1. LESSON PLAN IN ENGLISH 9 Quarter 1 Week 1
School Tayasan National HS Grade Level & Section 9
Teacher Troxie Gavect C. Torres Quarter 1
Learning
Area
English Teaching Dates & Duration Up to 4 days
I. LEARNING OBJECTIVES
Learning Competencies/Code - Express permission, obligation, and prohibition using modals
- EN9G-IIe-20
Objectives
● Knowledge - Identify modals, its characteristics, and functions whether
expressing permission, obligation, or permission.
● Skills - Construct sentences expressing permission, obligation, and
prohibition
● Attitude - Value the importance of using modals in expressing
permission, obligation, and prohibition.
II. CONTENT Modals
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR) portal
SDO NegOr Self Learning Module for Quarter 1-Module 1 about
Modals written by Ronel L. Alijado
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. Laptop (if available), Projector (if available) or TV Set (if available)
IV. PROCEDURES
A. Review/Introductory
Activity
The teacher will ask the class: “What are modals?” After consolidating the answer of
the class, the teacher will then give the definition of modals.
- According to Grammarly, Modals are auxiliary verbs (helping verbs) used to
express certain hypothetical conditions, such as advice, capability, or requests (there’s
a full list in the next section). They’re used alongside a main verb to change its
meaning slightly. Because they’re auxiliary verbs, they can’t necessarily be used on
their own.
The teacher will then present sentences. He/she will then ask the class to identify the
modals they can find in each sentence.
1. Arnel may read the resignation letter. (May)
2. Can Ritchel sing at the party? (Can)
3. The Sarigumba family should divide the ten-hectare land. (Should)
4. The patient must take his medicines for his heart ailment. (Must)
5. Friends must not betray one another. (Must not)
B. Activity/ Motivation Utilize What’s New - Page 4-5 of Module 1
Read the dialogue below.
Mr. Flores: Good morning, Joseph.
Joseph: Good morning, Mr. Flores. May I come in?
Mr. Flores: You may. Can you close the door for me?
Joseph: Yes, Sir.
Mr. Flores: Joseph, please get your book, so you and I will review on
modals for your exam. You must learn how to use them.
Joseph: I am sorry, Mr. Flores. I left my book.
Mr. Flores: You must not forget to bring your book. You shall bring it
tomorrow.
Joseph: Yes, Sir.
Mr. Flores: We will use my book. You must be ready when we start the
review. Please get your notebook and pen. By the way, you cannot use
your phone during the tutorial.
Joseph: Yes, Mr. Flores. Anyway, you may not teach me until 12:00 in
the afternoon. Mother and Father will pick me up at 11:00 in the
morning. I need to see a doctor.
Mr. Flores: Ok, Joseph. Let us begin our study.
2. The teacher will draw a table on the board and will ask the class to identify the
modals found on the dialogue and identify whether the modal express obligation,
permission, or prohibition.
Obligation Permission Prohibition
Must May Must not
Will Can Cannot
Shall May not
The teacher will then process each answer presented by the class.
C. Analysis/Presenting
examples of the new
lesson where the
concepts are clarified
The teacher will then proceed with the discussion of the lesson.
Modals of Permission are modals used in asking and in giving permission.
Can, could, and may are modals of permission.
- The modal of permission Can is used to ask permission in an informal way. This
can be used in day-to-day conversations or in informal speech.
Ex. Can I use your ballpen? (Addressed to a friend)
Can you pass me the salt? (Addressed to a family member)
You can bring your toys at the picnic tomorrow. (A mother giving permission to
her child)
Lilith can join us for dinner tonight. (Someone giving permission)
- The modal of permission Could is used to ask permission in a less informal way.
Could is more polite than Can. This can be used in informal speech or
conversations.
Ex. Mr. Reyes, could you pass these documents to the office? (A worker to a
co-worker)
Could I bring my friends to your party? (Asking permission to a friend)
- The modal of permission May is used to ask permission in a formal way. This can
be used in formal speech or formal written text.
Ex. Sir, may I speak up? (Asking to speak from a teacher)
May I know your name, Ma’am? (Asking for someone’s name formally)
Modals of Obligation
- This modal has two usages: to express a firm obligation or necessity (must, will, &
have to)
Ex:
• Shiela must go to school today. (Shiela is a student thus it is her obligation to go
to school. The modal “must” was used to show the necessity of the action to be
done)
• You have to wear mask at all times. (The pandemic is still upon us, therefore it is
a necessity for a masked to be worn at all times. The modal “have to” was used in
the sentence to put emphasis for the action as an obligation)
3. The modals “have to” and “must” have equal value and usage. They can be used
interchangeably. However, “must” is commonly used in everyday conversation
because of conciseness.
• Harry will come to the party tonight. (The speaker is telling that Harry will come
to the party tonight indefinitely. The modal “will” was used to show strong
determination that the action will be done in the near future.
- and to express a recommendation or moral obligation (shall, should, & ought to).
Ex:
• You should go home now. (The speaker urges someone to go home, however
he/she is not obligated to follow the speaker’s advice. The modal should was
used to show that the action was a recommendation.)
• Should I wake up the children? (The speaker is suggesting to wake up the
children, however he/she is not sure of a positive answer. The modal “should”
was used in the sentence because it is just a suggestion, however the speaker is
not sure if he/he will receive a positive response. )
Note: Ruling tells us that the modal “should” be used if the speaker is not quite sure
of a positive answer.
• You ought to tell mom about your secret. (The speaker urges someone to tell
his/her secret, however it is not obligatory for the person to follow what the
speaker had said. The modal ought to was used to show that the action was a
recommendation.)
• The children shall help their parents. (The sentence tells us that the action will be
done soon. The modal ”shall” was used to show that the action will be done in
the near future, however it does not entail that the doer of the action has strong
determination in doing the action.
• Shall we go for a dance? ( The speaker asked someone for a dance. He/she is
quite sure of a positive answer with the request. The modal “shall” was used in
the sentence as it is a polite suggestion.
⮚ Ruling tells us that the modal “shall” be used if the speaker is quite sure
of a positive answer.
⮚ Shall is only used with I or we. It is used instead of will only in formal
English
Modals of Obligation
- This modal has two usages: to express a firm obligation or necessity (must,
will, & have to)
Ex:
● Shiela must go to school today. (Shiela is a student thus it is her
obligation to go to school. The modal “must” was used to show the
necessity of the action to be done)
● You have to wear mask at all times. (The pandemic is still upon us,
therefore it is a necessity for a masked to be worn at all times. The modal
“have to” was used in the sentence to put emphasis for the action as an
obligation)
⮚ The modals “have to” and “must” have equal value and usage.
They can be used interchangeably. However, “must” is
commonly used in everyday conversation because of
conciseness.
● Harry will come to the party tonight. (The speaker is telling that Harry
will come to the party tonight indefinitely. The modal “will” was used to
show strong determination that the action will be done in the near
future.
- and to express a recommendation or moral obligation (shall, should, &
ought to).
Ex:
● You should go home now. (The speaker urges someone to go home,
however he/she is not obligated to follow the speaker’s advice. The
modal should was used to show that the action was a recommendation.)
● Should I wake up the children? (The speaker is suggesting to wake up
the children, however he/she is not sure of a positive answer. The modal
“should” was used in the sentence because it is just a suggestion,
however the speaker is not sure if he/he will receive a positive response.)
4. ⮚ Ruling tells us that the modal “should” is used if the speaker is
not quite sure of a positive answer.
● You ought to tell mom about your secret. ( The speaker urges someone to
tell his/her secret, however it is not obligatory for the person to follow
what the speaker had said. The modal ought to was used to show that the
action was a recommendation.)
● The children shall help their parents. (The sentence tells us that the
action will be done soon. The modal ”shall” was used to show that the
action will be done in the near future, however it does not entail that the
doer of the action has strong determination in doing the action.
● Shall we go for a dance? (The speaker asked someone for a dance.
He/she is quite sure of a positive answer with the request. The modal
“shall” was used in the sentence as it is a polite suggestion.
⮚ Ruling tells us that the modal “shall” be used if the speaker is
quite sure of a positive answer.
⮚ Shall is only used with I or we. It is used instead of will only in
formal English.
Modals of Prohibition are used to show prohibition.
- The prohibition can be subjective (speaker’s opinion) or objective (fact, real
law, or rule.)
- Modal of prohibition is made by adding “not” to a modal.
Ex.
You may say my name.
Modal of permission Main Verb
You may not say my name.
Modal of prohibition Main Verb
- Examples of modals of prohibition are: must not, cannot, and may not.
- Must not is used for prohibitions that are stated from law, fact, or rule.
Ex. People must not drive without a license.
You must not cheat.
You must not skip class.
- Cannot and may not are used to express prohibition in general or in a formal
way, respectively.
Ex. You cannot eat sweets.
Elize may not enter the house. The dogs hate her.
D. Abstraction
The teacher will divide the class into 3 groups. Each group will be assigned to modals
of obligation, modals of prohibition, and modals of permission, respectively. They
will be given 10 mins to read the passage with the group and find the models assigned
to them. On the board, the teacher will draw the table found on page 8 of the module.
He/she will then let the students write their answers on the table.
Task 2. Read the passage below. Write the sentences which contain a modal
of permission, obligation, or prohibition on the first column, and the modals
and their types on the second column.
Lena Went to A Party
Lena was invited to attend Marie’s birthday party. “Mom, can I go to Marie’s
birthday party?” Lena asked her mom. “Yes, Lena. You may attend Marie’s birthday
party. But you should be home by 9 pm,” answered her mom. “Also, you should not
drink alcoholic beverages at the party,” her mom added. “Yes, mom. I shall follow
your instructions. I will go to Marie’s house now,” Lena replied.
At the party, Lena was having so much fun. She was happy to be with Marie and her
other friends. Lena enjoyed eating and drinking the food served at the party. She
especially loved the fruit juice given to the party guests. Lena enjoyed it so much that
she was not able to keep track of the time.
5. “Marie, could you open the window? I suddenly felt dizzy,” uttered Lena.
“Oh, Lena! Have you been drinking the fruit punch at the table? That punch was
mixed with liquor!” exclaimed Marie.
“You can sit here; the seat is free. You wait here. I will ask my dad to drive you
home,” said Marie. After a while, Marie’s father approached Lena. “Lena, dear, I will
drive you home. Shall we go?” said Marie’s father.
Upon arriving home, Lena’s mother expressed her disappointment on her daughter.
“Lena, haven’t I told you to be here by 9 pm?! It’s half past 10 pm already, and you
reek of liquor!” “You are grounded young lady! You cannot go out of the house for a
week! You can’t use your phone either,” said Lena’s mother. Lena regretted not
heeding her mother’s words. “I should have followed what my mom told me,” said
Lena to herself.
E. Generalization The teacher then asks his/her students what they have understood so far from the
lesson. The teacher will also ask the learners why it is important to know modals of
obligation, permission, and prohibition and its practical uses to the learners’ everyday
life.
F. Assessment I. Encircle the modals found on each sentence. Write whether the modal expresses
Permission, Prohibition, or Obligation.
1. Arnel may read the resignation letter.
2. Can Ritchel sing at the party?
3. The Sarigumba family should divide the ten-hectare land.
4. The patient must take his medicines for his heart ailment.
5. Friends must not betray one another.
6. Companies shall pay taxes next week.
7. Love must not be forgotten.
8. You may leave the room.
9. The students can take their snacks.
10. Participants of the concert could not bring a cell phone.
11. Parents must take care of their children.
12. Rhea Joy can play with Dave.
13. Jinky and Rey should save money for their daughter’s education.
14. Could children oppose their parents?
15. I must study my math lessons.
II. Write a sentence using the modal provided for each picture.
1. Permission – may
________________________________
2. Obligation – should
________________________________
6. 3. Prohibition – must
________________________________
4. Obligation – ought to
________________________________
5. Obligation – have to
________________________________
III. Write an essay why learning the modals of prohibition, permission, and obligation
is necessary. Minimum of 150 words.
V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
B. No.of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
D. No.of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F.What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
Prepared by:
Troxie Gavect C. Torres
SST – I, Tayasan National High School
