN DESCRIBING THE PICTURES BELOW.

WRITE YOUR ANSWERS ON THE SPACES PROVIDED. (ANSWERS MAY
VARY)

1.

______________________________________________________________________________
2.

____________________________________________________________________________

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 Module Code: PASAY – EN8 – Q3 – W5 – D3
Name: ________________________________________ Section: _______________________
Grade Level: ___________________________________ Teacher: _______________________

3.

______________________________________________________________________________

Reference/s:
Lectures: baroniteacher.com, learngrammar.net, thefreedictionary.com, learnenglish-online.com
Images: 123f.com, clipartlibrary.com, pixabay.com,

Prepared by:
Raquel May R. Basa
Pasay City West High School

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 PASAY-EN8-Q3-W5-D4

Name: _________________________________Section: __________________________________

Grade Level: ___________________________Teacher: _________________________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN ENGLISH 8
Third Quarter/Week 5/Day 4

OBJECTIVE: Compose an informative essay. (EN8WC-IIId-2.2.16)

YOUR LESSON FOR TODAY
INFORMATIVE ESSAY
One may argue that any academic essay in the world is an example of the
informative essay as it provides specific information on a chosen topic.
What is an Informative Essay?
The informative essay educates your audience on a particular topic,
elaborates on a term, or analyzes data. They are intended to teach readers new
information. It is a type of academic writing assignment, given at any educational
level no matter what the field of study is, which aims to provide basic information
and in-depth knowledge of the selected topic.
An informative essay is an academic paper written at high school/college level,
which aims to inform the target audience about the particular object, person, event, or
phenomenon. The main purpose is to respond to the main question through
explaining the topic in details.

Features of an Informative Essay

• It introduces a clearly stated topic/controlling idea.
• It creates an organizational structure in which related information is grouped
logically to support the writers purpose
• It develops evidence with relevant facts, definitions, concrete, details,
quotations, and an example with reference to sources.
• It uses precise language and content specific words clearly appropriate for
audience and purpose.
• It uses appropriate linking ideas within and across paragraphs to smoothly and
purposely connect the controlling idea to evidence
• It provides a satisfying conclusion to the topic.
Suggested Informative Essay Topics:
• The way cell phone functions
• The way homeless people survive during this pandemic time
• Racism in modern American society
• What does a healthy lifestyle involve?
• How can we differentiate a fever from a typical cold/flu?
_________________________________________________________________________________
References for Further Enhancement:
• https://pro-essay-writer.com/blog/informative-essay
• https://quizlet.com/71499194/features-of-an-informative-essay-flash-cards
• https://pro-essay-writer.com/blog/informative-essay

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 PASAY-EN8-Q3-W5-D4
Name: _________________________________Section: __________________________________
Grade Level: ___________________________Teacher: _________________________________

How to Write an Informative Essay: General Tips to Keep in Mind

If you wish to learn how to write an informative essay, it is important to discuss the
whole process step-by-step to make it clear.

• Brainstorm to come up with the list of great topics. Conduct research to find
which of the offered topics has most of the related, credible, and up-to-date
materials before making a final decision. Think about which of the potential
topics would be the most beneficial for the reader. Example: Eating disorders
are a relevant topic for the modern society (it could be a perfect informative
essay title).
• Create a sound, tentative thesis statement before writing. Think about what you
wish to share with the reader, reasons why the specific problem is important,
and how to persuade the audience of the issue’s significance. It could be
something like, “The progressing eating disorders caused 13% of the deaths in
the United States during the last year.” If a student writes something like that,
he/she should recall a source of the statistics.
• Write a draft. In the initial draft, list the questions related to the chosen topic
along with the facts you know based on personal knowledge and experience.
Provide specific examples from real life to prove that you have faced the issue.
You may specify how many eating disorders and their consequences you
observed during the lifetime. Compare the number of females and males
suffering from this problem. A writer may recall the number of young and older
adults who experience various eating disorders to complete an informative
essay.
• Observe the selected topic online and in the library. It is important to choose
credible, relevant, and up-to-date sources meaning they should not be older
than 5 years (start from textbooks and end up with journals and scholarly
articles). Interviewing people is another great way to collect information.
• Write the body.
• Review the final draft before submitting it. It is possible to apply different free
online sources, paid apps, or hire professional editors online to check if the text
corresponds to the highest quality standards.

Informative Essay Outline: 3 Main Elements

An informative essay outline is an action plan, similar to the table of contents, which
helps a writer not to get lost while working on the essay. Writing an outline is not
obligatory. Experts recommend writing this part, in any case, to prevent yourself from
facing a writer’s block in the middle of the process.

How to Write an Informative Essay Introduction?

• The initial stage is an introduction, which should start with the sound hook
sentence to make the reader interested in what a writer plans to share.

How to Write an Informative Essay Body Paragraphs?

• Apply the body part to inform the target audience about the peculiarities of the
topic. Share some interesting facts, go into the possibly unknown details, or
reflect a common knowledge in a new light to make readers intrigued. The three
integral elements of each body paragraph are the claim, supporting evidence,
and explanation.

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 PASAY-EN8-Q3-W5-D4
Name: _________________________________Section: __________________________________
Grade Level: ___________________________Teacher: _________________________________
• How to Write an Informative Essay Conclusion?
End up the paper by providing a summary of the obtained skills and the main
points listed in the body of your informative essay. Avoid adding any new
information and questions. Bring the closure to the paper while maintaining the
reading audience’s interest in the offered topic/research problem.

PRACTICE EXERCISE 1

DIRECTIONS: Pretend that the topic of the informative essay is the efficiency of
various food supplements in the treatment of COVID-19? Start exploring the process
of writing form the outline recommendations. Please make use of the space provided
below.

Outline:
• Origins & history of the research. Explain the root of the problem focusing on
the methods people tried to treat COVID-19 or the way supplements were
introduced (depending on the focus of essay).

• Process. Describe the ways doctors detect which food supplements will help the
patients and how some of the popular food supplements work.

• Benefits. Talk about the advantages of taking food supplements on the example
of success stories from real life (if you share your own, the essay will sound
more persuasive and interesting).

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 PASAY-EN8-Q3-W5-D4
Name: _________________________________Section: __________________________________
Grade Level: ___________________________Teacher: _________________________________
PRACTICE EXERCISE 2
Choose from the given topics inside the box below and write your own
informative essay. Be sure to observe the given tips in writing an informative essay.

• The way cell phone functions

• The way homeless people survive during this pandemic time
• Racism in modern American society
• What does a healthy lifestyle involve?
• How can we differentiate a fever from a typical cold/flu?

GENERALIZATION:

The informative essay educates your audience on a particular topic,

elaborates on a term, or analyzes data. They are intended to teach readers new
information. It is a type of academic writing assignment, given at any educational
level no matter what the field of study is, which aims to provide basic information
and in-depth knowledge of the selected topic.

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 PASAY-EN8-Q3-W5-D4

Name: _________________________________Section: __________________________________

Grade Level: ___________________________Teacher: _________________________________

EVALUATION
DIRECTIONS: Write an informative essay of any topic that you like. Make sure to
observe the tips in making an informative essay. Use the space provide below for your
essay.

Prepared by:
JUDY C. SUTARON
Pasay City West High School

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