Detailed Lesson Plan in English

Grade 9
Fourth Quarter
By: Nikka Stella Louise Q. Allaba
I. LEARNING OBJECTIVE
A. Content Standard
The learner demonstrates understanding of modals.
B. Performance Standard
The learner competently performs in a full-length play through applying effective
non-verbal strategies.
C. Learning Competencies
Express permission, obligation, and prohibition. [EN9G-IVc-23]

II. CONTENT
Modals: Expressing Permission and Making Requests

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages- English in Perspective Anglo-American Literature
p. 474- 477
2. Learner’s Material pages- English in Perspective Anglo-American
Literature p. 474- 477
3. Textbook pages- English in Perspective Anglo-American Literature p.
474- 477
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources- Visual Aids

IV. Procedures
Teacher’s Activity Student’s Activity
a. Preliminaries
1. Prayer
Let us bow down our heads Let us pray.
and put ourselves in the
presence of the Lord.

2. Greetings
Good Morning class. Good Morning too, Ma’am.

3. Classroom Management Yes, ma’am.

Kindly pick up pieces of
paper and arrange your
chairs.

4. Checking of Attendance
Who’s absent for today? None, ma’am.

A. Reviewing of the Previous Lesson

Last time we discussed about active

and passive voice construction.
 How can we tell if a sentence is in Passive voice focuses on the object of
passive voice? the action, there is a linking verb and
the presence of the word “by”.
Correct.

How about active voice? Active voice puts more emphasis on

the doer of the action, no linking verb
used and the absence of the word “by”.

Very good.

B. Establishing a purpose for the lesson

Read the tongue twister pasted on
the board.
How much wood could Chuck’s
Woods woodchuck chuck, if
Chuck’s Woods woodchuck
could and would chuck wood? If
Chuck’s Woods woodchuck
could and would chuck wood,
how much wood could Chuck’s
Woods woodchuck chuck?
Chuck’s Woods woodchuck
would chuck, he would, as much
as he could, and chuck as much as
any woodchuck would, if a
woodchuck could and would
chuck wood.

C. Presenting examples/instances of the

lesson
I want you to tell me what you
have noticed upon reading the
tongue twister.

What words are being repeated? Wood, could, Chuck, Woodchuck,

chuck, would, ma’am.

How many times the word could

is mentioned? Six times, ma’am.

How about the word would? Six times also, ma’am.

D. Discussing new concepts and

practicing new skills #1

Today, our topic will be modals

specifically in expressing permission
and making request.

Read the following sentences:

Jenny may attend the party on
Saturday.
Would you like me to carry your bags
for you?
Could I please have a glass of water?
The words may, could, would are
examples of modal verbs or modals.
Modal verbs express permission or
request.

You can use modals like would and

could to make polite requests in
English in different ways:

 When you are asking other

people to do things, you can
begin your request with Would
you or Could you.

Examples:
Would you please carry my bags
for me?
Could you please give me some
tea?

Would you please construct a Ma’am, Could you please bring the
sentence using could requesting flower pot?
to bring the flower pot?

Thank you. That’s correct.

 You can also begin your request

with Would you like to…? It is a
more polite way of suggesting or
requesting something than using
Do you want to..?

Examples:
Would you like to dance?
Would you like to eat mango pie?

Who could give me an example Ma’am, Would you like to borrow my

using the subject Ipad? Ipad or would you like to buy my
Ipad?

Very good.

I want you to fill in the blanks by

choosing the correct modal to
complete each sentences. Write the
answers on your notebook.
1. _____ please open the windows a
little bit wider? (could you, might
you)
2. _____ charge your credit card?
(would you like to, could you)
3. _____ please hand my purse?
(would you, should you)
 4. _____ eat in a fancy restaurant?
(do you want to, would you like
to)
5. _____ please tie my shoes? (
could you, would you like to)

1
E. Discussing new concepts and
practicing new skills #2
 If you want to seem polite, or if
you feel that the answer to your
request might be a negative one,
you can also begin with your
request with Would you mind
rather than could you….?

Example: Would you mind

typing this report for me?

Which sound demanding, would Could you, ma’am.

you mind or could you?

Who can give me an example Ma’am, would you mind passing that
using Would you mind with the bottle over there or would you mind
subject bottle? carrying that bottle for me?

Correct.

 When requesting for something

for yourself, you may begin your
requests with May I..?, Can I..?,
or Could I..? However, may and
might are thought of as sounding
more courteous and formal than
can and could. Can and could are
usually used in less formal
situations.

Example:
May I see your collection of
figurines?
Might I be able to join in your trip
to Baguio?

Who can give me an example Ma’am, Can I talk to Jonathan, Can I

using the modal Can I with the go to Jonathan’s place, Can I play with
subject Jonathan? Jonathan?

Very good.

I want you to fill in the blanks by

choosing the correct modal to
complete each sentences. Write
the answers on your notebook.
 1. ____ removing your
books from my desk?
(may you, can you, would
you mind)
2. ____ I play with my
friends outside? (might,
would, may)
3. ____ I please be allowed
to watch football game on
Saturday? (would, might,
can)
4. ____ if I sat beside you?
(may you, would you
mind, could you)
5. ____ stepping off the
vehicle? (can you, might
you, would you mind)

F. Developing Mastery

On pg. 475, use each modal in a

sentence. Be guided by the clues
in the parentheses. Copy and
answer on your notebook.
1) May (giving permission
to study in the library)
2) Could you please
(requesting to turn off the
TV)
3) Would you mind
(requesting someone to
wash his/her hands)
4) Might (requesting for
permission to use a
calculator)
5) May (requesting for
permission to go home)
6) Would you ( inviting
someone to join in your
conversation)
7) Could you please
(requesting for a cup of
coffee)
8) May (giving permission
to serve the food)\
9) Could (asking if Annie
can seat beside you in the
bus)
10) Might (asking for
permission to speak in
behalf of the class)
G. Finding practical applications of
concepts and skills in daily living

Do the activity on pg. 476.

I will divide the class into pairs.

Decide who between you and your
partner will be the waiter and who
will be the customer. I will read a
dialogue and after that make your
own dialogue. Perform the dialogue
in front of your classmates
afterwards. Use what you learned
about modals to request for a service
in a restaurant.

Waiter: Good evening. I am Sam and

I will be your waiter for this evening.
Would you like to order some food?
Guest: Yes. Could I see the menu
please?
Waiter: Here it is. Could I interest
you in our special appetizer while
you are going through the menu?
Guest: Yes, that would be nice. May
I have a glass of water please?
Waiter: Certainly.
Guest: Thank You.
Waiter: May I take your order now?
Guest: Yes, I think I’m ready to
order.

H. Making generalizations and

abstractions about the lesson

Why do we need to learn modals Modals helps us to speak politely and

specifically in expressing permission it will reflect our attitude when
and making requests? expressing permission and making
requests.

Well said.

I. Evaluating learning
Fill in the blanks with the correct
modal to complete each sentence.
1) _____ taking these clean
shirts to your dormitory?
2) You ______ now open the
doors to the dining room for
the guests.
3) _____ I be allowed to choose
my own group?
4) ____ play me my favorite
tune on the piano?
5) ____ Eric be my partner in
the game?
 6) Leonard and Penny ____ help
me bake the cake.
7) _____ watering the flowers in
the garden.
8) _____ send me a copy of the
bill?
9) _____ if I change in the other
room?
10) You ____ now put back the
books in the shelves.

J. Additional activities for application

or remediation
Refer to your books on pg. 476.
Get 1 whole sheet of paper and
compose a persuasive essay.
A persuasive essay is a composition
that aims to convince the reader to
believe or not to believe an issue. In
writing a persuasive essay, you begin
by talking about an issue which may
be about the current events
happening in our country. In the next
part of the essay, you try to convince
to support your claims about the
issue. You end your essay with a
conclusion. Make sure you use
modals in writing your persuasive
essay.
Write a persuasive essay about any of
the following issue:
 Social network addiction may
require an intervention
 Smoking cannot relive stress
 Using earphones when crossing
the street should be banned.
 Energy drinks should be treated
as drugs.
V. REMARKS
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VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Prepared by:
NIKKA STELLA LOUISE Q. ALLABA