Module Title: ______________ MODALS _________________________

Overview:
This module is designed for both online and modular learning modalities. It is designed such that it
encourages independent and self-regulated learning among the students and develops their 21st
century skills. It is written in such a way that the teacher is communicating directly to the learner.

The parts or stages of this module highlight the 3Is in teaching which are: Introduction, Interaction, and
Integration. Links or online resources are also included to enhance learning and understanding of the
topic which are aligned with the standards and competencies.

This learning module is aligned with the K to 12 Basic Education Curriculum of the Department of
Education or the modified MELCs in this time of the COVID-19 pandemic.

Values : Politeness and Courtesy Grade Level : Grade 9

Reference/s: ECAS, Challenge of the Millennium 9
Quarter: 1
Designer/s:
CONTENT STANDARD/S:
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
enhancing the self; also how to use processing, assessing, summarizing information, word derivation and
formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate
actively in a speech choir.

PERFORMANCE STANDARD/S:
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based
on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience
Contact.

Objectives : At the end of the lesson, the students will be able to express permission, obligation, and
prohibition using modals by:
 Identify the meaning of modal verbs and its function.
 Differentiate modal functions (permission, obligation, and prohibition).

I. INTRODUCTION

A. MOTIVATION TECHNIQUE (Assessment of Previous Knowledge)

VOCABULARY: Write O if the pair of words are opposite in meaning. S if it is similar in meaning.

1. Possible – Probable
2. Obligation – Necessity
3. Giving permission – Requesting
permission
4. Recommended – Advised
5. Advisability - Thoughtlessness
B. TRANSITIONS/LINKING STATEMENTS (Transitions/Linking Statements)
 MODALS are helping verbs (meaning they precede other verbs) used to indicate permission,
possibility, obligation, advice, ability, prohibition, requests, and preference.

Also, they are special verbs which behave irregularly in English. They are different
from normal verbs like "work, play, visit..." They give additional information about
the function of the main verb that follows it and have a great variety
of communicative functions.

Modal verbs are used to express functions such as:

1. Permission 2. Ability 3. Obligation 4. Prohibition 5. Lack of necessity

6. Advice 7. Possibility 8. Probability

Note: Our lesson will focus only in the 3 functions of modals; Permission, Obligation, and Prohibition

Permission
Can -We often use can to ask for and give permission.

Prohibition - We use can't and mustn't to show that something is prohibited – it is not allowed.

Can't -We use can't to talk about something that is against the rules, particularly when we didn't make the
rules.
Examples: *What does these sign say? Oh, we can't park here.
*You can't take photos in the museum. They're really strict about it.
*Sorry, we can't sell knives to under-18s.
Must not/Mustn't - We use must not to talk about what is not permitted. It is common on public signs and
notices informing people of rules and laws.
Examples: *Visitors must not park in the staff car park.
*Baggage must not be left unattended.
*Guests must not make noise after 10 p.m.
Note: We use mustn't particularly when the prohibition comes from the speaker.
Examples: *(Parent to child) You mustn't say things like that to your sister.
*(Teacher to student) You mustn't be late to class.
*I mustn't let that happen again.

Obligation -We use have to and must to express obligation. There is a slight difference between the way we use
them.
Have to - Have to shows us that the obligation comes from outside the speaker. 
Examples: *We have to wear a uniform when we're working in reception.
*(Student to teacher) When do we have to hand in our homework?
*Al has to work tomorrow so he can't come.

Remember: We sometimes call this 'external obligation'.

Must - Must express a strong obligation or necessity. It often shows us that the obligation comes from the
speaker (or the authority that wrote the sentence). 
Examples: * I must phone my dad. It's his birthday today.
 II. INTERACTION

A. LEARNING ACTIVITIES (i.e. Cooperative Strategy & Active Learning )

Direction: Identify the underlined modal in each sentence. If it expresses permission, color the box YELLOW.
If it expresses prohibition, color the box GREEN. And, if it is expresses obligation, color the box RED.
1. You don’t have to come to my meeting but it would help us all if you’re there.
2. I can’t get a connection on my phone. May I borrow yours?
3. The rules say that you can only invite one guest to the party.
4. I must stay on for a few hours because I’d rather work late today then over the weekend.
5. There’s a lot of noise coming from outside. Could I close the window?
6. You have to start saving money if you want to retire early.
7. Did they tell you that you can’t come to this area? It’s restricted to staff only.
8. We have to be there 15 minutes before the concert starts.
B. ASSESSMENT TECHNIQUES (Formative and Summative)
Sentence Enhancement: Rewrite the sentences and substitute the underline words by a modal verb.

* Mustn’t *Can’t *Should *Would *Might *Could *Must

1. It is not very probable that Ann will arrive from Brazil before July.
Answer: Ann _________________ arrive from Brazil before July.
2. That’s top secret: it is not permitted to say anything about it.
Answer:

C. PROCESSING QUESTIONS (Checking for Understanding, HOTS)

Instruction: Complete the table below by constructing sentences using appropriate modals.
Modals Sentences
1. Advising a friend for an immediate health
check-up.
Modal: must
2. Asking a permission to use the free
seat/chair.
Modal: can
3. Unable to answer a call.
Modal: can’t
III. INTEGRATION

A. TRANSFER OF LEARNING (Performance Task)

Instruction: Compose a Quatrain poem (consist of 4 lines with 12 meters/syllables) either about love,
friendship, or family. Apply the different functions of modals.
Note: Please, provide your own copy of your work.
Rubrics: Content – 25pts. Organization-15pts. Mechanics-10pts.

B. FRAMING CONCEPTS (Enduring understanding)

Directions: In your own words, define modals and its functions (20 pts.).

Prohibition

Permission
Obligation
MODAL

C. LIFELONG LEARNING (Reflection Questions: PVMGO)

Two of the characteristic that a child must possess are politeness and courtesy. Thus, as a child
and student at the same time, how can you show such attributes in your everyday life towards
people you see and talk?

D. EVALUATION /(Post Test) (QUIZ)