8

English
Quarter 1 – Module 3: Use
Modals Appropriately
English– Grade 8
Alternative Delivery Mode
Quarter 1– Module 3: Using Modals Appropriately
First Edition, 2020

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of the Government of the Philippines. However, prior approval of the government agency or
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Nimfa G. Separa

Editors:
Reviewers:
Illustrator:
Layout Artist:
Management Team:
Name of Regional Director: Ramir B. Uytico
Name of CLMD OIC-Chief: Rosemarie M. Guino
Name of Regional EPS of LRMS: Joy B. Bihag
Name of Regional ADM Coordinator: Ryan R. Tiu
Name of Regional Learning Area EPS: Ryan R. Tiu
Name of Schools Division Superintendent: Marilyn B. Siao
Name of CID Chief: Ma. Luz I. Orbe
Name of Division EPS of LRMS: Cecilia A. Arga
Name of Division ADM Coordinator: Eveliza S. Quinoñes
Name of Division Learning Area EPS: Carmen R. Lim

Printed in the Philippines by ________________________

Department of Education – Regional No. VIII

Office Address: Government Center, Cadahug, Palo, Leyte
Telefax: 053 – 323-3156
E-mail Address: region8@deped.gov.ph
 8

English
Quarter 1 – Module 3:
Using Modals Appropriately
Introductory Message
For the facilitator:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Using Modals
appropriately.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners to meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Using Modals
Appropriately.

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part is composed of a 15-item activity

in order to check what you already know
about the lesson to take. If you get all the
answers correct (100%) you may decide to
skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or fill on the blank

sentence/paragraph to process what you
learned from the lesson.

This section provides an activity which will

What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.

iii
 Assessment This is another 15-item task which aims to
evaluate your level of mastery in achieving
the learning competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson the learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
v
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master Properties of Matter. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

This module covers two lessons, namely:

1. Auxiliary Verbs: Introduction to Modals
2. Modals

After going through this module, you are expected to:

1. Define modals and give its characteristics.

2. Use the appropriate modal verbs that express different functions.
3. Use modal verbs, nouns and adverbs appropriately.
 What I Know
Instructions: Fill in the blanks with the
correct form of the following auxiliary
verbs.

1. We ____ done it yet.

a. don’t
b. haven’t
c. didn’t
d. hasn’t
2. ____ you think they are coming tonight?
a. Do
b. Does
c. Did
d. Have
3. ____ you see them yesterday?
a. Did
b. Have
c. Do
d. Had
4. ____ you going this evening?
a. Are
b. Have
c. Does
d. Is
5. How long ____ it takes you to get home?
a. did
b. should
c. do
d. does
6. What ____ you reading at the moment?
a. did
b. is
c. are
d. will
7. It was horrible- I really ____ like it.
a. did
b. didn’t
c. have
d. had
8. They ____ rung back yet
a. has
b. have
c. haven’t
d. hasn’t
9. ____ you learn it when you were at school?
a. Do
b. Does
c. Did
d. Have
10. ____ you enjoying your meal?

2
a. Do
b. Is
c. Are
d. Have
11. ____ you decided yet?
a. Have
b. Had
c. Did
d. Has
12. ____ everybody going to be there?
a. Is
b. Are
c. Do
d. Does
13. ____ they live near you?
a. Are
b. Does
c. Do
d. Did
14. I _____ finished it.
a. didn’t
b. haven’t
c. hasn’t
d. aren’t
15. I ____ had time to do it yet.
a. didn’t
b. haven’t
c. hasn’t
d. aren’t

https://www.gingersoftware.com/content/grammar-rules/verbs/auxiliary-or-
helping-verbs/
https://www.usingenglish.com/quizzes/results.ph

3
 Lesson
Auxiliary Verbs:
1 Introduction to Modals

What’s In

Examine the following words:

a. Live!
b. Enjoy!
c. Go travel!

Do the words constitute a sentence? What part of speech do they represent?

The words given above are considered whole sentences for they express a complete
thought. They make up the predicate part of imperative or command sentences.
Their subjects which are omitted are known as you understood and are written as
(you). The words that go with you understood represents then part of speech called
verbs.

See the examples:

(You) live!
(You) enjoy!
(You) go travel!

An action verb may be a verb phrase – a combination of an auxiliary or a helping

verb and a main verb. The verb phrase is equivalent to a single verb.
Look at the following examples of verb phrases:

a. are considered
b. were being tested
c. had been married
d. could travel
e. should go

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What’s New
Take your time in reading the following comic strips below. Take
note of the verbs that the speakers used:

5
 What is It

Auxiliary (or Helping) verbs are used together with a main verb to show the verb’s
tense or to form a negative or question. The most common auxiliary verbs are:
have, be, and do.

1. Does Sam write all his own reports?

2. The secretaries haven’t written all the letters yet.
3. Terry is writing an e-mail to a client at the moment.

Auxiliary verbs, also known as helping verbs, add functional or grammatical

meaning to the clauses in which they appear. They perform their functions in
several different ways:

 By expressing tense (providing a time reference, i.e. past, present, or future)

 Grammatical aspect (expresses how verb relates to the flow of time)
 Modality (quantifies verbs)
 Voice (describes the relationship between the action expressed by the verb
and the participants identified by the verb’s subject, object, etc.)
 Adds emphasis to a sentence

Auxiliary verbs almost always appear together with a main verb, and though there
are only a few of them, they are among the most frequently occurring verbs in the
English language.

Three Common Auxiliary Verbs

1. Have

“Have” is a very important verb that can stand alone in all its tenses, including has,
have, having, had, and hadn’t or had not. It is usually used to denote ownership,
and it can also be used to discuss ability or describe appearance. “Have” is also a
very popular substitute for the verbs “eat” and “drink.” For example: “Let’s have
dinner.”

When used as an auxiliary verb, have is always teamed up with another verb to
create a complete verb phrase, making it easy to differentiate between uses. You
can see the difference in the sentences below:

 Jerry has a large coffee stain on his shirt. → Has = action verb
 Jerry has bought a new shirt to replace the one that was ruined earlier. →
Has = auxiliary verb; bought is a past participle that competes the verb
phrase.
 Jerry should have been more careful! → Have = auxiliary verb; phrase
“should have been” expresses time and evaluates Jerry’s actions.

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 2. Do

“Do” can be used as an action verb that stands alone in all its tenses, including to
do, do, does, done, did and didn’t, doesn’t or did not.

When used as an auxiliary verb, do is always paired up with another verb to create
a complete verb phrase. In some cases, it is used to add emphasis: “I did put the
garbage out!” Do is often used to form questions and negated clauses. It is also
used in elliptical sentences, where the main verb is understood and is omitted as a
result. For example: “He plays piano well, doesn’t he?” or “They all had dinner, but
I didn’t.”

 Because he spills things so often, Jerry does more laundry than most people.
 Does = action verb
 Jerry didn’t put his coffee in a cup with a lid.  Didn’t = auxiliary verb
 Jerry doesn’t always spill things, but it happens a lot.  Doesn’t = auxiliary
verb

3. Be

“Be” or “to be” is an important verb that has a multitude of uses in English. It can
be used as an action verb that stands alone in all its tenses including be, to be,
been, am, are, is, was, were, wasn’t, was not aren’t, are not, weren’t and were
not.

When used as an auxiliary verb, be is always paired with another verb to create a
complete verb phrase. It can be singular or plural, present or past. Negative
sentences are formed by adding the word “not”.

 Jerry is messy.  Is = action verb

 Although he is always complaining about his accidents, Jerry fails to pay
attention.  is = auxiliary verb
 Jerry is going to be doing extra laundry for the rest of his life.  to be =
auxiliary verb

Modal Auxiliary Verbs

In addition to the three main auxiliary verbs,

have, do, and be, there are additional auxiliary
verbs. These are called modal auxiliary verbs,
and they never change form. A complete list of
modal auxiliary verbs will be discussed on the
next lesson.

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 What’s More
Be ready now and brace yourself for these activities, write your
answers in your notebook.

Activity 1 Instructions: Supply the missing auxiliary verbs needed in each

sentence with the help of guide rules provided in each number.
1. I ______ met him for lunch had I known he was coming.
a. would
b. had
c. would have
d. will

The conditional perfect 'would have + participle' (would have done) is used for the
result clause in unreal past conditional sentences. 

2. Unless you hurry up, we ____ miss the bus.

a. won't
b. will
c. is going to
d. are

Use the simple future with will for result clauses for the first conditional.  

3. They ______ enjoy wasting time.

a. doesn't
b. aren't
c. don't
d. haven't
 
Use the negative helping verb 'don't / doesn't' to make general statements in the
present simple. 

4. If I ____ you, I'd think twice about that!

a. am
b. are
c. will be
d. were

Always use 'were' in the unreal conditional for the verb 'be'. 

5. Peter ________ waiting long when she arrived.

a. wasn't
b. hadn't been
c. hasn't been
d. won't be

Use the past perfect continuous 'had been + verb + ing' to express that had been
happening up to another point in time in the past.  

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Activity 2 Instructions: This time, without the help of the guide rules, try to supply
the missing auxiliary verbs by choosing from the letters given in each numbers.

6. I'm working right now, _____ I?

a. am not
b. aren't
c. isn't
d. will

7. She ______ thinking very clearly when she had the accident.
a. don't
b. didn't
c. weren't
d. wasn't

8. You wouldn't be interested in a game of chess, ______ you?

a. are
b. would
c. wouldn't
d. weren't
 
9. Why ____ we go out for dinner tonight?
a. shall
b. don't
c. do
d. are

20. The students ______ allowed to go off campus during school hours.
a. don't
b. aren't
c. didn't
d. wouldn't

What I Have Learned

Instructions: Fill in the blanks with the correct form of auxiliary
verbs provided in the parenthesis.

1. What ________________ the kids doing when you last saw them? (was, were,
are, did, been)
2. Carla ________________ always wanted to try skydiving. (was, doesn’t, has, is,
have)
3. Where __________________ you go on your summer vacation? (were, been, are,
did, does)
4. Why do you think she __________ call you like she said she would? (didn’t, is,
hasn’t, has been, have)
5. Mary _____________ going to be upset when she hears what happened. (will,
don’t, is, didn’t, has)

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6. Jeremy _____________ want to go to the movies; he wants to stay home
instead. (doesn’t, isn’t, wasn’t, hasn’t, was not)
7. I _________________ appreciate his jokes. They weren’t funny. (did, have,
been, didn’t, haven’t)
8. I really like fish but I _______________ care for meat. (weren’t, been, don’t, is,
was)
9. Where _____________ you going when I saw you last night? (were, was, is, do,
did)
10. Tara ________________ called yet; she’s late as usual. (are, were, has, hasn’t,
wouldn’t)

What I Can Do
Instructions: Connect the words in each sentence. Find your way from
the beginning of the maze to the end.

10
 Assessment
Instructions: Supply the appropriate auxiliary verbs
needed in the given statements.

1. I _____ see you tomorrow.

a. will
b. going to
c. am
d. do

2. She ____ finished lunch by the time he arrived.

a. has
b. had
c. was
d. did

3. What time ___ he usually get up?

a. do
b. does
c. is
d. has

4. They ____ getting ready when she arrived.

a. did
b. have
c. were
d. do

5. I _____ make so many mistakes.

a. didn't
b. don't
c. hadn't
d. wouldn't

6. They ____ been waiting for more than three hours.

a. were
b. has
c. have
d. did

7. What time _____ the plane leave?

a. is
b. do
c. does
d. have

8. She ____ have finished the work by the time you get back.
a. does
b. is
c. had
d. will

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9. We ______ sitting on the beach this time next week.
a. are
b. will be
c. will have
d. are going to
.
10. _____ you had lunch yet?
a. Did
b. Has
c. Have
d. Will

Additional Activities

Instructions: Below is a memory game. Supply the missing auxiliary verbs on the
blank provided. Once you are done supplying the missing auxiliary verbs, try to
memorize the response given after each questions, then try to cover them with your
hands. No peeking!

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 Answer Key

What I Know
1. b What I can Do
2. a Start
3. a The inner planets are very hot.
4. a Mr. Einstein did not know everything.
5. d I must not talk during my interview.
6. c That mushroom could be poisonous.
7. b That ostrich will never fly away.
8. c Canoes with holes should not be
9. c used.
10.c I am moving to Delaware.
11.a Finish
12.a
13.c
14.b
Assessment
1. a
15.b
2. a
3. b
What's more 4. c
Activity 1 5. b
1. c 6. c
2. b 7. c
3. c 8. c
4. d 9. b
5. b 10.a
Activity 2
1. b
2. d Additional Activities
3. b Does he go to bed early?
4. b Does she like hiking?
5. b Do you have any money?
Do they go to church?
Does DooDun read a lot?
What I have Learned Do the girls have boyfriends?
1. were Does it taste good?
2. has Is it interesting?
3. did Are they stupid?
4. didn't Is she American?
5. is Are you fighting?
6. doesn't Do you play often?
7. didn't Are you crazy?
8. don't Are the boys sleeping?
9. were Do the dogs eat a lot?
10. hasn't

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References

Internet Sources

https://www.gingersoftware.com/content/grammar-rules/verbs/auxiliary-or-helping-verbs/

https://www.thoughtco.com/auxiliary-helping-verb-use-quiz-4071877

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What I Know
Instructions: Fill in the blanks with the correct form
of the following modals: can, could, be able to, may,
might, shall, should, must, have to, don’t have to, need
to.
Note:  You may have to make the modals
negative according to the context of the sentence, 
There may be more than one possibility and lastly 
DO NOT WRITE ON THIS PAPER. Answers to the different
activities in this module must be written in your notebook.

1. If you are sick, _____ go to work. You’ll infect everyone there.

2. Drivers _____ stop at red lights.
3. You _____ finish the proposal today. You can finish it tomorrow.
4. She _____ hear much better with her new hearing aids.
5. _____ I order us a bottle of champagne.
6. Sam _____ pick his daughter up from school. He’s taking the bus home.
7. You _____ smoke here. It’s a smoke- free building.
8. You _____ eat so many sweets. They are bad for you.
9. _____ you mind walking a little faster? We’re going to be late.
10.I’m sorry. I _____ help you. I don’t know how to do it.
11.I _____ go to the party last night because I was sick.
12.When _____ I talked to you about the class report?
13._____ you swim when you were 10?
14.I looked for my glasses but I _____ find them anywhere.
15.I _____ become a doctor when I grow up, but I doubt it.

There you are, more or less you have hints or idea of

what will be the lesson for this module.

15
 What’s In

Lesson

2 Modals

Instructions: Read and analyze each statement then underline the modals found in
it.

1. I would like to go on a journey for adventure.

2. I wish I could see the land for myself.
3. You might be lucky if you could go there.
4. Can I have some water to drink?
5. You might see Disneyland someday.
6. If he could workRight
withthose
thisunderlined
kind of woman,
words in he
thewould have a place.
7. It seemed to Marlon that it are
sentences must be MODAL/
called a lucky day.
8. You may keep MODALs,
it. they modify the mood of the
9. That won’t buy anything. verb.
10. I can’t even measure that much.
11.Cecilia ought to improve her attitude. If she doesn’t, she might
get fired.
12.Shall I get your jacket? It’s cold in here.
13. A dog must get special training in order to be a guide dog.
14.I would like to order pizza please.
15. They couldn’t go shopping yesterday because the store was
closed.

16
 Notes to the Teacher
Learning is fun.

What’s New
Instructions: Choose the correct modal from the two choices from an
article in a magazine about Regrets.

As we get older and when we think about our past, we sometimes ponder the
things that we (1) should/can have done. And we also (2) may/shall regret those
things we did badly and the mistakes we made. In reality, we be able (3)
to/can always learn from our mistakes and hope to never make them again. For
example, if I failed a test because of a lack of study, the next test I (4)
will/must hope to pass because of hard work. Remember too that some regrets are
not based in reality and we (5) must/may waste time thinking that they are. (6)
Would/should I have really not have been involved in a car crash if I had been
driving more slowly? After all, the other driver ought (7) to/will have been
concentrating and not playing with their radio. We have (8) to/would be honest
with ourselves and live in the now. The only things we used (9) to/can control are
the things happening now, in this moment.
 

Excellent! You are in the right track. Let’s move on.

17
 What is It

Modals (also called modal verbs, modal auxiliary verbs, modal auxiliaries) 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. They have a great variety of communicative
functions.
Here are some characteristics of modal verbs:
 They never change their form. You can't add "s", "ed", "ing"...
They are always followed by an infinitive without "to" (i.e. the bare infinitive.)
They are used to indicate modality allow speakers to express certainty,
possibility, willingness, obligation, necessity, ability.

Ma y , Mig ht
Fo rm a l Pe rm issio n / Fo rm a l Pro hib itio n
m a y / m a y no t + b a se fo rm o f the ve rb
1. Yo u m a y sta rt yo u r e xa m n o w .
2. Yo u m a y n o t w e a r sa n d a ls to w o rk.
Po lite Re q ue st
Ma y + sub je c t + b a se fo rm o f the ve rb
1. Ma y I h e lp yo u ?
Po ssib ility / Ne g a tive Po ssib ility
m a y / m ig ht + b a se fo rm o f the ve rb
1. We m a y g o o u t d in n e r to n ig h t. Do yo u w a n t to jo in u s?
2. O u r c o m p a n y m ig h t g e t th e o rd e r if th e c lie n t a g re e s
to th e p ric e .
m a y no t / m ig ht no t + b a se fo rm o f the ve rb
1. Ad a m a n d Su e m a y n o t b u y th a t h o u se . It’s ve ry e xp e n sive .
2. Th e y m ig h t n o t b u y a h o u se a t a ll.
To Ma ke a Sug g e stio n (whe n the re is no b e tte r
a lte rna tive ) m a y a s we ll / m ig ht a s w e ll + b a se
fo rm o f the ve rb
1. Yo u m a y a s w e ll c o m e in sid e . J o h n w ill b e h o m e so o n .
2. We m ig h t a s w e ll ta ke Frid a y o ff. Th e re ’s n o w o rk to b e
d o n e a n yw a y.
Po lite Sug g e stio n
m ig ht + b a se fo rm o f the ve rb
1. Yo u m ig h t like to try th e 18 sa lm o n fille t. It’s o u r sp e c ia l to d a y.
 Shall, Should, Ought to

To Offer of Assistance or Polite Suggestion (When you are quite sure of

a positive answer)
Shall + subject + base form of the verb
1. Shall we go for a walk?
Note: Shall is only used with I or we. It is used instead of will only in
formal English.
To Offer of Assistance or Polite Suggestion (When you are not sure of
a positive answer)
Should + subject + base form of the verb
1. Should I call a doctor?

A Pre d ic tio n o r Expe c ta tio n tha t So m e thing Will Ha p p e n

sho uld / sho uldn’t + ba se fo rm o f the ve rb
1. Th e p ro p o sa l sh o u ld b e fin ish e d o n tim e .
2. I sh o u ld n ’t b e la te . Th e tra in u su a lly a rrive s o n tim e .
To Give Ad vic e
sho uld / o ug ht to + b a se fo rm o f the ve rb
1. Yo u sh o u ld c h e c k th a t d o c u m e n t b e fo re yo u se n d it o u t.
2. Yo u o u g h t to h a ve yo u r c a r se rvic e d b e fo re th e win te r.
To Give Ad vic e (a b o ut so m e thing yo u think wro ng o r
una c c e p ta ble )
sho uld n’t + b a se fo rm o f the ve rb
1. Ja m e s sh o u ld n ’t te a c h h im w o rd s like th o se .

Must, Ha v e to , Ne e d to , Do n’t ha v e to , Ne e d n’t

Ne c e ssity o r Re q uire m e nt
Pre se nt a nd Future :
m ust / ha ve to / ne e d to + b a se fo rm o f the ve rb
1. Yo u m u st h a ve a p a ssp o rt to c ro ss th e b o rd e r.
2. Elisa b e th h a s to a p p ly fo r h e r visa b y Ma rc h 10th .
3. I n e e d to d ro p b y h is ro o m to p ic k u p a b o o k.
Pa st:
ha d to / ne e d e d to + b a se fo rm o f the ve rb
1. I h a d to w o rk la te la st n ig h t.
2. I n e e d e d to d rin k a fe w c u p s o f c o ffe e in o rd e r to sta y a w a ke .
No te : ha ve to a nd ne e d to a re o fte n use d in the sa m e c o nte xt, b ut
m a ny tim e s, ne e d to is use d to e xp re ss so m e thing tha t is le ss urg e nt,
so m e thing in whic h yo u ha ve a c ho ic e .
WillAlm
/ Woo uld
st 100% Ce rta in
m ust + /b a
will wosen’t
fo +
rmb oa fsethe ve rb
fo rm o f the ve rb
1. Th o m a s h a s live d in Pa ris fo r ye a rs. His Fre n c h m u st b e ve ry g o o d .
1. Jo h n w ill p ic k yo u u p a t 7:00a m .
To Pe rsua d e
2. Be th w o n ’t b e h a p p y w ith th e re su lts o f th e e xa m .
m ust / ha ve to + b a se fo rm o f the ve rb
1. Yo uPo mlite
u st Re
tryqth
ueisstwoinreSta te m
. It’s e nt
e xc e lle n t.
2. Yo u h a ve to visit u s w h ile yo u ’re in to w n .
1. Will yo u p le a se ta ke th e tra sh o u t?
2. Wo u ld yo u m in d if I sa t h e re ?
3. I’d (I w o u ld ) like to sig n u p fo r yo u r w o rksh o p .
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1. Wh e n I w a s a c h ild , I w o u ld sp e n d h o u rs p la yin g w ith m y tra in se t.
2. Pe te r w o u ld n ’t e a t b ro c c o li w h e n h e w a s a kid . He lo ve s it n o w .
 Pro hibite d o r Fo rbidde n
must no t / mustn’t + ba se fo rm o f the ve rb
1. Yo u m ust no t d rive o ve r the sp e e d lim it.
2. Yo u m ustn’t le a ve m e d ic ine s whe re c hild re n c a n g e t to the m .
La c k o f Ne c e ssity
do n’t / do e sn’t / didn’t + ha ve to + ba se fo rm o f the ve rb
1. Yo u d o n’t ha ve to p a rk the c a r. The ho te l va le t will d o it fo r yo u.
2. Tim d o e sn’t ha ve to g o to sc ho o l to d a y. It’s a ho lid a y.
3. Yo u d id n’t ha ve to sho ut. Eve ryo ne c o uld he a r yo u.

Modals and Adverbs

Adverbs are often used with modals to add to their meaning. See for example the
sentences below: (adverbs are in bold letters; modals are underlined)

Surely you can't have said that to her!

I might just tell you all about it.
I could easily have been hurt.
You really shouldn't have gone to so much trouble.
I will definitely call you tomorrow.
You can't possibly be serious.
She obviously must have forgotten it.
He could probably help us a lot.
I can't exactly remember when I first met her.
You should absolutely take up that course.

There would be times when adverbs do not need to work with certain modal verbs
to give possibilities. In their own way, they can function and show some possibility.
See examples below:

Maybe/Perhaps: something has the possibility of occurring, but it is not certain.

These are placed at the beginning of the sentence.

Possibly/Probably: something has the possibility of occurring, but it is not certain.

Definitely: something will occur. It is stronger than "possibly" or "probably." This

is placed immediately after the subject.

However, "possibly" and "probably" are stronger (more likely to occur) than "Maybe"
or "Perhaps." These are placed immediately after the subject.

Maybe it will rain tomorrow. (You do not know).

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It possibly will rain tomorrow. (There is a definite possibility it will rain).
It definitely will rain tomorrow. (It is certain it will rain).

What’s More
Be ready now and brace yourself for these activities, write your
answers in your notebook.

Task 1 Instructions s: Fill in the correct form of can, could or be able to as in the examples.
1. _______ Tony run long distances when he was a boy?
2. ______ you please call a tow truck for me? My car broke down. (polite)
3. The students _______ to buy their textbooks today. The bookstore is all out of them.
4. ______ you teach me how to fix my computer? You’re so good at it.
5. ______ you ______ reach the customer if you call him at 4:00 his time?

Task 2 Directions: Fill in the correct form of may or might as in the example.
1. They ______ finish the project on time. The main engineer is ill.
2. You _____ want to stop by the museum gift shop on your way out.
3. _____ I have your autograph?
4. He _______ visit the Louvre. He’s in Paris anyway.
5. You ______ park your car here. It’s reserved for guests of the hotel only.

Task 3 Instructions: Fill in should, shouldn’t or ought in the following sentences as in the example.
1. You _____ get your teeth cleaned at least once a year.
2. The house ______ be ready to move into by next month. It’s almost finished.
3. Ron ________ to improve his attitude. If he doesn’t, he might get fired.
4. ________ I get your jacket? It’s cold in here.
5. You ________ put your feet on the table. It’s not polite.

Task 4 Instructions: Fill in the blanks with one of these modals: must, must not, have to, has to, don’t
have to, doesn’t have to, needn’t as in the examples. There may be more than one correct answer.
1. You ______ tell Anna about the party tomorrow night. It’s a surprise! (must not, need
to, doesn’t have to)
2. Tina _______ register for her classes on Monday, otherwise she won’t get a place in
them. (doesn’t have to, mustn’t, has to)
3. You ________ send that fax. I’ve already sent it. (must, will have to, don’t have to)

21
4. A dog ______ get special training in order to be a guide dog. (must, need to, don’t
have to)
5. Jeremy _______ get up early tomorrow. His class was cancelled. (mustn’t, doesn’t have
to, don’t need to)

Task 5 Directions: Fill in the blanks with one of the following words: will, won’t, would,
wouldn’t.
1. I ______ like to order the onion soup please.
2. The manager _______ be pleased to hear that a customer slipped on the wet floor.
3. _______ it be okay if I slept here tonight?
4. When Igor lived in Russia, he ________ call his mother as often as he does now.
5. I can assure you sir, the order ______ be shipped out tonight.

What I Have Learned

Directions: Fill in the blanks with the correct form of the following
modals: can, could, be able to, may, might, shall, should, must,
have to, don’t have to, need to
- You may have to make the modals negative according to the
context of the sentence.

– There may be more than one possibility.

1. If you are sick, you ________ go to work. You’ll infect everyone there.
2. Drivers _______ stop at red lights.
3. You _______ finish the proposal today. You can finish it tomorrow.

4. She ______ hear much better with her new hearing aids.
5. ______ I order us a bottle of wine?
6. Sam ______ pick his daughter up from school. She’s taking the bus home.
7. You _____________ smoke here. It’s a smoke-free building.
8. You ________ eat so many sweets. They are bad for you.
9. _________ you mind walking a little faster? We’re going to be late.
10. I’m sorry. I _______ help you. I don’t know how to do it.

22
  Mo d a l ve rb s (c a n , c o u ld , m u st, sh o u ld , o u g h t to , m a y, m ig h t, w ill, w o u ld , 
sh a ll) a re m o d a l a u xilia ry ve rb s th a t e xp re ss a b ility, n e c e ssity, o b lig a tio n , 
d u ty, re q u e st, p e rm issio n , a d vic e , d e sire , p ro b a b ility, p o ssib ility, e tc .
 Mo d a l ve rb s e xp re ss th e sp e a ke r's a ttitu d e to th e a c tio n in d ic a te d b y 
the m a in ve rb .

 Th e y n e ve r c h a n g e th e ir fo rm . Yo u c a n 't a d d "s", "e d ", "in g "...

What I Can Do
You Can Do It!

Activity 1 Directions: Choose the best adverb written in the

parenthesis.

1. He ___________ left the house this morning. (maybe - definitely)

2. He ___________ won't forget. (surely - must)
3. He is __________ in the park. (probably - perhaps)
4. He is __________ a smart man. (must- certainly)
5.___________, he has forgotten the meeting (Could it be -
Probably)
6. __________, you're not going to wear that to the party.
(Surely Probably)
7. But _______ they may do it! (perhaps - maybe)
8. ________ it won't rain. (Should - Maybe)
9. _______ something was wrong all along. (Maybe -
Definitely)
10. She ______ didn't expect the decision to be so hard.
(Maybe - Definitely)

Assessment
Instructions: Supply the appropriate modals to the given
statement.

1. Marco’s flight from Manila took more than 5 hours. He _____ be exhausted after
such a long flight.
2. The book is optional. My teacher said we could read it if we needed extra credit.
But we _____ read it if we don’t want to.
3. Marilyn _____ hear the speaker because the crowd was cheering so loudly.
4. The television isn’t working. It _____ damaged during the move.
5. Kathrin _____ hold your breath for more than a minute?

23
6. You _____ be rich to be a success. Some of the most successful people I know
haven’t got a penny to their name.
7. I’ve redone this Math problem at least twenty times, but my answer is wrong
according to the answer key. The answer in the book _____ be wrong.
8. You _____ do the job if you didn’t speak English fluently.
9. You _____ worry so much. It doesn’t do you any good. Either you get the job, or
you don’t. If you don’t, just apply for another one. Eventually, you will find
work.
10. You _____ be kidding! That can’t be true.

Now that you have enough input and practice,

let us have additional activities.

Additional Activities

To further hone your skill on using modals, here’s an exercise.

1. You _____ leave the table once you have finished your meal and
politely excused yourself.
2. _____ we move into the living room? It’s more comfortable in there and
there’s a beautiful view of the sea.
3. The machine _____ be turned on by flipping this switch.
4. You _____ forget to pay the rent tomorrow. The landlord is very strict
about paying on time.
5. Do you always have to say the first thing that pops into your head?
_____ you think once in a while before you speak.
6. Linda and Albert said they would come over right after work, so they
_____ be here by 5:00pm.
7. Yesterday, I ____ to cram all day for my final exam. I didn’t get to sleep
until after midnight.
8. We _____ no longer suffer the injustice of oppression! Freedom shall be
ours!
9. The lamp _____ not be broken. Maybe the light bulb just burned out.
10. Jenny’s engagement ring is enormous! It _____ have cost a fortune.

Express Yourself!
(Optional)

24
Direction: Write an essay expressing your own opinion on the Do’s and Don’ts in
overwhelming the challenges of COVID- 19. Make use of the modal verbs (e.g. may,
can, would, etc.) See rubrics below.

RUBRICS
Criteria Outstanding Satisfactory Developing Beginning Rating
Content 4 3 2 1
Presented an Presented Presented Presented
in- depth essential essential minimal
information knowledge knowledge knowledge
adhered to about the about the about the
the topic. topic. topic; topic;
committed 1 committed
to 2 factual several
errors; errors; did
inadequately not adhere to
adhered to the theme
the theme.
Structure Presented Presented Organizatio Organization
and ideas ideas n is clear is clear but
Organizatio logically with logically with and made with
n clear clear use of modal incorrect
structure. structure. verbs in usage of
Made an Correctly expressing modal verbs
excellent use used modal thoughts; in expressing
of modal verbs in but with few thoughts.
verbs in expressing errors.
expressing thoughts.
thoughts.
Mechanics Made an Made a Contains Poor usage of
and excellent use correct usage minimal grammar,
Grammar of grammar, of grammar, grammatical punctuation,
punctuation, punctuation, & capitalization
capitalization capitalization mechanical and spelling.

25
 and spelling. and spelling. errors.

Answer Key

What I know
1. shouldn’t 6. needn’t 11. couldn’t
2. must 7. mustn’t 12. can
3. don’t have to 8. shouldn’t 13. could
4. can 9. would 14. couldn’t
5. shall 10. can’t 15. might

What’s In 4. can 2. may

9. won’t 7. ought
1. would 5. might 3. can
6. could 10. can’t 8. have to
2. could 4. will
7. must What’s New 9. can
3. might 5. may
8. may 1. should
6. would
What’s More
Task 1 Task 2

1. could 1. might not

2. could 2. might
3. aren’t able 3. may
4. can 4. may as well
5. will/ be able to 5. may not

Task 3 Task 4 Task 5

1. should 1. must not 1. would

2. should 2. has to 2. won’t
3. ought 3. don’t have to 3. would
4. shall 4. must 4. wouldn’t
5. shouldn’t 5. doesn’t have to 5. will

What I Learned 1. shouldn’t 2. must

26
 3. don’t have to 1. definitely 1. must
4. can 2. surely 2. don’t have to
5. shall 3. probably 3. couldn’t
6. needn’t 4. certainly 4. musthave been
7. mustn’t 5. Probably 5. can you
8. shouldn’t 6. Surely 6. have to
9. would 7. perhaps 7. must
10. can’t 8. Maybe 8. couldn’t
9. Maybe 9. shouldn’t
10. definitely 10. have to
What I Can Do
Assessment

References
K to 12 Curriculum Guide (may, 2016) p. 181
Grade 8 Competencies

Internet Sources

https://www.gingersoftware.com/content/grammar-rules/verbs/modal-verbs/

allthingsgrammar.com

autoenglish.org

englishservice.cz

perfectenglishgrammar.com

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph