This study aimed to analyze the gender sensitivity of English grade 9 material through evaluation of texts and pictorial presentations. In addition, it modified the grade 9 material tasks through localization and contextualization of the investigated gender-insensitive texts and pictures. This assessed as well, the acceptability of the modified grade 9 English material as to content, relevance, authenticity, appeal to target users, and gender sensitivity. Gender analysis was employed through content evaluation. The descriptive method of research was utilized in this study that made use of the adapted survey-questionnaire and results undergone quantitative interpretation. Respondents were 30 English teachers from different public schools in Laguna. Teachers were chosen purposively to answer the questionnaire used to test the acceptability of the modified tasks. It was realized that the modified English Grade 9 material is highly acceptable with respect to its content (3.51), relevance (3.39), authenticity (3.49), appeal to target users (3.42), and gender and language sensitivity (3.89). Lastly, the need to investigate the instructional material in terms of its gender and language sensitivity is one way to ensure the equality of handing instructions to the learners.