ENGLISH 10 QUARTER 4
Module 1: Distinguishing
Technical Terms in Research
Lesson 1 - Modal
Lesson 2 - Evaluating An Argument
Lesson 3 - Literary Value
Lesson 4 Techniques in Public Speaking
Learning Outcomess
By the end of the lesson, students will be able to:
Identify modal Write your
Explain what
verbs and its own arguable
is a modal
function in a claim using
verb and an
sentence and appropriate
argument is in
the parts of modal verb
writing
an argument
What is Argument Writing?
Argument writing is ...
A type of writing that takes a clear position on an issue
Based on facts and evidence, not personal feelings
Built with logical reasoning to connect ideas
Designed to convince readers to agree with your ideas
Parts of Arguments
Issue Claim
Support Refutation
Parts of Arguments
Issue - the problem or controversy about which
people disagree
Claim - the position on the issue
Support - reasons and evidences that the claim is
reasonable and should be accepted
Refutation -opposing viewpoints
Claims vs. Opinions
A claim is a statement that can
be supported with evidence and
reasoning. An opinion is based
on feelings or personal beliefs.
Strong arguments are built on
claims, not just opinions.
TYPES OF CLAIMS
CLAIM OF FACT - statement that
can be proven or verified by
observation or research
"Within ten years, destruction of
rain forests will cause hundreds of
plants and animal species to
become extinct”.
TYPES OF CLAIMS
CLAIM OF VALUE - statement
that one thing or idea is better or
more desirable than another.
"Requiring community service in
high school will produce more
community-aware graduates”.
Activity: Claim or Opinion
Decide if each statement is a claim or an opinion.
School Pizza is
Dogs are
uniforms the best
cuter
reduce food for
than cats.
bullying. students.
Strong Claims
Strong Claims are specific, arguable
statements that can be supported with
clear evidence and logical reasoning.
Examples of Strong Claims:
Cell phones should be allowed in
class for educational purposes.
High school students should have
later start times to improve
academic performance.
Weak Claims
Weak claims are statements that are
either too obvious or too opinion-based
to be argued effectively.
Examples of Weak Claims:
Homework is bad for students.
Video games are fun to play.
Some people have pet dogs.
TYPES OF SUPPORT
REASON EVIDENCE EMOTIONAL APPEALS
It consists of Ideas that are
A general targeted
facts, statistics,
statement that toward needs
experiences,
supports a or values that
comparisons, and
claim readers are
examples that
show why the likely to care
claim is valid. about.
Think Pair Share
Why is it Discuss your Be ready to
important for a answer with a explain why you
claim to be partner. Listen and your
supported with carefully to how partner think
evidence their answer is evidence
instead of just different or makes an
stating an similar to argument
opinion? yours. stronger.
STRATEGIES FOR EVALUATING AN ARGUMENT
1. Evaluate Types of Evidence - Is it sufficient to support the claim?
2. Personal Experience - may be biased, so do not accept it.
3. Examples - should not be used by themselves.
4. Statistics - can be misused, manipulated or misinterpreted.
5. Comparisons and Analogies - reliability depends on how closely they correspond to the situation.
6. Relevancy and Sufficiency of Evidence - is there enough of the right kind to support the claim?
7. Definition of Terms - should be carefully defined and used consistently.
8. Cause-Effect Relationships - evidence that the relationship exists should be present.
9. Implied or Stated Value System - are they consistent with your personal value system?
10. Recognizing and Refuting Opposing Viewpoints
Exit Ticket
Write one strong, arguable claim on a topic of your choice.
Topic Examples:
Should schools have longer lunch breaks?
Should phones be allowed in all classrooms?
Should students be required to do community service?
MODAL
VERBS
A GRAMMAR PRESENTATION
What ar e
moda l v erbs?
Modal verbs come before main verbs.
They’re followed by the base form of a verb.
They express ability, advice, necessity etc.
MODAL
VERBS Possibility
Prohibition
Advice Permission
Necessity Ability
Ability
PAST
We use could / couldn’t to express ability in the past.
I could read at the age of five.
She couldn’t swim when she was six.
Advice
We use should to mean it’s a good idea to do something.
You should see a doctor if you feel sick.
We use shouldn’t to mean it’s a bad idea to do something.
You shouldn’t go to bed late.
Necessity
We use must to express necessity.
You must do your homework.
Cyclists must wear helmets.
We also use must to talk about a rule or law.
You must wear a school uniform.
Future Action
We use shall/will to express a future action or event.
I shall attend.
Shall we arrange a meeting?
Fay will book the venue.
Prohibition
We use mustn’t to talk about things that are not allowed.
You mustn’t bring phones to class.
You mustn’t park your car here.
Permission
We use can to ask for permission in everyday speech.
Mom, can I go outside?
We use may to ask for permission in a formal, polite way.
Mr Brown, may I go to the bathroom?
Possibility
We use might to express possibility.
It might rain tomorrow.
I might come to the party.
Lesson 3
LITERARY V
LITERARY VALUE
ALUE
LEARNING
LEARNING
OUTCOMES
OUTCOMES
By the end of this lesson, students will be able to:
1
1 define literary value
2
2
identify and explain stages of understanding literary
value
3
3
apply your knowledge in understanding a literary
work
STAGE
STAGE 6
6
Students understand that the notion of literary value
is being reworked by globalization, digitalization and
the shaping influences of media.
They learn that
criteria of valorization vary depending on the
dominant tastes of a culture and change from
age to age and with technology
literary value is traditionally seen to reside in texts
different ways of valuing texts reflect and imply
different ways of reading.
advanced and extension courses
STAGE
STAGE 5
5
Students understand that texts are valued within
personal and cultural value systems and that these may
change in different historical and cultural contexts.
They learn that
texts have been valued for expressing views about
the human condition
textual patterning is aesthetically pleasing
understanding of literary value may vary across time
and culture
texts that open up new ways of thinking about ideas
and values are culturally significant.
STAGE
STAGE 4
4
Students appreciate that texts are valued for their
aesthetic and social significance.
Students learn that:
texts draw on cultural knowledge and promote
particular values
evocative imagery and elegant arrangement of ideas
are pleasing
different types of texts are valued differently
texts may be more or less significant for different
groups
texts that raise questions about or open new ways of
thinking about life and living are significant.
STAGE
STAGE 3
3
Students begin to understand that texts can be valued
for the ways they convey experiences and ideas.
Students learn that:
texts that have several layers of meaning or that can
be interpreted in various ways can be satisfying
texts that are thought-provoking and extend one’s
understanding of the world are valued.
STAGE
STAGE 2
2
Students understand that pleasure can be gained by
sharing ideas and feelings about texts
Students learn that:
texts are a way of encountering ideas.
imaginative texts are expressions of real world’s
ideas.
texts can be a source of emotional satisfaction.
STAGE
STAGE 1
1
Students understand that there are specific aspects of
texts that enhance enjoyment
Lesson 4
Techniques in
Public
Speaking
A. Care about your topic
When you genuinely care about your topic,
your interest shows in your voice, facial
expressions, and body language. If the speaker
believes the message is important, the
audience is more likely to listen and care as
well.
B. Remember your speaking goal
Every speech has a purpose. Keeping your goal
in mind helps you stay focused and prevents
you from including unnecessary information.
C. Support your main points
Strong speeches are built on clear main points
supported by facts, statistics, examples,
quotations, or personal experiences.
Supporting details make your ideas more
believable and easier to understand.
D. Tell a Story
Stories capture attention and make speeches
more memorable. They help the audience
connect emotionally with the message and
understand abstract ideas more easily.
E. Practice your speech
Rehearsing helps you become familiar with
your content, manage your time, and improve
pronunciation and pacing.
F. Work with a coach (optional)
A coach, teacher, or friend can provide helpful
feedback.
G. Relax
Feeling nervous is normal. Relaxation techniques
such as deep breathing, positive thinking, and
proper preparation help reduce anxiety. When you
are relaxed, you speak more naturally and
confidently.