Teacher - Initiated

Instructional Material
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ENGLISH 9
Made Easy in the New Normal Classroom
Bernley Joy Maing-Nobleza
 English 9
Quarter I – Activity Sheet 2:
Modals in Action
 Foreword

“The success you want to enjoy tomorrow depends on the ACTIONS you
take today!” ---Shane Eubanks

In the light of this “new normal” conditions in the lives of the people
including children around the globe brought by this COVID-19 pandemic,
education sector tend to embrace new trends and systems supporting
programs that provide sustainable access to quality education and ensure
welfare of the learners. The Department of Education strive fully to give all-
out support and commitment in order to produce holistic 21 stcentury
Filipino learners. Teachers then were empowered to create, innovate and
implement materials that inspire other educators and students gain
knowledge and skills and realize that learning should not stop and life must
move on.

This teacher-made instructional material is developed based on the

DepEd’s Most Essential Learning Competencies (MELCs) for Grade 9
students making it easy to learn English in the new normal learning
environment that may bridge gaps in ensuring relevant and flexible learning
amidst this global crisis.

Further, this content material expects the learners to engage in the

guided and independent learning tasks according to their own pace.

Together, we can heal as one!

 EN9
Learning Activity Sheet 2
GRADE LEVEL STANDARDS: The learner demonstrates communicative
competence through his/her understanding of British-American Literature
including Philippine Literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries

ACTIVITY TITLE/CONTENT: Modals in Action

LEARNING COMPETENCY: Express permission, obligation, and prohibition using

modals (EN9G-IVd-23)

OBJECTIVES:

1. Express permission, obligation, and prohibition through the use of modals

2. Identify modals expressing permission, obligation, and prohibition

Let’s TRY this out!

LEARNING TASK 1: SHOW ME YOU CAN…

Fill in the blanks with the correct word of the sentence. Write your answer on the
provided sheet of paper.
1. It’s very important to ..... speak more than one language. (can, be able to)
2. I don’t like ..... get up early on a Sunday. (being able to, being allowed to, having
to)
3. ..... you speak French? - Only a few words, but my Russian is pretty good. (Can,
Could)
4. ..... you help me move this table? (Both answers are possible. Choose the more
polite request.) (Can, Could)
5. I ..... talk already before I was two years old. (could, should, would)

Let’s EXPLORE something!

Read this article and find out what it is all about.

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 What should make up a strong family that possesses good family values? It
is
the family that sustains its members, that supports and nourishes each other
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throughout the span of that family. A strong family unit has to create a safe,
positive
and supportive place for all members to thrive. They are able to utilize resources
and
to live together in a fairly healthy manner.
The adults in a strong family set the tone. They are good role models that
lead
by example. They reach out to friends and community and teach their children the
importance of doing the same -- and that becomes part of who the children are.
They work together to solve problems, and they pass their skills on to the next
generation. Some important elements of a strong family system are family cohesion,
family flexibility and family communication.
Cohesion- In families, cohesion would be defined as the feeling of being loved, of
belonging to the group and being nurtured by it. Although closeness is good in a
family unit, there must be a balance between being together and being separate. A
person must be able to develop their individuality, while being supported and
confident within the family. A few things that bring a family together are the
commitment of other family members, and the spending of time together.
Flexibility- There must be a structure in a family or it will become chaotic and will
not be a peaceful setting for a family. Conversely, there must be flexibility or the
family becomes rigid and the authority figures are resented. We could compare a
successful family to a democracy. There are leaders, but the whole group is
involved in the decision-making process. Although the leaders are in charge all
members develop the ability to cope with stress, and at times lead. While the family
works to avoid stressful situations, they work together to solve problems, without
blaming, criticizing and finding fault with each other. Families that tend to have a
strong spiritual base seem to have a sense of well-being that facilitates this working
together
in times of stress.
Communication- Ever hear the saying, "What we have here is a failure to
communicate?" A lack of communication can rip a family apart and destroy them.
Things that facilitate communication are the things mentioned so far – family
closeness, flexibility, time spent together, spirituality. All members must feel a
freedom within the group to express themselves freely.
Another very important factor is the relationship between the "head" couple.
In a family that is parented by a happily married couple, people are able to express
themselves more freely. What they might say isn't filtered through the problems of
the "guardians." A happy marriage seems to set the tone in the house. It spills over
from the family to the community and a healthy family will be reaching out to help
others. They do not tend to isolate themselves from the rest of the world.
A very important thing for families to teach their children is how to make
good
decisions. If they have watched their parents making well thought out decisions
over

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the years, they will tend to be good decision makers themselves.
A healthy, happy family benefits our whole society. Among the children of
strong families there is less crime, less divorce and less emotional problems. They
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tend to go on and have strong, healthy families of their own, having learned from
their folk's example.

Source: http://www.essortment.com/family-values-39982.html

LEARNING TASK 2: FAMBOND

A. Below are the sentences taken from the article you have read.

1. A strong family unit has to create a safe, positive, and supportive place for
all members to thrive.
2. There must be a structure in a family or it will become chaotic and will not
be a peaceful setting for a family.
3. All members must feel the freedom to express themselves freely within the
group.
4. A person must be to develop his individuality by gaining support and trust
from the family.
B. Study the following sentences. What do the underlined words in each sentence
suggest? How do we call these underlined words?
1. Can you speak louder when delivering your lines?
2. You can take a deep breath before rendering your speech.
3. Other speakers mustn’t make noise while one speaker is on stage.
4. You can’t speak before a big audience if you are nervous.

A. 1. What do the underlined words do in the
statements?
2. What do they express?
3. When do we usually use them? What are
they called?
B. 1. What do the underlined words in each
sentence suggest?
2. How do we call these underlined words?

Let’s LEARN new thing!

Lesson
Modals Expressing Permission
1
Modal verbs are a special group of auxiliary verbs. They are used to reinforce or to
restrict meaning, to give advice, to ask or to grant permission, and to show

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possibility, certainty, or obligation. Modals do not inflect. When we want to express
permission, we use modal verbs. EN9
We can use “can” to say that someone is allowed to do something and “cannot” to
say that they are not allowed to do it.

Students can take their classes online.

Children cannot leave their houses during community quarantine period.
We can use “could” to say that someone is allowed to do something in the past and
“could not” to say that they were not allowed to do it.

We could go to any part of the island we wanted before the lockdown.

We couldn’t go to Ormoc City except with a valid travel authority.
We can also use “be allowed to” when you are talking about permission, but not if
you are asking for it or giving it.
When you wear an ID, you will be allowed to get in school.
You’re not allowed to use calculators during the exam.
In more formal situations, “may” is used to say that someone is allowed to do
something and “may not” to say that they are not allowed to do it.

You may leave as soon as you are done.

The teacher may not have the face-to-face instructions for safety and health
measures amidst this pandemic.
When we want to refuse someone permission to do something, we use ‘cannot’,
‘can’t’, ‘will not’, ‘won’t’, ‘shall not’, or ‘shan’t’.
If we ask in a very direct and simple way, we use ‘can’, but ‘could’ is more polite
than ‘can’.
Could I just interrupt a minute?
‘Might’ is rather old-fashioned and is not often used in modern English in this way.
Might I inquire of you are his parent?
We have to use ‘be allowed to’ instead of a modal if we are using another modal, or
if we want to use an ‘-ing’ form, a past participle or a ‘to’- infinitive.
Teachers will be allowed to decide for themselves.
I am strongly in favor of people being allowed to put on plays.
They have not been allowed to come.
We are going to be allowed to travel on the trains.

Lesson
Modals Expressing Obligation
2
Modal verbs of obligation are used to indicate that an action is required because
someone is responsible. We can use the following:
a. have to + base of the verb
b. must + base of the verb

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 c. should + base of the verb
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PRESENT POSITIVE NEGATIVE

have to/don’t have to strong obligation no obligation

Children have to go to You don’t have to eat

school. anything you don’t like.

must/mustn’t strong obligation negative obligation

I must study today. You mustn’t smoke here.

mild negative obligation

should/shouldn’t mild obligation or advice
or advice

You should save some You shouldn’t smoke so

money. much.

Mustn’t means it’s not allowed, or it’s a bad idea:

You mustn’t eat so much chocolate, you’ll be sick.

Don’t have to means you don’t need to do something, but it’s fine if you want to do
it:

I don’t have to get up early at the weekend.

PAST POSITIVE NEGATIVE

had to/didn’t have to obligation in the past no obligation in the past

I had to wear a school

We didn’t have to go to
uniform when I was in
school on Sundays.
MVS.

a past action which didn’t a past action which didn’t

should have + pp
happen: the advice/regret happen: the advice/regret
/shouldn’t have + pp
is too late is too late

You should have gone to You shouldn’t have

bed earlier, now you have taken that bag; it was a
missed the bus. bad idea.

Lesson
Modals Expressing Prohibition
3

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Modal verbs are used for prohibition. These situations are the opposite of
permission. This time, you will learn how to use may and can to prohibit someone
or create rules.
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The modal verbs used are may and can. They are used as negatives: can’t, must
not (mustn’t) and may not.

Can’t is the most common way to prohibit something in English. It is not as formal
as must not or may not, but it is the most common. Here are some examples:

 You can’t drive here.

 You can’t smoke in the office.
Can’t is normally used to show inability, but in these examples, it shows
prohibition. It is like you are saying you do not have the ability because of the
rules.
You could also ask questions about the rules:
 Can I smoke here?
 Can I park my car here?
May not is the formal way to prohibit something. Here are some examples:

 You may not smoke in this house.

 You may not enter in the isolation area.
Like can, you could ask questions about the rules with may:

 May I smoke here?

 May I enter in this area?
Must not is the strongest way you can prohibit an action or make rule against
something. Here are some examples:
 You must not use a cell phone.
 You must not write with pencil.
Unlike the first two examples, you can’t ask questions about rules with must.

Let’s ENGAGE the fun!

LEARNING TASK 3: WE ARE FAMILY!

A. Use must, have to, should and ought to correctly in the following sentences.
1. Children __________ obey their parents.
2. Parents ___________ respect their children too.
3. Challenges ___________ not keep us from achieving our dreams.
4. Parents ___________ send their children to school.

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 5. Before, one talks about an issue, he/she ___________ read about it first.

B. Read the following sentences. Use the correct modals of prohibitions in each of
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the sentences.

6. _______ I stay with the group?

7. You _______ park here, ma’am. The parking lot is full.
8. You ______ wear shirts but you _____ wear jeans in the pool.
9. You _____ use Mandela’s speech to inspire the youth.
10. You _______ make noise while the session is on-going.

Let’s APPLY it on!

LEARNING TASK 3: SCOPE IT UP!

Choose the best answer from the scoop of modals below.

can may can’t could mustn’t

a. b. c. d. e.

1. They ____ be on holiday, but I'm not sure.

2. You ____ be right, but I'd still like to check.
3. ____ you turn it down a bit please?
4. It's OK- you ____ go when you've finished.
5. Ask any questions now as you ____ not talk during the test.
6. You ____ smoke in the cinema.
7. From the way he speaks, he ____ be from London.
8. It's impossible- they _____ have finished it already!
9. The weather ____ be better tomorrow.
10.____ you speak Japanese?
Source: https://www.usingenglish.com/quizzes/398.html

Let’s CHECK the point!

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Answer these on the separate sheet of paper provided for. Underline the best
answer. EN9
1. Which one of the pair expresses an obligation?
I must go to the dentist.
I will go to the dentist.
2. Which one of the pair expresses necessity?
You have to be very careful in choosing friends.
You can be very careful in choosing friends.
3. Which one of the pair expresses moral obligation?
Parents should teach their children how to make good decision.
Parents must teach their children how to make good decision.
4. Which one of the pair expresses more formal and polite way of saying that
someone has permission?
Students may travel free.
Students can travel free.
5. Which one of the pair expresses polite way of asking permission to do
something?
Could we go home now?
Can we go home now?
6. Which one expresses recommendation or moral obligation?
We should understand our roles to keep our family strong.
We mustn't forget our roles to keep our family strong.
7. Which one of the pair expresses an obligation?
We must meet again soon.
We will meet again soon.
8. Which one of the pair expresses ability?
Can I lift that for you?
I can lift that easily.
9. Which one of the pair expresses a request for permission?
Could I go now?
I could go now.
10. Which one of the pair expresses ability?
He could speak several languages.
He could speak to the boss.

Enrich your SKILLS!

Write down five things you would prohibit people in the community from
doing while we are still facing this Covid-19 pandemic. You may also include
the prohibitions for the Philippine government.

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 Meridanons can’t… Philippine government mustn’t…
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Key to Correction

Let’s TRY this out! Let’s APPLY it on! Let’s CHECK the point
1. be able to 1. B 1. I must go to the dentist.
2. having to 2. D 2. You have to be very
3. can 3. A careful in choosing
4. could 4. B friends.
5. could 5. C 3. Parents should teach
6. C their children how to
Let’s EXPLORE something! 7. D make good decision.
Answers may vary. 8. C 4. Students may travel free.
9. B 5. Could we go home now?
Let’s ENGAGE the fun! 10. A 6. We should understand
1. must our roles to keep our
2. ought to family strong.
3. should 7. We must meet again
4. must soon.
5. should 8. I can lift that easily.
6. can 9. Could I go now?
7. can’t 10. He could speak several
8. can, mustn’t languages.
9. can
10. mustn’t

References
Boetsch, N. B. (2020, June 14). educaplay. Retrieved from Google:
https://www.educaplay.com/learning-resources/628266-modal_auxiliaries.html

Cruz, M. D. (2020, June 13). SlideShare. Retrieved from Google:

https://www.slideshare.net/maricar_cah23/modals-of-obligation-156355486?qid=fcae09c3-
95b7-40aa-807f-20816d277ba9&v=&b=&from_search=6

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 EN9
Department of Education Republic of the Philippines. (n.d.). A Journey through Anglo-American
Literature Learner's Material for English.

ESL Lounge Student. (2020, June 8). Retrieved from Google: https://www.esl-
lounge.com/student/grammar-exercises-pre-intermediate-2.php

FluentU. (2020, June 16). Retrieved from Google: https://www.fluentu.com/blog/educator-

english/teaching-esl-modal-verbs/

Learn English. (2020, June 9). Retrieved from Google: https://www.learngrammar.net/english-

grammar/verb

LEARNENGLISH-ONLINE. (2020, June 14). Retrieved from Google: http://www.learnenglish-

online.com/grammar/modals/prohibition.html

Luna, J. M., & Elineth Elizabeth L. Suarez, E. (2014). Skill Builders for English Profeciency. Quezon City:
Phoenix Publishing House, Inc.

SlideShare. (2020, June 13). Retrieved from google:

https://www.slideshare.net/pietvanderlaan/modals-permission?from_action=save

SlideShare. (2020, June 11). Retrieved from Google: https://www.slideshare.net/Anaojer/modal-

exercises-answer-key?from_action=save

TeachThis ESL/EFL Resources. (2020, June 13). Retrieved from Google: https://www.teach-
this.com/parts-of-speech-activities-worksheets/modal-verbs-obligation-
prohibition#intermediate

Tristan. (2020, June 13). EC English Language Centres. Retrieved from Google:
https://www.ecenglish.com/learnenglish/lessons/modal-verbs-1-permission-prohibition-
obligation-no-obligation

UsingEnglish.com. (2020, July 16). Retrieved from Google:

https://www.usingenglish.com/quizzes/398.html

Warre, T. (2020, June 13). Tim's Free English Lesson Plans. Retrieved from Google:
https://freeenglishlessonplans.com/2014/05/05/modals-of-obligation-necessity-and-
prohibition-pictionary/

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For inquiries or feedback, please write or call:

MERIDA VOCATIONAL SCHOOL

English Department

Poblacion, Merida, Leyte

Contact No.: 0916-503-2091

E-mail Address: bernleyjoy.nobleza@deped.gov.ph