9

English 9
Quarter 1 – Module 1A:
Express Permission, Obligation, and
Prohibition Using Modal Verbs
English – Grade 9
Quarter 1 – Module 1A: EN9G-IVc-23 Express Permission, Obligation, and Prohibition
Using Modal Verbs
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. 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

Writer: ARREN V. ADUAN, Ph.D.

Editors: LEVITA G. CARDENAS / GINA ANAMA
Reviewer: MA. NIMFA R. GABERTAN, RAQUEL D. MANGAHAS, LALAINE LUSTICA,
BRIAN SPENCER B. REYES
Illustrator: RYAN RIC E. MARY
Lay out Artist: BRAIN SPENCER B. REYES
Management Team: JENILYN ROSE B. CORPUZ, CESO VI, SDS
FREDIE V. AVENDANO, ASDS
JUAN C. OBIERNA, Chief, CID
HEIDEE F. FERRER, EPS- LRMS
MA. NIMFA R. GABERTAN, EPS- ENGLISH

Printed in the Philippines by the Schools Division Office, Quezon City Department of
Education – National Capital Region
Office Address: Nueva Ecija St., Bago Bantay, Quezon City
Telefax: 3456-0343
Telephone No. 8352-6806/6809
E-mail Address: sdoqcactioncenter@gmail.com
 9

English
Quarter 1 – Module 1A:
Express Permission, Obligation, and
Prohibition Using Modal Verbs
Introductory Message
For the facilitator:
Welcome to the English 9 Module on EN9G-IVc-23: Expressing Permission,
Obligation, and Prohibition Using Modal Verbs
This module is constructed to ensure learning continuity under the new
‘normal’ in education amidst the COVID-19 pandemic. It is designed to foster the five
macro-skills in English—reading, writing, speaking, listening, and viewing through
activities that were carefully developed to ensure that learners are properly assisted
towards achieving the best learning outcomes.

As the learning facilitator, you are requested to orient your students on the proper
use of this module and assist para-teachers – parents, elder siblings and other
significant adults – to understand their potent role in optimizing this learning
material towards developing mutual responsibility for children’s success under the
distant learning set up.

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.

Finally, please do not forget to remind the learners to use separate sheets in
answering the pre-test, self-check exercises, and post-test.

2
For the learner:

Welcome to the English 9 Module on Expressing Permission, Obligation, and

Prohibition Using Modal Verbs.
This module is designed to help you continue learning English at home. It
provides you with meaningful and engaging learning experiences that will help you
enhance your skills in reading, writing, listening, speaking, and viewing.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you are
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace. Your academic success lies in your own hands!

The following are the standard symbols (icons) used to represent specific parts
of the module:

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

What I Know This part includes an activity that aims to check

what you already know about the lesson you are
about to take. If you get all the answers correctly
(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 ones.
What’s New In this portion, the new lesson will be introduced
to you in various ways such as through 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 blank

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

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

3
 Assessment This is a 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 learned. This also encourages retention of
learned concepts.

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 or your activity notebook for your answers to 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 instructions 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!

4
 What I Need to Know

This module was designed and written with you in mind. It is here to help you express
permission, obligation, and prohibition using modal verbs. 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.

Keeping track of your valuable journey, you are expected to express permission,
obligation, and prohibition using modal verbs. This module is divided into five key ideas
namely:
1. Probability

2. Ability

3. Permission

4. Requests, Offers and Invitations

5. Suggestions and obligations

After going through this module, you are expected to:

• Determine the uses of auxiliary verb
• Identify the different functions of each modal verb
• Distinguish the differences of modal verbs
• Construct sentences using modals appropriately in order to express probability,
ability, permission, request or suggestion in a given situation.

5
 What I Know

What is the meaning of the modal verbs in these sentences? Choose the best meaning of
the underlined modal verbs and write your answers in your activity notebook.

1. That man can't be a doctor. He looks too young.

• impossibility • prohibition • possibility

2. You can't wear jeans at work. Men have to wear a suit and a tie.
• impossibility • prohibition • possibility

3. Did you know that Mozart could play the piano by the time he was five?
• possibility • ability • impossibility

4. I'm not sure where the café is. I think it could be in the next street.
• possibility • ability • impossibility

5. When you've finished the test, you may quietly leave the room.
• possibility • permission • impossibility

6. I'm busy tomorrow but I may be able to see you on Thursday. Let me phone you.
• possibility • permission • impossibility

7. You know what? I think this rain might be stopping.

• possibility • permission • impossibility

8. I know you're busy, but might I ask you a quick question?

• possibility • permission • impossibility

9. I'm just writing to say congratulations on your engagement. You must be really happy!
• certainty • obligation • impossibility

10. You must make sure that you save all documents in the correct folder.
• certainty • obligation • probability

6
 What’s In

AUXILIARY/HELPING VERBS

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. 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 completes the verb phrase)
• Jerry should have been more careful! (Have = auxiliary verb; phrase “should have been”
expresses time and evaluates Jerry’s actions)

2. 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 often in the past few days. (Doesn’t =
auxiliary verb)

3. 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 still does physical
activities. (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 follows, can, could, may, might, must, ought to, shall,
should, will, and would.

7
 What’s New

This is an article in a magazine about regrets. Read the text and copy the sentences
containing the following words: may, should, can, will, would, ought to, and have to in
your activity notebook.

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

Guide Questions: Write your answers in your activity notebook.

• In sentence 3, what can you learn and ought to do to avoid the same mistake?

___________________________________________________________________

• In sentence 4, what could have been done to pass the next exam?

___________________________________________________________________

• How are the words may, should, can, will, would, ought to, and have to used in the
article to convey the feelings of regret?

___________________________________________________________________

Are you learning yet? Before we continue with our lesson let’s take a deep breath and pause for a
while. I have a special task for you.
Write a message for your parents releasing your biggest regrets. It may be an apology for the
things that you have done before. Use may, should, can, will, would, ought to, and have to. Write
it in your activity notebook. Afterwards you may read it personally to your parents or send it to
them.

Continue your journey in unlocking your new knowledge.

8
 What is It

MODAL VERBS

The modal verbs are:

can – may – shall – will – must

could might should would

We use modals to show if we believe something is certain, possible or impossible:

My keys must be in my room.
It might rain tomorrow.
That can't be Joshua's coat. It's too small.

We can use them to talk about ability, ask permission, and make requests and offers: I
can't drive.
May I ask a question?
Could I have some coffee, please?
Would you like some pancake?

1. PROBABILITY

A. Possibility

We use may, might and could to say that something is possible, but not certain:

• They may come by tricycle. (Maybe they will come by tricycle.)

• They might be at home. (Maybe they are at home.)
• If we don't hurry, we could be late. (Maybe we will be late.)

We use can to make general statements about what is possible:

• It can be very cold here in December. (It is sometimes very cold here in December.)
• You can easily get lost in this Barangay. (People often get lost in this Barangay.)

We do not use can to talk about specific events:

A: Where's John?
B: I'm not sure. He may/might/could be (NOT) in his office.

Notice the difference in meaning between can and may/might/could:

• That dog can be dangerous. (Sometimes that dog is dangerous. I know.)
• That dog may/might/could be dangerous. (Perhaps that dog is dangerous. I don't know.)

9
 Are You on The Right Track?
Complete the sentences below with 'can' or 'may'/'might'/'could'.
1. I don't know where Cristina is. She _____ be in her office.
2. Cristina is a good boss, but she _____ be difficult sometimes.
3. We can invite Joshua for a dinner tonight, but I think he _____ be too tired.
4. Don't feed that dog. You don't know where it's from. It _____ be dangerous.
5. You shouldn't walk home alone. This city _____ be dangerous at night.

We use may have, might have or could have to make guesses about the past:

• I haven't received your letter. It may have got lost in the post.
• It's ten o'clock. They might have arrived by now.
• Where are they? They could have got lost.

We use could to make general statements about the past:

• It could be very cold there in December. (It was sometimes very cold there in December.)
• You could easily get lost in that barangay. (People often got lost in that barangay.)

Are You on The Right Track?

Choose the correct expression – with 'could' or 'could have' – to complete each sentence.
1. When I was a boy, I ___ from one village to the next without seeing any cars.
• could walk • could have walked
2. The police think that one of the criminals ___ the other two.
• could murder • could have murdered
3. The weather was so fine that you ___ the Galera coast nearly 30 miles away.
• could see • could have seen
4. I don't understand why you didn't get my email. I suppose I ___ it to the wrong
address.
• could send • could have sent
5. 'I wish Sue would answer her phone!' 'She ___ it at home.'
• could leave • could have left

B. Impossibility
We use can't or cannot to say that something is impossible:

• That can't be true.

• You cannot be serious.

We use can't have or couldn't have to say that a past event was impossible:

• They know the way here. They can't have got lost!
• If Joshua was at work until six, he couldn't have done the murder.

10
C. Certainty
We use must to show we are sure something is true and we have reasons for our belief:

• It's getting dark. It must be quite late.

• You haven’t eaten all day. You must be hungry.

We use should to suggest something is true and we have reasons for our suggestion:

• Ask Cristina. She should know.

• It's nearly six o'clock. They should arrive soon.

We use must have and should have for the past:

• They hadn't eaten all day. They must have been hungry.
• You look happy. You must have heard the good news.
• It's nearly eleven o'clock. They should have arrived by now.

Are you learning yet? Before you continue with your lesson take a deep breath and pause for a
while. You have a special task.
Situation: You are scrolling on your Facebook timeline then suddenly you stop when you noticed
a classmate’s post bullying your other classmate. What will be your reaction to that? Using the
modals on probability, enumerate five best possible actions that you can do for the victim or to
the bully. Write it in your activity notebook.

Continue your journey in unlocking your new knowledge.

2. ABILITY

We use can and can't to talk about someone's skill or general abilities:

• She can speak several languages.

• He can swim like a fish.
• They can't dance very well.

We use can and can't to talk about the ability to do something at a specific time in the present
or future:

• I can see you.

• Help! I can't breathe.

We use could and couldn't to talk about the past:

• She could speak several languages.

• I couldn't see you.

We use could have to say that someone had the ability or opportunity to do something, but
did not do it:

• She could have learned Swahili, but she didn't want to.
• I could have danced all night. [but I didn’t]

11
 Are You on The Right Track?
Use two words – 'can'/'can't'/'could'/'couldn't' and an infinitive
'speak'/'swim'/'find'/'taste'/'read' – to complete each sentence.
1. Rob _____ _____ Ilokano really well. He sounds like a native speaker.
2. When I was a girl, I _____ _____ 10 kilometers.
3. The police searched the whole Barangay for the criminal, but they _____ _____ him.
4. Are you sure you put sugar in my coffee? I honestly _____ _____ it!
5. My great-grandfather was a very clever man but he _____ _____ or write.

3. PERMISSION

A. Asking for permission

We use can to ask for permission to do something:

• Can I ask a question, please?

• Can we go home now?

Could is more formal and polite than can:

• Could I ask a question, please?

• Could we go home now?

May is another more formal and polite way of asking for permission:

• May I ask a question, please?

• May we go home now?

B. Giving permission We use

can to give permission:
• You can go home now.
• You can borrow my pen if you like.

May is a more formal and polite way of giving permission:

• You may go home now.

We use can to say that someone has permission to do something:

• We can go out whenever we want.

• Students can travel for free.

May is a more formal and polite way of saying that someone has permission:

• Students may travel for free .

12
C. Refusing permission
We use can't and may not to refuse permission or say that someone does not have
permission:

• You can't go home yet.

• Students may not travel for free.

Are You on The Right Track?

Giving and refusing permission. Match each sentence below with the best place where it
must have been said.

• at home • in school • in a restaurant • in a clinic/hospital • in a library

1. You can go out and play with your friends when you’ve finished your homework.
2. I'm afraid you can't sit there. That table is reserved for VIP diners only.
3. You may not start writing the essay until I tell you to do so.
4. You look much better. You can stop taking the tablets now.
5. You may borrow no more than six books at a time.

Are you learning yet? Before you continue with your lesson, take a deep breath and pause for a
while. You have a special task.

Express your thoughts on this idea, “Ability to reach my dream.” You may express your thought
by creating poems, making a concrete timeline, taking a picture, recording a song or dance
video. Write a short explanation of your work using the modals of ability and permission in your
activity notebook.

Continue your journey in unlocking your new knowledge.

4. REQUESTS, OFFERS AND INVITATIONS

A. Requests
We use could you … and would you … as polite ways of telling or asking someone to do
something:

• Could you take a message, please?

• Would you carry this for me, please?

can and will are less polite:

• Can you take a message, please?

• Will you carry this for me, please?

B. Offers and invitations We

use can I … to make offers:

• Can I help you?

• Can I do that for you?

13
We can also use shall I …:
• Shall I help you with that?
• Shall I call you on your mobile?

We sometimes say I can ... or I could ... or I'll (I will) ... to make an offer:
• I can do that for you if you like.
• I could give you a lift to the station.
• I'll do that for you if you like.
• I'll give you a lift to the station.

We use would you like (to) ... for invitations:

• Would you like to come round tomorrow?
• Would you like another drink?

We can use you must … or we must … for a very polite invitation:

• You must come round and see us.
• We must meet again soon.

Are You on The Right Track?

Requests, offers and invitations. Copy the grid below in your activity notebook and write
the questions under the right column.

• Could you lend me 50 pesos?

• Can I carry your bag for you?
• Would you help me with my homework?
• Shall I meet you at the terminal?
• Can I shut that window?
• Would you like to go out tonight?
Requests Offers/Invitations

5. SUGGESTIONS AND OBLIGATIONS

A. Suggestions
We use should and shouldn't to make suggestions and give advice:
• You should send an email.
• You shouldn’t go by train.

We also use could to make positive suggestions:

• We could meet at the weekend.
• You could eat out tonight.

We can use conditionals to give advice:

• Dan will help you if you ask him.
Past tenses are more polite:

• Dan would help you if you asked him.

14
 Are You on The Right Track?
Suggestions. Arrange the words and expressions in the correct order to make suggestions.
1. a lift – if you – ask him. – give us – your dad – I’m sure – will
2. see – of his. – Pete – about – should – those headaches – a doctor
3. hungry. – could – order – if – a pizza – you’re – You
4. won’t – if – sting – under water – cut onions – you – they – your eyes.
5. to work – shouldn’t – come back – the funeral. – after – until – You

B. Obligations
We use must and mustn't to say that it is necessary (or not) to do something:

• You must stop at a red light.

• Everyone must bring something to eat.
• You can wear what you like, but you must look neat and tidy.
• I’m sorry, but you mustn't make a noise in here.

We use had to (positive) and couldn't (negative) if we are talking about the past:

• Everyone had to bring something to eat.

• You couldn't make a noise in the library.

Are You on The Right Track?

Obligations. Choose the correct expression to complete each sentence.
1. You ___ visit your aunt while you're here. She's always asking about you.
• must • mustn't • had to • couldn't
2. I've reserved the hotel for two nights. I ___ give them my credit card number.
• must • mustn't • had to • couldn't
3. When I was a child, we ___ watch television except at the weekend.
• must • mustn't • had to • couldn't
4. You ___ smoke in here. You'll set off the fire alarm!
• must • mustn't • had to • couldn't
5. When I was at school, we ___ stand up whenever a teacher came into the room.
• must • mustn't • had to • couldn't

Are you learning yet? Before you continue with your lesson, take a deep breath and pause for a
while. You have a special task.
You need to find a partner that is very close to you. Now, do Think-Pair-Share, together with
your partner, record a three-minute-video giving tips to the teens experiencing heartbreaks. Use
the modals of requests, suggestions and obligations in your pieces of advice. (Please observe
social distancing and other health protocols in doing this activity.)

Continue your journey in unlocking your new knowledge.

15
 What’s More

Activity 1. Match the sentences in column A with that in column B to make five short
conversations. Write sentences in your activity notebook.

A B
1. 'Did you know that Joshua works
every weekend?'
2. 'What did you think about Cristina's
idea?'
3. 'I'll see you in the meeting at noon
tomorrow.'
4. 'Mark's son started a new school last
month. He doesn't like it at all.'
5. 'I think I'll go to bed now.'
• 'Really? That can't be healthy.'
• 'At first, I didn't like it. But now I think
she could be right.'
• 'Well, moving to a new school can be
really difficult.'
• 'Of course. You must be tired after
your journey.'
• 'OK. I've got another meeting at 11,
so I may be a few minutes late.'

Activity 2. Read/Watch the latest news about the current situation of CoViD-19 Pandemic in
our country. Write a one sentence main idea using the suggested function of modals in each
item below.

1. Probability:

2. Ability:

3. Permission:

4. Requests, Offers and Invitations:

5. Suggestions and obligations:

16
 What I Have Learned

Modal verbs are auxiliary verbs (also called helping verbs) like can, will, could, shall,
must, would, might, and should. After a modal verb, the root form of a verb is generally
used. The word to should not appear after a modal verb. An exception is the phrase ought to,
which is considered a modal verb.

• We use modals to show if we believe something is certain, possible or impossible.

• We also use them to talk about ability, ask permission, and make requests and
offers.

What I Can Do

A. Using the modals of advice, write about ways on how to prevent the spread of
COVID-19. Write your answers in your activity notebook. Please follow the template below.

Here are some things you should do:

1. You should wash your hands often with soap and water for at least 20 seconds.
2.
3.
4.
5.

B. Using the modals of prohibition, write about activities permitted by the Inter-Agency
Task Force on Emerging Infectious Diseases under the General Community Quarantine
(GCQ). Write your answers in your activity notebook.

Here are some of the restrictions:

1. Any person below 21 years old, 60 years old and above, and those with poor health
conditions mustn’t go out of their house.

2.
3.
4.
5.

17
 Assessment
A. Choose the correct modal or modal form to fit the sentence. Write the chosen letter in
your activity notebook.

1. I didn’t feel very well yesterday. I _____ eat anything.

a. cannot b. couldn’t c. mustn’t

2. You _____ look at me when I am talking to you.

a. could b. should c. would

3. I was using my pencil a minute ago. It _____ be somewhere!

a. can b. could c. must

4. You really _____ be late again.

a. must not b. don’t have to be c. love to

5. If you don’t start working harder, you _____ repeat the course next year.
a. have to b. must c. will have to

6. His parents spoil him. He’s always _____ to do whatever he wants.

a. been able b. been allowed c. making

7. Phone her now. She _____ home by now.

a. has to be b. must be c. would be

8. I _____ be able to help you, but I’m not sure yet.

a. might b. would c. must

9. Entrance to the museum was free. We _____ pay to get in.

a. needn’t b. didn’t need to c. have

10. _____ take a photograph of you?

a. Am I allowed to b. May I c. Ought to

B. Compose a short essay expressing your thoughts on the topic “New Normal.” Use the
modal verbs on permission, obligation, and prohibition. Write it in your activity notebook.

18
 Additional Activities
Fill in the blanks in the following activities using the appropriate modals. Write your answers
in your activity notebook

Activity 1

Najma : 1_____ I borrow your bicycle?

Salma : I am sorry. The bicycle is out of order. Do you know a mechanic in this village to
whom I 2_____ take the bicycle?

Najma : I do not know but I 3_____ try to find someone who 4_____ repair your bicycle.

Activity 2

Seeing a crow eating a piece of bread, a fox thought how it 1_____ trick that fellow. It
sad, “ _____ I talk to you sir?” The crow didn’t even look at the fox. The fox again said.”
2
3
_____ you please pay a little attention to me? What a nice bird you are! Your voice 4_____
be very sweet. I am sure you 5_____ sing very well. “The crow who 6_____ not be persuaded
till then now looked at the fox. It 7_____ have felt flattered. The crow said to itself, “I’ll show
this fox how well I 8_____ sing.” It opened its beak. The piece of bread fell down and was
eaten away quickly by the fox.

Activity 3

Don’t eat this fruit. It 1_____ be poisonous. This 2_____ prove harmful for your health.
This, perhaps, 3_____ lead to death. Therefore, you 4_____ not eat this fruit. It 5_____ not be
eaten raw. Before eating, its skin 6_____ be removed.

19
References
This is a list of all sources used in developing this module.

• Grammar Rules. (n.d.) Auxiliary (or Helping) Verbs.

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

• Ken Bateup. 2018, August 2018. LEARNING RESOURCES, A story with modal verbs.
https://www.bellenglish.com/news/story-modal-verbs

• Qandour Jad. (n.d) Grammar lesson plan: Modals of possibility, for levels C1+.
https://www.ef.com/wwen/blog/teacherzone/efl-lesson-teach-modals-possibility/

• British Council. (n.d.) English Grammar-Verbs-Modal Verbs.

https://learnenglish.britishcouncil.org/english-grammar-reference/probability

• Frankfurt International School. (n.d.) A guide to learning English.

http://esl.fis.edu/grammar/multi/modal1.htm

• Target Study. (n.d.). Modal Exercise 6.

https://targetstudy.com/languages/english/modal-exercise-6.html