Lesson
1
Discourse Markers
What I Need to Know
Are you ready for another fun learning experience? In this lesson you are
expected to achieve the following objectives!
Learning Competency:
EN10LC-If-14.2 Determine the roles of discourse markers (e.g. conjunctions,
gambits, adverbs) in signaling the functions of statements made
•
Lesson 1 – Discourse Marker
After going through this module, you are expected to:
1. Define what discourse markers are.
What I Know
Have you tried writing sentences but along the way as you write,
you get to have confusions in making your sentences connected? This lesson must
be the solution to your problem. As we move along with this lesson, please try to
answer the following activities just for you!
Answer the following questions. Each question is worth 5 points.
1. What are the different discourse markers that you can remember?
___________________________________________________________________
2. How can sentence connectors be replaced in order to increase variety in writing?
___________________________________________________________________
3. How are paragraphs linked together?
___________________________________________________________________
1
What’s In
This lesson will allow you to understand the importance and use of discourse
markers. You are to delve on ways on how it works as well as to familiarize the types
of discourse markers. There are many types of discourse markers. But before we
discuss them, let’s first comprehend and discuss the definition of a discourse marker.
Notes to the Teacher
It is important that the learners must have prior knowledge in
understanding literary devices and sentence structure so that
learners will have better experience in using this module. At the end
of this module the teacher must still assess whether learning
competencies were successfully met or another set of activities
shall be given to further boost learning.
2
What’s New
YOUR TEXT
What do you think Discourse Markers are?
Discourse markers are (words like 'however', 'although' and 'nevertheless')
more commonly referred to as 'linking words' and 'linking phrases', or 'sentence
connectors'. They may be described as the 'glue' that binds together a piece of writing,
make the different parts of the text 'stick together'. They are used less frequently in
speech, unless the speech is very formal.
Without sufficient discourse markers in a piece of writing, a text would not seem
logically constructed and the connections between the different sentences and
paragraphs would not be obvious.
REMEMBER!
Care must also be taken, however, to avoid over-use of discourse markers.
Using too many of them, or using them unnecessarily, can make a piece of writing
sound too heavy and 'artificial'. They are important, but must only be used when
necessary.
What is It
Let’s discuss!
What are the different discourse markers that can be used?
There are many discourse markers that express different relationships between
ideas. The most common types of relationship between ideas, and the sentence
connectors that are most often used to express these relationships, are given in the
table below. The discourse markers in the table are generally used at the start of a
phrase or clause. (a clause is a minimal grammatical structure that has meaning in its
own right, and consists of a subject and verb, and often an object too). Sentence
connectors do not always begin a completely new sentence; they may be separated
from the previous idea with a semi-colon.
3
Note that there are two particular features of the sentence connectors indicated
below:
Sentence connectors can be used to begin a new sentence or a new clause
that follows a semi-colon;
Some sentence connectors can be placed in different positions within the
sentence: initial position (e.g. Because he is ill, he needs to rest.) and 'mid-way
position' at the start of another clause (e.g. He must rest, because he is ill).
Type of relationship in using Discourse Markers
1. Adding something
Examples are:
Moreover; In addition; Additionally; Further; Further to this; Also; Besides; What is
more.
2. Making a contrast between two separate things, people, ideas,
etc.
Examples are:
However; On the other hand; In contrast; Yet.
3. Making an unexpected contrast (concession)
Examples are:
Although; Even though; Despite the fact that; In spite of the fact that; Regardless of
the fact that.
4. Saying why something is the case
Examples are:
Because; Since; As; Insofar as.
5. Saying what the result of something is
Examples are:
Therefore; consequently; In consequence; As a result; Accordingly; Hence; Thus;
For this reason; Because of this.
6. Expressing a condition
Examples are:
If; In the event of; As long as...; So long as...; Provided that...; Assuming that...;
Given that....
7. Making what you say stronger
Examples:
On the contrary; As a matter of fact; In fact; Indeed.
4
What’s More
Now Let’s Exercise!
Activity 1.1 Identifying Discourse Markers
Direction: Underline the discourse markers in the sentences below.
1. You know, I think carrots grow on trees.
2. Well, I’ve decided to quit my job immediately.
3. I mean, we are just about to start the program.
4. Frankly, I don’t agree with your idea.
5. I am ready for the test, in fact, I memorized the entire book.
6. In the event of power interruption, please stop working on your assignments.
7. On the other hand, I would like to suggest a new option for the group.
8. In general, there are two types of people – dog lovers and cat lovers.
9. I am not happy about his decision however, if he insists in doing so then I will
have no other option but to fire him this instant!
10. He was really in a bad shape nevertheless he would take his daily meds.
Let’s have another activity! Please proceed to the next page!
5
Activity 1.2 Functions of a Discourse Marker
Directions: Underline the discourse markers in the following sentences. Identify how
the following discourse markers function in the sentence. Choose your answer in the
box below by writing the number of your answer.
1.
2.
3.
4.
5.
6.
7.
Adding Something
Making Contrast
Making an unexpected contrast
Saying why something is the case
Saying what the result of something is
Expressing a Condition
Making what you say stronger
Example:
5 Jed had to cut his hair because of the strict rules on proper haircut.
__________1. I am the strongest man alive as a matter of fact, I can pull a truck all
by myself.
__________2. Since yesterday, I was not in the mood to converse with anyone.
__________3. In addition to his remarks, I am not in favor of the change of
constitution and by-laws.
__________4. He was positive about life despite the fact that he has cancer.
__________5. Jasper was devastated yet contented about his marks this quarter.
__________6. Miles is on her way to stardom because of her talent in singing and
dancing.
__________7. If life is unfair to you and life is unfair to me hence, life is fair.
__________8. It’s okay for me to get a low score provided that the teacher will teach
the lesson thoroughly.
__________9. I can provide you with the payment given that you can present an
official receipt.
__________10. In so far as my memory is concerned you are my greatest model.
Well done! ☺ Please check whether your answers are correct. Make sure to
master first the rules in dealing with direct and indirect signals before
proceeding to the next part of this module.
Good Luck!
6
What I Have Learned
From the lessons and discussions mentioned above, I learned that….
_______________1. are (words like 'however', 'although' and 'Nevertheless')
are referred to more commonly as 'linking words' and 'linking phrases', or 'sentence
connectors'.
Attention must also be taken to avoid over-use of discourse markers. Using too
many of them, or using them unnecessarily, can make a piece of writing sound too
heavy and 'artificial'.
Functions of Discourse Markers
2. _______________________________
Examples are:
Moreover; In addition; Additionally; Further; Further to this; Also; Besides; What is
more.
3. _______________________________
Examples are:
However; On the other hand; In contrast; Yet.
4. _______________________________
Examples are:
Although; Even though; Despite the fact that; In spite of the fact that; Regardless of
the fact that.
5. _______________________________
Examples are:
Because; Since; As; Insofar as.
6. _______________________________
Examples are:
Therefore; consequently; In consequence; As a result; Accordingly; Hence; Thus;
For this reason; Because of this.
7. _______________________________
Examples are:
If; In the event of; As long as...; So long as...; Provided that...; Assuming that...;
Given that....
8. _______________________________
Examples:
On the contrary; As a matter of fact; In fact; Indeed.
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What I Can Do
Activity 2. Writing Discourse Markers
Directions: Choose 10 discourse markers from the box below and construct your own
sentence using them. Make sure to write in a complete sentences. Use the space
below for your answers.
However
although
nevertheless
In addition
Additionally
Further
Also
Besides
However
On the other hand
In contrast
Although
Even though
Despite the fact that
Regardless of the fact that.
Because
Since
Insofar as
In consequence
Hence
Thus
Because of this.
So long as...
Assuming that...
In the event of As long as..
therefore
consequently
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
6. ___________________________________________________________________
7. ___________________________________________________________________
8. ___________________________________________________________________
9. ___________________________________________________________________
10. ___________________________________________________________________
Good Job! ☺ I guess you are now ready to proceed to the task. You still have
time to glance over the previous discussions before dealing with the
assessment.
8
Assessment
Let’s check what you have learned!
Directions: Without looking back in the previous pages, please answer the questions
that follows. Encircle the letter of your choice.
1. What is referred to as words commonly known as linking words and phrases or
sentence connectors?
A. Cohesive Device
B. Discourse Markers
C. Literary Devices
D. Rhetoric
2. The answer in no. one (1) are used frequently in speech, unless the speech is
very ______.
A. Casual
B. Decent
C. Formal
D. Informal
3. Using too many of discourse markers should be avoided because it…
A. can make a piece of writing sound too heavy and 'artificial'
B. can make the sentence sound fancy
C. can create confusion in connecting one idea to another
D. can create verbose sentences
4. Sentence connectors do not always begin a completely new sentence; they
may be separated from the previous idea with a _____________.
A. Colon
B. Comma
C. Period
D. Semi-colon
5. The following are examples of discourse markers under the function adding
something EXCEPT:
A. In addition
B. Further
C. Since
D. Also
6. On the contrary, as a matter of fact and in fact are examples of what function
of a discourse marker?
A. Adding something
B. Expressing Condition
C. Making what you say stronger
D. Saying what the result of something is
7. The following are examples of discourse markers under the function making a
contrast between two separate things, people, ideas, EXCEPT:
A. However
B. In contrast
C. On the other hand
D. So long as
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8. In the event of; as long as...; so long as... are examples of what function of a
discourse marker?
A. Adding something
B. Expressing Condition
C. Making what you say stronger
D. Saying what the result of something is
9. The following are examples of discourse markers under the function saying
why something is the case EXCEPT:
A. Because
B. Since
C. As
D. Accordingly
10. What sentence is using the function saying what the result of something is?
A. Although a fig tree shall not blossom – Habakkuk.
B. I am not happy thus, I am quitting this job.
C. I will be free as long as I am alive
D. Since you’ve been gone, I was never been this happy.
Congratulations for completing the test!
You are now ready to proceed to the next lesson.
10
Lesson
2
Conjunctions
What I Need to Know
After learning what discourse markers are, you are now to dig further on a type
of discourse which is likely common both in writing and speaking.
At the end of this lesson you are expected to achieve the learning objectives
below.
Learning Competency:
EN10LC-If-14.2 Determine the roles of discourse markers (e.g. conjunctions,
gambits, adverbs) in signaling the functions of statements made
•
Lesson 2 – Conjunctions
After going through this module, you are expected to:
1. Point out the use and functions of a conjunction;
What I Know
Notice the following sentences below. What do you think are the issues of the
following sentences? Fill out the missing words in the following sentences. Make a
guess onto what possible words fit them best.
I enjoyed the movie last night 1.________ my favorite actor was in it. Despite
the cold weather I had fun 2._________________ I was with my loved ones. I am
hoping that there will be another time for bonding like this 3.________________ it’s
quite amusing to see the one’s you love so dear laugh 4._____________ make fun
together. That was the best movie marathon 5. _____________ I am with my beloved
family.
What do you think are the missing terms in this paragraph?
Let’s get to know them better!
11
What’s In
In the previous module you were able to learn about the discourse markers and
how they generally work in a sentence. This time you will have better grasp on a type
of discourse marker to which I am confident you are familiar with. In this manner, a
type of discourse marker will be discussed thoroughly to give better discussion on
discourse markers specifically on Conjunctions!
Notes to the Teacher
It is important that the learners must master the first lesson
before going to the next lesson. The lessons are related to one
another and making them master the concepts prior to this lesson
will ensure quality learning. At the end of this module the teacher
must still assess whether learning competencies were successfully
met or another set of activities shall be given to further boost
learning.
12
What’s New
YOUR TEXT
Are you ready? Let’s get to know our first type of discourse marker!
What are Conjunctions?
Conjunctions are the words that join other words within sentences.
A conjunction is a word used to connect other words or groups of words.
There are three main kinds of conjunctions: coordinating, correlative, and
subordinating. Sometimes a kind of adverbs the conjunctive adverb is also considered
a conjunction.
What is It
Let’s discuss!
COORDINATING CONJUNCTIONS
and
but
for
nor
or
so
yet
WITH NOUNS AND PRONOUNS: Inge and I attended the lecture.
WITH VERBS: Our dog whined and scratched at the door.
WITH ADJECTIVES: The streak was tender, large, yet tasteless.
WITH ADVERBS: The man responded quickly but incorrectly.
WITH PREPOSITIONAL PHRASES: I will go to Greece or to Spain.
WITH SUBORDINATE IDEAS: The agency said that jobs were available but that
qualified personnel to fill them were not.
WITH COMPLETE IDEAS: He seemed distressed, so we discussed his problem.
Correlative Conjunctions. Working in pairs, the five correlative conjunctions join
elements of equal grammatical weight in sentences in much the same manner as
coordinating conjunctions do.
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CORRELATIVE CONJUNCTIONS
both . . . . and
whether . . or
either . . . or neither . . . nor
not only . . . but also
WITH NOUNS: Both employers and the employees agree.
WITH NOUNS AND PRONOUNS: Call either Ed or me if you need help.
WITH ADJECTIVE: The rain was not only heavy but also cold.
WITH PREPOSITIONAL PHRASES: Put the check either in the drawer or beside the
telephone.
WITH COMPLETE IDEAS: Neither did the swelling go down nor did the pain
subside.
Subordinating Conjunctions. Subordinating conjunctions join two complete ideas
by making one of the ideas subordinate to or depend upon the other.
SUBORDINATING CONJUNCTIONS
after
although
as
as if
as long as
as much
as soon as
as though
because
before
even if
even though
how
if
in as much as
in order that
lest
now that
provided
since
so that
than
that
though
till
unless
until
when
whenever
where
wherever
while
The subordinate idea in a sentence always begins with a subordinating conjunction
and makes up what is known as a subordinate clause. (See Section 3.3 for more
information about clauses.) A subordinate clause may either follow or precede the
main idea in a sentence.
MAIN IDEA
SUBORDINATE IDEA
EXAMPLES: The referees watched carefully lest they miss a key play.
SUBORDINATE IDEA
MAIN IDEA
Although the fumigator sprayed, the termites remained.
When trying to identify subordinating conjunctions, remember that some of
these conjunctions can also function as prepositions or adverbs. After, before, since
till, and until often act as prepositions; after, before, when, and where often act as
adverbs.
SUBORDINATING CONJUNCTION: After the billboards were removed, the area’s
natural beauty
was restored.
PREPOSITION: The main course was served after the salad.
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ADVERB: The parade began at noon and ended an hour after.
Conjunctive Adverbs. Conjunctive adverbs act as transitions between complete
ideas by indication, comparisons, contrast, results, and other relationships. The chart
on the next page lists the most common conjunctive adverbs.
CONJUNCTIVE ADVERBS
accordingly
again
also
besides
consequently
finally
furthermore
however
indeed
moreover
nevertheless
otherwise
then
therefore
thus
As shown in the following examples, punctuation is usually required both before and
after conjunctive adverbs. (See Sections 12.2 and 12.3 for a more thorough
discussion of punctuation of conjunctive adverbs.)
EXAMPLES: The doctor did help my back problem; however, I still experience
occasional pain.
The earthquake damaged the wall structure. Moreover, it broke some water
pipes.
The hay fever grew worse. I, nevertheless, refused to remain inside.
15
What’s More
Now Let’s Exercise!
Activity 1 Identifying Conjunctions
Identifying Conjunctions in Sentences. Write down the conjunction in each
sentence and identify it as coordinating, correlative, or subordinating. Use the space
for your answers.
EXAMPLE: I could not decide whether your answer was right or wrong.
Whether or (correlative)
1. The physics instructor explained the theory, but I did not understand it.
2. Roger is significantly taller that Doug is.
3. You should eat salads since they are good for your digestion.
4. I checked several banquet facilities before I finally chose this one.
5. Unless you reform, you will be dismissed.
6. I burned my tongue, for the soup was still too hot to eat.
7. Whenever the shepherd gave the order, the dog began to round up strays.
8. Not only can you do some packing, but you can also carry out some boxes.
9. Persimmons and pumpkins can be used to make excellent spice cookies.
10. Now that the harvest is behind them, the farmers can relax.
Well done! ☺ Please check whether your answers are correct. Make sure to master
first the rules in dealing with conjunctions before proceeding to the next part of this
module.
Good Luck!
16
What I Have Learned
From the lessons and discussions mentioned above, I learned that….
A ___________1. is a word used to connect other words or groups of words.
There are three main kinds of conjunctions: coordinating, correlative, and
subordinating. Sometimes a kind of adverbs the conjunctive adverb is also considered
a conjunction.
____________________2. The seven coordinating conjunctions are used to connect
similar parts of speech or ground of words of equal grammatical weight.
____________________3. Working in pairs, the five correlative conjunctions join
elements of equal grammatical weight in sentences in much the same manner as
coordinating conjunctions do.
____________________4. Subordinating conjunctions join two complete ideas by
making one of the ideas subordinate to or depend upon the other.
____________________5. Conjunctive adverbs act as transitions between complete
ideas by indication comparisons, contrast, results, and other relationships. The chart
on the next page lists the most common conjunctive adverbs.
17
What I Can Do
Activity 2. Writing Conjunctions
Directions: This time from the discussion above, choose any from the four (4) types of
conjunctions mentioned earlier and create your own sentences. Please make sure to
follow grammar and correct sentence structure.
Coordinating Conjunctions.
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
Correlative Conjunctions.
4. _____________________________________________________
5. _____________________________________________________
6. _____________________________________________________
Subordinating Conjunctions.
7. _____________________________________________________
8. _____________________________________________________
Conjunctive Adverbs.
9. _____________________________________________________
10. _____________________________________________________
Good Job! ☺ I guess you are now ready to get tested. You still have time to
glance over the previous discussions before dealing with the assessment.
18
Assessment
Let’s check what you have learned!
Directions: Without looking back in the previous pages, please answer the questions
that follows. Encircle the letter of your choice.
1. What is referred to as words that join other words within sentences?
A. Adjectives
B. Adverbs
C. Conjunctions
D. Noun
2. What about conjunctions joining elements of equal grammatical weight in
sentences in much the same manner as coordinating conjunctions do?
A. Coordinating
B. Correlative
C. Subordinating
D. Conjunctive
3. What conjunctions are used to connect similar parts of speech or ground of
words of equal grammatical weight?
A. Conjunctive
B. Coordinating
C. Correlative
D. Subordinating
4. What conjunctions join two complete ideas by making one of the ideas
subordinate to or depend upon the other?
A. Conjunctive
B. Coordinating
C. Correlative
D. Subordinating
5. What conjunctions act as transitions between complete ideas by indication
comparisons, contrast, results, and other relationships?
A. Conjunctive
B. Coordinating
C. Correlative
D. Subordinating
6. The following are examples of conjunctive adverbs EXCEPT:
A. consequently
B. moreover
C. thus
D. unless
7. The referees watched carefully lest they miss a key play. The sentence used
what type of conjunction?
A. Conjunctive
B. Coordinating
C. Correlative
D. Subordinating
8. The agency said that jobs were available but that qualified personnel to fill
them were not. The sentence used what type of conjunction?
A. Conjunctive
B. Coordinating
C. Correlative
D. Subordinating
9. And, but, for, nor, or, so and yet are examples of what type of conjunction?
A. Conjunctive
B. Coordinating
C. Correlative
D. Subordinating
10. The following are examples of subordinating conjunctions EXCEPT:
A. as though
B. consequently
C. in order that
D. though
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Congratulations for completing the test!
You are now ready to proceed to the next lesson.
Lesson
Adverbs
3
What I Need to Know
Wow! You are half way to finishing this module. This lesson entitles you to
achieve the following learning objectives:
Learning Competency:
EN10LC-If-14.2 Determine the roles of discourse markers (e.g. conjunctions,
gambits, adverbs) in signaling the functions of statements made
•
Lesson 3 – Adverbs
After going through this module, you are expected to:
1. determine how adverbs function in a discourse;
20
What I Know
Hey there!! Different terms are available in the box! Choose terms that
best fit the sentences with terms available in the box.
Quickly
loudly
slowly
Bravely
quietly
gently
Carefully
seriously
happily
The school library is indeed a place where we can learn 1._________________. There
are rules that govern its use and that these rules must be taken 2._________________. You
are not allowed to talk 3.__________________ inside the school library. One must read
4._______________ to avoid unnecessary disturbances. To read 5.__________ and
6._____________________ is everyone’s business when inside the library.
Kindly take notice of the terms used. What do you think are these terms?
Get ready as you uncover another lesson filled with fun and enjoyment!
What’s In
In the previous lesson you were able to learn about conjunctions and how it
functions in a sentence. This time you will take this farther as you ponder on another
type of discourse marker, the adverbs. It plays a significant role in expressing a clear
and more vivid ideas in a sentence. As you move along, you will realize how adverbs
are used and how it can bring out the best of your writing and even speaking.
21
What’s New
YOUR TEXT
Now let’s try to define what an adverb is…
ADVERBS
Adverbs, like adjectives, describe other words or make other words more
specific.
An adverb is a word that modifies a verb, an adjective, or another adverb.
When an adverb modifies a verb, it will answer any of the following questions:
Where? When? In what manner? or to what extent? An adverb answers only one
questions, however when modifying an adjective or another verb: To what extent?
Because it specifies the degree or intensity of the modified adjective or adverb, such
an adverb is often called intensifier.
As the following charts show, the position of an adverb in relation to the word it
modifies can vary in the sentence. If the adverb modifies a verb, it may precede or
follow it or even in interrupt a verb phase. Normally, adverbs modifying adjectives and
adverbs will immediately precede the word they modify.
22
What is It
Let’s discuss!
TYPES OF ADVERBS:
Adverbs Modifying Verbs
Where
When
Inflation zoomed upward.
She never cleaned the room.
The jurors remained there.
Later, we toured the museum.
In what manner?
To what extent?
He officially announced it.
His temper was still boiling.
She was graciously helping.
Adverbs Modifying Adjectives
He always did it right.
Adverbs Modifying Adverbs
To what extent?
To what extent?
The solution was quite logical.
It was an extremely sour lemon.
He worked very competently.
I am not completely finished.
Adverbs as parts of verbs. Some verbs require an adverb to complete their
meaning. Adverbs used this way are considered part of the verb. An adverb
functioning as an integral part of a verb does not answer the usual questions for
adverbs.
EXAMPLE: The car backed up along the curb.
Nouns Functioning as Adverbs. Several nouns can function as adverbs that
answer the question Where? Or When? Some of these words are home, yesterday,
today, tomorrow, mornings, afternoons, evenings, nights, week, month, and year.
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What’s More
Now Let’s Exercise!
Activity 1
Identifying Adverbs. Each of the following sentences contains from one to four
adverbs. UNDERLINE all adverbs present in the following sentences.
EXAMPLE: We sailed the boat all afternoon.
1. Yesterday, the architects sketchily explained the plans thy have for the office
building.
2. A southerly storm approached quickly, drenching the area with an extremely
heavy downpour.
3. Almost apologetically, she presented her handmade gift.
4. The roller coaster crazily raced up and down before it eventually released its
dizzy passengers.
5. Her ghastly pallor was attributed to the extremely long illness from which she
had recently recovered.
6. My hand jerked involuntarily, and my glass crashed violently against the floor.
7. The delivery person apparently found my note but did not read it.
8. Though it was an uphill battle, I was extremely happy with the final product.
9. His manly physique certainly helped him win the role in the repertory’s newest
production.
10. He often prattles continuously and monotonously.
Well done! ☺ Please check whether your answers are correct. Make sure to master
first the rules in dealing with direct and indirect signals before proceeding to the next
part of this module.
Good Luck!
24
What I Have Learned
From the lessons and discussions mentioned above, I learned that….
Adverbs, like adjectives, describe other words or make other words more
specific.
An ________1. is a word that modifies a verb, an adjective, or another adverb.
Adverb may functions in several ways…
A. Adverbs Modifying Verbs
With four types namely:
2. ______________
3. ______________
4. ______________
5. ______________
6.
7.
________________________
________________________
With two types namely:
To what extent?
8. ____________________________ Some verbs require an adverb to complete
their meaning. Adverbs used this way are considered part of the verb. An adverb
functioning as an integral part of a verb does not answer the usual questions for
adverbs.
9. ______________________Several nouns can function as adverbs that
answer the question Where? Or When? Some of these words are home,
yesterday, today, tomorrow, mornings, afternoons, evenings, nights, week, month,
and year.
25
What I Can Do
Activity 2 Adding Adverbs to Sentences.
Directions: Copy the following sentences, adding at least one adverb to each. If
necessary, change the wording of the sentence, but do not use the same adverb more
than once. Use the space below for your answers.
EXAMPLE: Most people have seen the figure of Uncle Sam.
Most people have often seen the figure of Uncle Sam.
(1) Since the War of 1812, the symbol of Uncle Sam has characterized the American
government. (2) This famous symbol came from the initials that were stamped on
barrels of salted meat by a United States Army meat inspector. (3) Citizens in NE
York and Vermont liked the nickname and began to use it. (4) Uncle Sam achieved
fame in 1813 when he was pictured in a Troy, New York, newspaper. (5) By 1813
Uncle Sam had donned his familiar, splashy costume of stars and stripes. (6) A
clown dressed as Uncle Sam delighted crowds during the 1800’s and helped to
popularize the costume. (7) In 1813 most newspaper cartoonists depicted Uncle
Sam as a young man. (8) By 1917 he had grown older. (9) On a poster that was
used during the First World War, Uncle Sam pointed his wrinkled finer at the young
men across the United States and declared, “I want you.” (10) Congress made
Uncle Sam an official national symbol in 1961.
Good Job! ☺ I guess you are now ready to proceed to get tested. You still
have time to glance over the previous discussions before dealing with the
assessment.
26
Assessment
Let’s check what you have learned!
Directions: Without looking back in the previous pages, please answer the questions
that follow. Encircle the letter of your choice.
1. What are words that modify a verb, an adjective, or another adverb?
A. Adjectives
B. Adverbs
C. Nouns
D. Verbs
2. An adverb modifies a verb, and must answer the following questions EXCEPT:
A. Where?
B. Why
C. When?
D. In what manner
3. An adverb specifies the degree or intensity of the modified adjective or adverb, such
an adverb as it is often called as ________________________.
A. Intensifier
B. Modifier
C. Pacifier
D. Receiver
4. Poverty within the region increased drastically. The statement is under an adverb
modifying verbs __________________.
A. Where
B. When
C. In what Manner
D. To what extent
5. The student was humbly asking for forgiveness. The statement is under an adverb
modifying verbs __________________.
A. Where
B. When
C. In what manner
D. To what extent
6. She always did it correctly. The statement is under an adverb modifying verbs
__________________.
A. Where
B. When
C. In what Manner
D. To what extent
7. The teachers taught there. The statement is under an adverb modifying verbs
__________________.
A. Where
B. When
C. In what Manner
D. To what extent
8. The car backed up along the curb. What word in the sentence qualifies as an
adverb?
A. along
B. car
C. the curb
D. up
27
9. Some verbs require an adverb to complete their meaning. Adverbs used this way
are considered _____________________________.
A. part of the adverb
B. part of the verb
C. part of the noun
D. part of the adjective
10. What are adverbs that answer the question Where? Or When? Some of these
words are home, yesterday, today, tomorrow, mornings, afternoons, evenings, nights,
week, month, and year?
A. Nouns Functioning as Adverbs
B. Nouns Functioning as Adjectives
C. Nouns Functioning as Verbs
D. Nouns Functioning as Nouns
Congratulations!!! You are now ready to proceed to the next lesson.
28
Lesson
Conversation Gambits
4
What I Need to Know
Congratulations! You are almost done with this module. This lesson will allow
you to accomplish the following learning objectives!
Learning Competency:
EN10LC-If-14.2 Determine the roles of discourse markers (e.g. conjunctions,
gambits, adverbs) in signaling the functions of statements made
Lesson 4 – Conversation Gambits
After going through this module, you are expected to:
1. Identify conversation gambits in statements and sentences.
29
What I Know
In any conversation, one must be keen in making sure that diction/ choice of
words must be proper specifically when conversing or communicating in a formal
manner. Imagine you are talking to your teacher and you wanted to ask for the result
of your test. Complete the dialogue below and make sure to communicate in a proper
and respectful way.
Student:_________________________________________________
Teacher: How can I help you sir?
Student:
______________________________________________________
Teacher: The results will be posted in our bulletin boards the soonest
possible!
Student:
______________________________________________________
Teacher: You’re welcome! I am sure you got a good score!
Student:
______________________________________________________
Teacher: Okay then, so you still have other concerns?
Student:
______________________________________________________
Teacher: I hope I was able to help you.
Student:
________________________________________________________
Teacher : Bye!
Student : _________________________________________________
30
What’s In
In the previous lesson you were able to learn about the use of adverbs and how
it functions as a discourse marker. This time you will delve with and dig deeper on
further studying the significance of conversation gambits and how to point them out
easily in any written text.
Notes to the Teacher
It is important that the learners must have prior knowledge in
understanding to previous lessons so that learners will have better
experience in using this module. At the end of this lesson the
teacher must still assess whether learning competencies were
successfully met or another set of activities shall be given to further
boost learning.
31
What’s New
YOUR TEXT
What are conversation gambits?
Conversation Gambits are used to make convention sound natural and fluent.
A Conversation Gambit is basically a word or phrase which helps us express what
we are trying to say, comprehend or clearly understand what someone else is trying
to say. There are various types of gambits in many different settings. For example,
you can use GAMBITS to….
1.
2.
3.
4.
5.
Introduce a topic of conversation
Link what we should say in response to someone
Clarify someone’s opinion or comment
Ask for repetition when something is not clear
Check and see if your communication is being understood and so on.
What is It
Let’s discuss!
CONVERSATION GAMBITS can also be used in various business settings such
as in meetings, negotiations, or presentations. For example when opening a meeting,
when starting a presentation, when changing topics, when keeping people on topic,
when pushing for a mutual agreement, when closing a meeting or conversation and/or
inviting questions, GAMBITS are very useful.
For example, you could walk into a store and ask, “How much is this?” Yet, it is
more natural and polite in some setting to ask “Excuse me, could you tell me how
much this is please?” You most likely will make a better service and maybe a better
deal.
When acting as a chairperson in a meeting, and when trying to control a heated
discussion which may be off topic, you could say, “Everyone, can we stick to agenda
please?” or “Can we stay on topic?” or “Let’s get back on track.” Or “Could we please
focus on the objective at hand?”
32
When travelling overseas and conducting business on a global setting, you will
meet a variety of people from many different backgrounds and cultures. Some will be
native speakers of English and others may not. Through the study and learning of
COMMUNICATION GAMBITS, you are essentially expanding your own knowledge
base and comprehension levels of language and business related phrases and skills.
Here are some of the many examples of Conversation Gambits:
1. Asking for Information
a. I’d like to know…
b. I’m interested in…
c. Could you tell me…
d. Do you know….
2. Breaking in
a. Excuse me…
b. Sorry
c. Excuse me for interrupting
3. Getting Information on the phone
a. I’m calling to find out…
b. I’d like to ask…
c. Could you tell me..
d. I’m calling about…
4. Actions in order
a. First of all
b. Then
c. Next
d. Finally
5. Expressing an opinion
a. In my opinion…
b. I personally believe
c. I personally feel…
d. In my perception…
6. Communication Problems
a. Sorry, what did you say?
b. Would you mind saying that again?
c. Could you spell it please?
33
What’s More
Now Let’s Exercise!
Activity 1 Complete the statement
Direction: Complete each statement according to the rules that govern the
conversation gambits. Please follow grammar and correct spelling in completing the
statements.
1. I’m interested in___________________________________________.
2. Excuse me_______________________________________________.
3. Excuse me for interrupting _________________________________.
4. I’d like to ask _____________________________________________.
5. Could you tell me _________________________________________.
6. First of all ________________________________________________.
7. In my opinion _____________________________________________.
8. I personally believe ________________________________________.
9. Sorry, what did you say? ___________________________________.
10. Could you spell it please? ___________________________________.
Well done! ☺ Please check whether your answers are correct. Make sure to master
first the rules in dealing with conversation gambits before proceeding to the next part
of this module.
Good Luck!
34
What I Have Learned
From the lessons and discussions mentioned above, I learned that….
_________________1. are used to make convention sound natural and fluent.
A Conversation Gambit is used to:
2. _________________________________________
Link what we should say in response to someone
3. ________________________________________
Ask for repetition when something is not clear
4. _________________________________________
______________________5. can also be used in various business settings such
as in meetings, negotiations, or presentations.
35
What I Can Do
Activity 2. Creating a Scene
Construct a story using the conversation gambits. Create dialogue about how friends
meet and greet despite the COVID 19 pandemic, whether it be via online or in person.
Use the box below to write on your dialogues.
Your title: _____________________________________
Good Job! ☺ I guess you are now ready to proceed to get tested. You still
have time to glance over the previous discussions before dealing with the
assessment.
36
Assessment
You are now ready to check what you have learned. This test consists of two parts.
The first part is a multiple choice test meanwhile the second part is on application of
the rules governing the use of direct and indirect signals. Please answer the test
honestly.
Directions: Choose the letter of the best answer. Encircle the letter of the best answer.
1. What are conversations used to make convention sound natural and fluent?
A. Discourse Markers
B. Conversation Gambits
C. Adverbs
D. Maxims
2. The following are uses of Conversation Gambits EXCEPT:
A. Introduce a topic of conversation
B. Link what we should say in response to someone
C. Authenticate conversations
D. Ask for repetition when something is not clear
3. Conversation gambit can also be used in various business settings such as in
meetings, negotiations, or _____________________.
A. Plays
B. Presentations
C. Monologues
D. Dramas
4. You walk into a store and ask, “How much is this?” Yet, it is more natural and
polite in some setting to ask what?
A. What’s the price for this?
B. Excuse me, could you tell me how much this is please?
C. Sorry, could you tell me of the price?
D. How much?
5. What among the following statements is an example of gambits asking for
information?
A.. I’m interested in…
B. Excuse me…
C. Sorry
D. Excuse me for interrupting
6. I’m calling to find out… is an example of ______________.
A. Actions in order
B. Communication Problems
C. Expressing an opinion
D. Getting Information on the phone
7. I personally believe… is an example of ______________.
A. Actions in order
B. Communication Problems
C. Expressing an opinion
D. Getting Information on the phone
37
8. The following are examples of expressing an opinion EXCEPT:
A. Would you mind saying that again?
B. I personally believe
C. I personally feel…
D. In my perception…
9. The following are examples of getting information on the phone EXCEPT:
A. I’m calling to find out…
B. I’d like to ask…
C. Could you tell me..
D. First of all
10. The following are Communication Problems EXCEPT:
A. Sorry, what did you say?
B. Would you mind saying that again?
C. Could you spell it please?
D. I personally believe
Congratulations for completing the test!
You are now ready to proceed to the next lesson.
38
Lesson
Generalization
5
What I Need to Know
Congratulations! You are almost done with this module. This lesson will allow
you to accomplish the following learning objectives!
Learning Competency:
EN10LC-Ig-8.7 Make generalizations
•
Lesson 5 - Generalizations
After going through this module, you are expected to:
1. Define and create an effective generalization.
39
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
The treaty that ended the Mexican War in 1848 added a large amount of territory to
the United States. Not counting Texas, whose annexation in 1845 had been one of the
causes of the war, the area of the U.S. grew by almost a third. The territory added was
larger than the Louisiana Purchase. The West, including the Southwest, would become a
place for expanded settlement, a supplier of basic resources, and a market for
manufactured goods. The discovery of gold in northern California in 1848 launched the
gold rush of 1849. Another precious metal, silver began to be mined in Nevada, while
Arizona and Utah opened copper mines. Not everyone had been in favor of this expansion
of American territory. Many in the North had opposed the war, fearing that the annexation
of Mexican territory would open the way for expansion of slavery. Even John C. Calhoun,
a southerner, had warned that territorial conquests did not always yield totally positive
results. In fact, the expansion of slavery in the federal territories, would become an issue
of deep sectional division, leading ultimately to the Civil War. Many generals who would
fight on different sides in the Civil War, fought together in the Mexican War under the
leadership of Zachary Taylor and Winfield Scott. Some of these were William Tecumseh
Sherman, Stonewall Jackson, George Meade, Franklin Pierce, Ulysses S. Grant, and
Robert E. Lee. In addition, three military heroes later became presidents of the United
States, namely Taylor, Grant, and Pierce.
1. Which Generalization is not supported by the passage?
a. Everyone in the United States supported the Mexican War.
b. The Mexican War brought about the U.S. a large amount of territory.
c. The Mexican War had direct links to the American Civil War.
d. Gaining territory is not always a totally positive thing.
2. Which statement is a generalization of the information in the passage?
a. Gold was discovered in California 1848.
b. Robert E. Lee fought in the Mexican War and the Civil War.
c. Texas was annexed to the United States before the Civil War.
d. The Mexican War completely transformed the United States.
40
What’s In
In the previous lesson you were able to learn about the use conversation
gambits made by the speaker to highlight important points in a discourse. This time
you will delve with and dig deeper on further studying the significance of
generalizations and how to write them out easily.
Notes to the Teacher
It is important that the learners must have prior knowledge
discourse markers so that learners will have better experience in
using this module. At the end of this module the teacher must still
assess whether learning competencies were successfully met or
another set of activities shall be given to further boost learning.
41
What’s New
YOUR TEXT
Generalization: Denotation and connotation
You have to know that a generalization is a form of abstraction whereby common
properties of specific instances are formulated as general concepts or claims.
Generalizations posit the existence of a domain or set of elements, as well as one or
more common characteristics shared by those elements (thus creating a conceptual
model). As such, they are the essential basis of all valid deductive inferences
(particularly in logic, mathematics and science), where the process of verification is
necessary to determine whether a generalization holds true for any given situation.
In addition, there are also words that signals valid for generalization such as: some,
most, might, sometimes, often, probably, typically, many, rarely, and few. On the
other hand, the words that signals faulty generalizations are: everyone, nobody, all,
none, always, and never.
For example:
– All birds have wings.
– Many children eat cereal for breakfast.
– Everyone in Tennessee goes to the beach for the summer.
What is It
Let’s discuss!
Five Steps in Making Generalizations
These are the following steps which will help you make generalization easier for you!
Facts and Observations
This step must be based on facts which comes from reputable source. This
statement is based on a survey filled in by archaeologists.
Example: Many archaeologists teach, in addition to digging for artifacts, working
in Museums, and translating old writings.
42
Patterns or Connections
When gathering facts or observations, look at the data to find patterns and
connections.
Example: In the generalization, the writer looked at the results of a survey. In
the survey, the writer saw a pattern emerging-that many archaeologists teach, in
addition to the work one usually assumes an archaeologist does. (Based on this
pattern, the writer was able to make the above generalization).
General Statement
Once you have collected the data and seen a pattern, make a generalization
that reflects the pattern. Be sure to use complete sentences.
Validity
Take note that generalizations should be checked to see if they are valid. Ask,
in the example generalization, what would happen if the writer substituted the word all
for the word many? (The generalization would become faulty and invalid.) What are
some other words that signal a faulty generalization? (all, none, never, greatest, worst)
What are some words that signal a valid generalization by qualifying or limiting the
statement? (some, most, in general, typically, usually)
Faulty Generalizations Faulty means false.
– Not supported by facts
– Watch for key words: none, all, always, never, everyone, nobody
Stereotypes
Please bear in mind that stereotype is a broad generalization about a group of
people based on gender, ethnicity, or religion. Stereotype ignore individual differences
and encourage prejudice.
43
What’s More
Now Let’s Exercise!
Activity 1 Guided Practice
Displayed below is a statistics about “World's Busiest Airports”. The facts in the
information given are true and from CNN (2018). You can look for patterns or
connections related to the locations of the airports and the number of passengers they
serve, as well as changes in airport use from the previous year. After going through
the information, try to answer the following questions after the information.
The world's busiest airports (CNN, 2018)
1. Hartsfield-Jackson Atlanta International Airport (Georgia, US) -- 107.4 million passengers
2. Beijing Capital International Airport (China) -- 101 million
3. Dubai International Airport (United Arab Emirates) -- 89.1 million
4. Los Angeles International Airport (California, US) -- 87.5 million
5. Tokyo's Haneda Airport (Japan) -- 86.9 million
6. Chicago's O'Hare International Airport (Illinois, US) -- 83.2 million
7. London's Heathrow Airport (United Kingdom) -- 80.1 million
8. Hong Kong International Airport (China) -- 74.5 million
9. Shanghai Pudong International Airport (China) -- 74 million
10. Paris Charles de Gaulle Airport (France) -- 72.2 million
11. Amsterdam Airport Schiphol (Netherlands) -- 71 million
12. New Delhi's Indira Gandhi International Airport (India) -- 69.9 million
13. Guangzhou Baiyun International Airport (China) -- 69.7 million
14. Frankfurt Airport (Germany) -- 69.5 million
15. Dallas/ Fort Worth International Airport (Texas, US) -- 69.1 million
16. Istanbul's Atatürk International Airport (Turkey) -- 68.4 million
17. Seoul's Incheon International Airport (South Korea) -- 68.4 million
18. Jakarta's Soekarno-Hatta International Airport (Indonesia) -- 65.7 million
19. Singapore Changi Airport (Singapore) -- 65.6 million
20. Denver International Airport (Colorado, US) -- 64.5 million
44
1.
2.
3.
4.
Few airports serve more than 60,000,000 passenger a year.
All of the world’s busiest airports are located in the USA.
American airports are growing faster than airports elsewhere in the world.
Busy airports don’t bother Americans.
Answer the following questions based on the above statements right after the
statistics:
1. Is the first statement a valid generalization?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________
2. Why is the second statement a faulty generalization?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Why is the third statement not valid, given the information on the chart?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Why is the fourth statement a stereotype?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Well done! ☺ Please check whether your answers are correct. Make sure to
master first the rules in dealing with direct and indirect signals before
proceeding to the next part of this module.
Good Luck!
45
What I Have Learned
1.
2.
3.
Generalization is a form of abstraction whereby common properties of specific
instances are formulated as general concepts or claims. Generalizations posit
the existence of a domain or set of elements, as well as one or more common
characteristics shared by those elements (thus creating a conceptual model).
There are five steps in making Generalization: Facts and Observations,
Patterns and Connections, General Statement, Validity, and Stereotype.
Generalization is faulty if invalid. Thus, validity of the generalization is highly
needed.
What I Can Do
Try it!
Read the following passage:
Ginger is one of my best friends. When I enter my home, she races to greet me with
kisses and excited leaps. She acts like it’s been eight days since she’s seen me,
instead of the actual eight hours. Her coat is honey born; Her eyes are large and loving.
She’s a six month old cocker spaniel puppy, a breed originally intended to hunt birds
in England. Her faithful companionship comforts me when I’m sad or sick. Her
playfulness makes me laugh when she races after a toy I’ve tossed. All cocker spaniels
make perfect pets.
Answer the following questions:
1. What generalization is being made in the passage?
2. Is this a valid generalization?
3. Does the author:
– Use facts to support the idea?
– Share past experiences to support the idea?
– Provide several examples?
– Use logical thinking?
Good Job! ☺ I guess you are now ready to proceed to get tested. You still have
time to glance over the previous discussions before dealing with the
assessment.
46
Assessment
Generalizing!
Directions: Read the passage. Then read each question about the passage. Choose
the best answer to each question. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
Born to Fly
When Beryl Markhan was just three, her parents left England to start a farm in
Kenya, East Africa. Most European farmers were quite successful in Kenya, but
Beryl’s father found his talent in breeding and training horses.
Beryl’s life was always full of interesting adventures. While some daughters of
European farmers may have been sent to school in England. Beryl was raised in
Africa. She learned to speak several African languages and hunted while game with a
spear. She became a horse trainer like her father. Later, she learned to fly an airplane
and became bush pilot.
Few women in the 1930’s had the adventures that Beryl did. She became the
first person to fly a plane solo nonstop from London to North America. She wrote a
best-selling book about her experiences called “West with the Night”.
1. Which word in the first paragraph signals generalization?
A. when
B. most
C. Kenya
D. just
2. Which of the following statements is a valid generalization from the first
paragraph?
A. Beryl’s parents moved when she was three.
B. Her father became a horse breeder and trainer.
C. Her father always dislikes farming.
D. Most European farmers quite well in Kenya.
3. Which word in the second paragraph signals faulty generalization?
A. while
B. always
C. later
D. full
4. Which of these statements is a faulty generalization?
A. Beryl had many adventures.
B. Beryl was raised in Africa.
C. All horse trainers learn how to fly.
D. Flying was one of Beryl’s many adventure.
47
5. Which word in the third paragraph signals generalization?
A. Few
B. Fly
C. Wrote
D. nonstop
Additional Activities
Direction: Read each sentence. Is it a generalization? Write Yes or No on the space
after the sentence. Underline signal words that are used.
1. Most of the kids prefer fruits to vegetable. ______________
2. Like humans, whales are mammals. _________________
3. My sister and I are taller than the other girls in our classes. __________
4. Some people are afraid of clowns. _________
5. The students at our school are typically polite and respectful. ______
Part II. Direction: Read each sentence(s). Identify whether the generalization is
FAULTY or VALID and write your answers on the space provided after each sentence.
1. Many boys play soccer during recess. ___________
2. All boys love to play soccer. _____________
48
Post Test
Direction: Without looking back on the previous lessons, please answer the following
questions. Encircle the letter of your answer.
1. The following are uses of Conversation Gambits EXCEPT:
A. Ask for repetition when something is not clear
B. Authenticate conversations
C. Introduce a topic of conversation
D. Link what we should say in response to someone
2. The following are examples of getting information on the phone EXCEPT:
A. Could you tell me..
B. First of all
C. I’d like to ask…
D. I’m calling to find out…
3. The following are Communication Problems EXCEPT:
A. Could you spell it please?
B. I personally believe
C. Sorry, what did you say?
D. Would you mind saying that again?
4. On the contrary, as a matter of fact and in fact are examples of what function
of a discourse marker?
A. Adding something
B. Expressing Condition
C. Making what you say stronger D. Saying what the result of something is
5. She always did it correctly. The statement is under an adverb modifying verbs
__________________.
A. In what Manner
B. To what extent
C. When
D. Where
6. What is referred to as words commonly known as linking words and
or sentence connectors?
A. Cohesive Device
B. Discourse Markers
C. Literary Devices
D. Rhetoric
phrases
7. On the contrary, as a matter of fact and in fact are examples of what function
of a discourse marker?
A. Expressing Condition
B. Making what you say stronger
C. Saying what the result of something is
D. Adding something
8. What is referred to as words that join other words within sentences?
A. Adjectives
B. Adverbs
C. Conjunctions
D. Noun
49
9. What about conjunctions joining elements of equal grammatical weight in
sentences in much the same manner as coordinating conjunctions do?
A. Conjunctive
B. Coordinating
C. Correlative
D. Subordinating
10. What conjunctions are used to connect similar parts of speech or ground of
words of equal grammatical weight?
A. Conjunctive
B. Coordinating
C. Correlative
D. Subordinating
11. What are words that modify a verb, an adjective, or another adverb?
A. Adjectives
B. Adverbs
C. Nouns
D. Verbs
12. An adverb modifies a verb, and must answer the following questions EXCEPT:
A. In what manner
B. Where?
C. When?
D. Why ?
13. Some verbs require an adverb to complete their meaning. Adverbs used this
way are considered _____________________________.
A. part of the adjective
C. part of the noun
B. part of the adverb
D. part of the verb
14. What are adverbs that answer the question Where? Or When? Some of
these words are home, yesterday, today,
x tomorrow, mornings,
afternoons, evenings, nights, week, month, and year?
A. Nouns Functioning as Adjectives B. Nouns Functioning as Adverbs
C. Nouns Functioning as Nouns
D. Nouns Functioning as Verbs
15. What are conversations used to make convention sound natural and fluent?
A. Discourse Markers
B. Conversation Gambits
C. Adverbs
D. Maxims
50
Assessment
1. B
2. C
3. A
4. D
5. B
6. C
7. D
8. B
9. D
10. B
What I Can Do
(Answers may vary)
51
What I Have Learned
1. Discourse Markers
2. Adding Something
3. Making Contrast
4. Making an unexpected contrast
5. Saying why something is the case
6. Saying what the result of something is
7. Expressing a Condition
8. Making what you say stronger
What’s More Activity 1.2 Functions of D.M.
1. 7 – as a matter of fact
2. 4 – since
3. 1 – in addition
4. 3 – despite the fact
5. 2 – yet
6. 5 – because
7. 5 – hence
8. 6 – provided that
9. 6 – given that
10. 4 – in so far
What’s More Activity 1.1 Identifying D.M.
1. I think
2. Well
3. I mean
4. Frankly
5. In fact
6. In the event of
7. On the other hand
8. In general
9. However
10. nevertheless
What I Know
(Answers may vary)
Pre-test
1. B
2. B
3. C
4. C
5. B
6. B
7. D
8. D
9. B
10.B
11.B
12.D
13.B
14.C
15.A
Answer Key
52
What’s More
1. Yesterday, sketchily
2. Quickly, extremely
3. Apologetically
4. Crazily, eventually
5. Ghastly, extremely
6. Involuntarily, violently
7. Apparently
8. Extremely
9. Manly
10. Continuously, monotonously
What I Know
1. Quickly
2. Seriously
3. Loudly
4. Quietly
5. Carefully
6. gently
Lesson 3 Adverbs
Assessment
1. C
2. B
3. B
4. D
5. A
6. D
7. D
8. B
9. D
10. B
What I Can Do
(Answers may vary)
What I Have Learned
1. Conjunction
2. Coordinating Conjunction
3. Correlative Conjunction
4. Subordinating Conjunction
5. Conjunctive Adverbs
What’s More
1. But-coordinating
2. Significantly – conjunctive
3. Since – conjunctive
4. Before- subordinating
5. Unless – subordinating
6. For- coordinating
7. Whenever – subordinating
8. But- coordinating
9. And – coordinating
10. That - subordinating
What I Know
(Possible Answers)
1.
2.
3.
4.
5.
Because
Since
And
And
Because
Lesson 2 Conjunctions
What’s I Can Do
(Answers may vary)
53
Assessment
1. B
2. C
3. B
4. B
5. B
6. D
7. C
8. A
9. D
10. D
What I Have Learned
1. Conversation Gambits
2. Introduce a topic of conversation
3. Clarify someone’s opinion or comment
4. Check and see if your communication is
being understood and so on
5. Conversation Gambits
What’s More
(Answers may vary)
What I Know
(Answers may vary)
Lesson 4 Conversation Gambits
Assessment
1. B
2. B
3. A
4. C
5. D
6. C
7. A
8. D
9. B
10. A
What I Have Learned
1. Adverb
2. Where
3. When
4. In what manner?
5. To what extent
6. Adverbs modifying adjectives
7. Adverbs modifying adverbs
8. Adverbs as part of verbs
9. Nouns Functioning as
Adverbs
What I Can Do
(Answers may vary)
54
Assessment
1.
2.
3.
4.
5.
What's More
B
D
B
C
A
Answers may vary
1.
2.
3.
4.
What I Know
1. D
2. D
Yes; only facts in
the chart show
that only four of
the
world’s
airports are this
busy.
Two
of
the
world's
six
busiest airports
are
located
outside of the
United
States.
Replacing
the
absolute all with
some or many
would make this
generalization
valid.
Only 5 foreign
airports are listed
in the chart.
It is a broad
generalization
about a group of
people based on
ethnicity; nothing
in the chart
supports this
statement.
Lesson 5 Generalization
References
Almonte, Liza R. et. al. Celebrating Diversity through World Literature Grade
10. Learners Material. Module 1. Lesson 4 Dealing with Personal Challenges.
pp. 69-72. REX Book Store, Inc. Meralco Avenue, Pasig City Philippines
1600 (2015)
Forlini, Gary, et.al. Prentice Hall Grammar and Composition 4. Qoutation
Marks and Underlining. pp. 346-351. Pearson Education South Asia Pte. Ltd.
Jurong, Singapore (2004)
Litell, M, Mifflin, H. Making Generalization. Teachers guide.
http.//:www.eis.ed.gov>wwc_writing110116.pdf. (May 23, 2020, Date
retrieved) (2018)
55
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