Active Learning Activities, Learner-Centered

1. Name of
Teacher:
GENEVA MAE R. GIO Grade
Level
10
Learning Area ENGLISH 10 Quarter 1st
Competencies: Use modalswhengivingout informationandaskingquestions
Use appropriatemodalsinphrasesandsentencesmeaningfully
Date October 1,
2018
iPlan no. 1 MODALS (GRAMMAR AWARENESS) Duration 2 hours
Key
Understandings
to be developed
Modals are auxiliary verbs performing specific functions.
The modal verbs in English differ from other verbs, because they are not used separately, and do not indicate a specific
action or state, they just reflect its modality, the attitude of the speaker to the action.
Learning
Objectives:
Knowledge Enumerateanddefine commonlyusedmodals
Skill Createrules andregulationsusingmodals
Attitude Jumpto conclusionsingivensituations using modals
Resources
Needed:
http://www.onestopenglish.com/grammar/grammar-reference/verbs-and-tenses/modal-verbs-2-tips-and-
activities/144873.article,http://getessayeditor.com/blog/important-rules-about-modal-verbs-in-english
CelebratingDiversity though World Literature, Almonte L., Flandez L., Hermosa, A.L. (2015 C)
ELEMENTS OF THE PLAN METHODOLOGY
Preparations
Introductory
Activity (Optional)
ACTIVITY 1 WHAT MODALS DO
Directions: Choose from the pool of answers the writer’s/speaker’s intention as hinted at by each
underlined expression.
1. It’s true that sorrows inlife maybringdespair.
2. We must find courageeven in the smallthingsthat we do.
3. We willendureeven the greatest sufferingsthat willcomeourway.
4. Ordinarytrials canbe turnedinto extraordinarymoments.
Presentation ACTIVITY ACTIVITY 2 REGRETS Ask for volunteers onthe activity or callthem out randomly
To practice should, you could ask students to think about regrets they’ve had in the past. To get
them started, give a few examples of your own, e.g.
I should have visited my grandparents more.
I shouldn’t have started the bullying.
I really should have learnt writing when I was still young.
ACTIVITY 3 DISCUSSION
Remember the following points. Modals are auxiliary verbs.
Note: Examples sentences shouldbe taken from reading selections in their learning material
(book). Askthem for their own sentences with the associatedmodal as you discuss each.
 Shall indicatessimplefuturityandobligation
“You, shall I teachyou what knowledgeis?”
 Should expressespast obligation
His onlyanxiety is lest he should failtorecognizetheirs.
 Will expressessimplefuturity andwillingness
Don’ttake it all. I will needsometo pay the taxes with tomorrow.
 Would expressesinvitation or past possibility
I would say, “let there be no evil in your thoughts.”
 Might is usedin reportedspeechfor past time
 May expressesfuture possibilitiesmixedwithdoubtanduncertainty
 Must – expressesobligation
Why must you struggleagainst the forcesof evil?
 Need to – indicatesnecessity
A. Ability b. obligation c. probability d.
willingness

2. Why do you need to sacrificesomethingtohelpthe peopleyou love?
 Should and ought to – express senseof obligationto do, or to become
something
He oughttoknowmoreabout hisenemies.
 Shouldn’t or should not have, or ought not – indicateprohibition,or
disapproval of somethingthat wasdonein the past
ACTIVITY 4 JUMP TO CONCLUSIONS
Group the class into 5 if they are less than 40 students, should you have more students you can do
6.
Tell the students you are going to describe a situation that is open to interpretation (see example
below). When you finish, ask them to work in groups and make as many sentences as possible as
to what may have happened. For this, they should use modal verb + have + past participle, e.g.
When I arrived at school today, there were papers all over the floor in the hall in the director’s
office.
Possible conclusions:
 There may have been a break-in.
 The director might have gone crazy and thrown the papers around.
 Some students may have played a joke.
 The director must have been furious.

Other possible situations:
 Group 1 You were stuck in backpack check in school for fifteen minutes.
 Group 2 You heard loud dance music coming from the staff room.
 Group 3 No students came to class.
 Group 4 When you walked in, all the students started laughing.
 Group 5 Student X was fifteen minutes late.

ANALYSIS
1. What are functionwords?
2. What distinguishesfunctionfrom contentwords?
3. Why are functioncalledgrammaticalwords?
4. What are the characteristicsoffunctionwords?
5. Howare functionwordssignificantinbuildingsentencesmeaningfully?
ABSTRACTION
Modals areauxiliaryverbs performingspecificfunctions.
Modal verbshelp when speaking about ability, making requests and offers, asking permission, and
more. The modal verbs in English differ from other verbs, because they are not used separately,
and do not indicate a specific action or state, they just reflect its modality, the attitude of the
speaker to the action.
Practice APPLICATION ACTIVITY 4 THE RULES
One activity to get students to practice modal verbs of obligation is to ask them to
make rules. Here are some ways of doing it:
1. Ask students to work in the same group. Ask them to imagine that they are in charge
of designing the rules for a perfect language school. They should include what the
students and teacher should do, mustn’t do and can do. At the end of the activity, ask
different groups to read out their rules (or post them on the wall).
2. Who has the best school?
Assessment ASSESSMENT MATRIX
Reinforcing the day’s
lesson
Give each group the name of a place (e.g. library, swimming pool, jail, school, bus,
amusement park) and ask them to write rules for this place (using must, mustn’t, have
to and don’t have to). When they finish, groups read out their rules and the others
guess the place.
Preparing for the new
lesson
Prepared by: Checked by:

3. GENEVAMAE R.GIO ___________________
SECONDARY SCHOOL TEACHERI SCHOOL HEAD