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English
First Quarter – Week 3
Express Obligation Using Modals
English – Grade 9
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 3: Express Obligation Using Modals
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 exemplar 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.

Development and Quality Assurance Teams

Writer: MELANY JOY B. LEOPOLDO
Illustrator: KENN JOSEPH LOUIE CABRERA
Layout Artist: KAY TRACEY A. URBIZTONDO
Language Editor: ARBY SHIFFORD P. BAYATON
Content Evaluator: BERNADETH S. GOROSPE
MINERVA ECHAVEZ
Layout Evaluator:
Management Team: PSDS/ DIC
___________________

Rationale

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Project PPE (Portfolio Predicate on Exemplar) is a backup contingency response of the Schools
Division of Surigao del Sur for learning delivery and learning resource which parallel to the on-
going endeavors of the higher offices in the Department. It is the utilization of a lesson exemplar
that is streamlined in a teacher-and-learner-friendly format to cater to the new classroom setup in
light of the COVID-19 health crisis. These exemplars will be paired with a self-contained and
self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s effort that would enable
the him/her to see his/her growth and achievement, ability to reflect on his/her own work and
ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the English – Grade 9 - First Quarter Exemplar on Express Obligation Using
Modals!

This exemplar was collaboratively designed, developed and reviewed by educators from different
schools in the Division to assist you in helping the learners meet the standards anchored on Most
Essential Learning Competencies (MELC) set by the Department while overcoming the
constraints in schooling brought by the COVID-19 pandemic.

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.

As a teacher, you are expected to orient the learners on how to use this exemplar in the most fit
modality. You also need to keep track of the learners' progress while allowing them to manage
their own learning through portfolio assessments.

For the learner:

Welcome to the English – Grade 9 – First Quarter Exemplar on Express Obligation Using
Modals!

This exemplar 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, either at home or in school. To help you with
this, this exemplar comes with a Weekly Portfolio Assessment. Your teacher will provide you
with a template and you will be given a privilege to organize the portfolio in your own creative
way.

This exemplar has the following parts and corresponding icons:

This will give you an idea of the competencies you are

What I Need to Know
expected to learn in the module and the objectives you
are expected to realize.

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 This part includes an activity that aims to check what
What I Know
you already know about the lesson to take.
This section provides a brief discussion of the lesson.
What is It
This aims to help you discover and understand new
concepts and skills.
This section provides an activities which will help you
What I Can Do (1,2 & 3)
transfer your new knowledge or skill into real life
situations or concerns.

This task aims to evaluate your level of mastery in

What I Have Learned
achieving the learning objectives.

Answer Key This contains answers to all activities in the module.

This contain instructions about recording your positive,

Portfolio Goal Setting
realistic goals before going through this exemplar.

This contain instructions about completing the

Portfolio Completion -Your Growth
Clue! components of the portfolio. This also includes a rubric
to guide you of how your portfolio will be assessed.
At the end of this module you will also find:

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

exemplar.

What I Need to Know

Most Essential Learning Competency:

Express permission, obligation, and prohibition using modals

Objectives
After going through this exemplar, you are expected to:

A. Knowledge: identify the proper usage of modals expressing obligation;

B. Skill: make a slogan; and

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 C. Attitude: associate the value of modals in expressing obligation to our day to
day of living.

Duration

Two (2) Days

Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher along with this
exemplar, accomplish now your weekly goal setting. Refer to the objectives above. Think of
positive and realistic goals that you can considerably achieve with this exemplar. List them as
your plans. Remember: Do not proceed with this exemplar unless you have accomplished
your goal setting.

What I Know

Activity 1- What am I?
Direction: Identify each description what kind of profession or mode of work it is. Write
your answer on the space provided.

1. He/ She must teach the children how to read and write.
_____________________

2. He/ She should handcuff the criminals.

_____________________

3. They have to plant vegetables for all the consumers.

_____________________

4. He/ She must not be late during fire incidents.

______________________

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 5. They have to give medications for the sick people.
______________________

6. They have to sail around the world to transport goods/ products.

______________________

7. They ought to maintain peace and protect people from any threat or terrorists’ attack.
______________________

8. He should construct a building for a shelter or business.

______________________

9. He/ She must give legal advice and proceedings to the client.
______________________

10. He/ She must study hard to have a better future.

______________________

What I Know

Activity 2- Complete me!

Direction: Fill in the blanks the appropriate modal. Choose your answer inside the
parenthesis.

1. You __________ (must, can) queue up before boarding the plane.

2. The choir members ___________ (ought to, have to) come for practice if they want to
compete the other contenders.

3. She _____________ (may, should) listen to her mother’s advice about her course in
college.

4. Learners ___________ (could, must) study hard to pass the examination.

5. I _____________ (ought to , have to) follow the school’s policies.

6. You _____________ (have to, must) stop people from talking negative against you.

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 7. The frontliners________ (can, should) take extra care against corona virus.

8. She __________ (have to, must) wear mask before going to the market.

9. I __________ (have to, ought to) study hard for my examination.

10. People ____________ (must, have to) obey the rules during the Enhance Community
Quarantine (ECQ).

What is It

Express Permission, Prohibition, and Obligation using Modals

node 4210
When we want to express permission, prohibition (not
allowing something), and obligation we use modal verbs.

Obligation

'Have to' and 'must' are both used to express obligation or necessity. There is a slight
difference in the way that they are both used. ‘Should’ and ‘ought to’( express weaker
obligation) a recommendation or moral obligation.

Examples:

 I have to work on Saturday.

 They have to wear their uniforms at school.
 I must hand in my thesis by tomorrow.
 I really must call my parents.
 You should tell them the truth.
 We ought to eat lots of fruit and vegetables every day.

Note: 'Have to' shows that the obligation comes from someone else, not the speaker. This is
usually referring to a rule or law. 'Must' shows us that the obligation comes from the speaker.

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Here is an example of the difference between 'have to' and 'must':

 My doctor said that I have to stop smoking or I'll risk serious problems.
(I have no choice)
 I must stop smoking. It’s costing me too much money.
(it’s my decision)

We use have to / must / should + infinitive to talk about obligation, things that are
necessary to do, or to give advice about things that are a good idea to do.

Must and have to are both used for obligation and are often quite similar. They are both
followed by the infinitive.

I must go now. / I have to go now.

Are these exactly the same?

Well, almost. We often use must for more personal opinions about what it is necessary to do,
and have to for what somebody in authority has said it is necessary to do.

I must remember to get a present for Daisy.    (my opinion)   

You have to look after their hair regularly.     (dog experts say so)
Do you have to wear a tie for school?    (asking about school rules)

Which verb do people use more?

Have to is more frequent in conversation; must is used more in formal writing, for example
in written notices.

Passengers must fasten their seat-belts.

Do they change in form for I, you, he, she, etc.?

Have changes in the third person singular (he/she/it has); but must doesn’t change. It’s a
modal verb and modals don’t change.

I think I’ve heard have got to. Is that correct?

Yes, we use both have got to, for obligation, and had better, for advice, a lot in speaking.
 
You've got to be careful with a cat
You'd better get something a bit quieter.
I'd better go – I mustn't miss the helicopter!               

So they’re not used in formal writing?

No. There’s something very important about must and have to. The positive forms are very
similar in meaning, but the negative forms are completely different.

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You mustn’t forget ...
(don’t forget - you have no choice)
If you don't like him, you don't have to see him again.
(there is no obligation to see him again, but you have a choice)

Umm, I’m still a bit confused ...

Here's an example you can remember:

In a non-smoking area you mustn’t smoke, but in a smoking area you don’t have to smoke
but you can if you want to.

Ah! Right, I mustn’t forget that.

No, you mustn’t! OK, let’s look at advice, telling people what you think is a good idea. We
use should for advice, or making suggestions, and must for strong advice.

You must go for a walk with the dog at least once a day.
Maybe you should go for a coffee or lunch and see how you feel?
You shouldn't leave it on the street.

I think I’ve heard people use should in other ways, like 'he should be here in a minute' –
that’s not advice, is it?

No, that’s talking about what is likely or probable. We’ll look at that use another day. We use
modal verbs in different ways.

I see. So I should think about one use at a time.

Yes, exactly. You mustn’t get confused by too many uses at once.

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 What I Can Do 1

Task 1: Get that Issue!

Direction: Read the article provided for you here. Find out what the article is all
about.

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 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 in 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 strong spiritual base seem to have a sense of well-being that
facilitates this working together in time 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

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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 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 tend to go and
have strong, healthy families of their own, having learned from the folk’s example.
Source: http://www.essortment.com/family-values-39982.html

Task 1- Direction: Find out how you have understood the article. Fill out the 3-2-1+1 chart
below.
1.

3 Things You Found Out 2.

3.

1.
2 Interesting Things You
Discovered 2.

1 Question You Still Want 1.

to Ask

1 Issue You have 1.

Discovered from the Text

What I Can Do 2

Task 2-Hello Obligation!

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Directions: Below are sentences or content taken from the article you’ve read. Use the
modal correctly in the following sentences. Write only the letter of your answer.
 a. must b. should
c. have to d. ought to

1. There___________ be a structure in a family or it will become chaotic and will not be

a peaceful setting for a family.

2. Children ____________ obey their parents.

3. Parents _____________ respect their children, too.

4. All members ___________ feel the freedom to express themselves freely within the
group.

5. Challenges ______________ not keep us from achieving our dreams.

6. A person ______________ be able to develop his individuality by gaining support

and trust from the family.

7. Before, one talks about an issue, he/she _____________ read about it first.

8. Family members_____________ understand that they have important roles to perform

in keeping the family strong.

9. Parents _______________ send their children to school.

10. The school, as a second home, _______________ constantly nurture and protect the
rights of children.

What I Can Do 3

Task 3 : My slogan!

Direction: Write one (1) slogan about the do’s or policies during the corona virus
pandemic using modals expressing obligation. (12 pts.)

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 Rubric for Slogan
11501310 11501311 11501312 11501314 11501322

The slogan is exc The slogan is attr The slogan is acc The slogan is dis

4 3 2 1 Score

Craftsmanship The slogan is The slogan is The slogan is The slogan is

exceptionally attractive in acceptably distractingly
attractive in terms of attractive though messy.
terms of neatness. Good it may be a bit
neatness. Well construction and messy.
constructed and not very messy.
not messy.
11501316 11501317 11501318 11501315 11501323

Slogan is excep Slogan is creativ Slogan is creativ The slogan does

4 3 2 1 Score
Creativity
Slogan is Slogan is Slogan is The slogan does
exceptionally creative and a creative and not reflect any
creative. A lot of good amount of some thought degree of
thought and thought was put was put into creativity.
effort was used into decorating it. decorating it.
to make the
banner.
11501319 11501320 11501325 11501326 11501324

Exceptional use o Good use of new Average use of n No use of new id

Originality 4 3 2 1 Score

Exceptional use Good use of new Average use of No use of new

of new ideas and ideas and new ideas and ideas and
originality to originality to originality to originality to
create slogan. create slogan. create slogan. create slogan.
11501329 11501330 11501331 11501327 11501328

There are no gra There is 1 gramm There are 2 gram There are more t

Grammar 4 3 2 1 Score

There are no There is 1 There are 2 There are more

grammatical grammatical grammatical than 2
mistakes on the mistake on the mistakes on the grammatical
poster. poster. poster. mistakes on the
poster.

What I Have Learned

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Test- I TRUE or FALSE
Directions: Write T if the statement is correct, and F if the statement is wrong. Write your
answer before the number.

_____ 1. ‘Have to’ and ‘must’ are both used to express obligation or necessity.

_____ 2. ‘Ought to’ and ‘should’ express strong obligation.

_____ 3. ‘Must’ shows that the obligation comes from someone else, not the
speaker.

_____ 4. ‘Have to’ is usually referring to a rule or law.

_____ 5. 'Must' shows us that the obligation comes from the speaker.

Test II- Directions: Read each statement carefully. Write the letter of your answer on the
space provided.
______ 6. You _____ wear a sunglass.
a. has to c. must
b. have to d. might
______ 7. You ______ use a knife to slice pork meat.
a. must to c. must
b. ought to d. have
______ 8. They ______ bring the documents tomorrow.
a. have to c. has to
b. have d. must to
______ 9. You _____ wear the ID at all times.
a. must have to c. must have
b. must to d. must
______ 10. You_______ wait until 11 am.
a. are having to c. have must
b. have to d. have
______ 11. You ______ call her.
a. ought to c. must
b. must to d. have
______ 12. Where’s the guidance office? I ______ go.
a. should c. have to
b. might d. mustn’t
_____ 13. Tomorrow is Monday. I _____ get up early.
a. have to c. shouldn’t
b. must d. must have to
_____ 14. You ______ do your research works on Friday. That way you have
free time to relax during weekend.
a. must c. shouldn’t
b. ought to d. must have
_____ 15. You ______ apply facial cream to your face.
a. should c. must

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 b. might d. have

What I Have Learned

My Treasure
Summing up what I learnt in this lesson:

I learnt that modals expressing obligation

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I realized that it is important to distinguish the usage of modals expressing obligation because

Answer Key

Activity 1 (What am Activity 2 (Complete What I have learned

I?) me!) Test 1

1. teacher 1. must 1. T
2. police officer 2. ought to 2. F
3. farmers 3. should 3. F
4. fire fighters 4. must 4. T
5. doctors 5. have to 5. T
6. seafarer 6. have to
7. soldier Test 2
7. should
8. carpenters 8. must
6. b 15
9. lawyer 9. have to 7. c
10. student 10. must 8. a
9. d
10. b
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components that follow
your Goal Setting. Remember that your portfolio is a deliberate collection of your works
with the help of the exemplar. Highlighting your efforts here enables you to see and reflect on
your growth and achievement and your ability to establish goals just to learn. Upon
completion of your portfolio, please be guided of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9-10) Score
1. Goal Setting Sets sloppy goals, Sets some goals Sets general goals Sets clearly defined
not realistic for and processes that and processes that goals that are
10
ability nor level of are positive and are positive and attainable and growth-
development. realistic. realistic oriented
2. What am I? Shows little Shows adequate Shows good Shows very good and
mastery of the mastery of the mastery of the clear evidence of 10
activity. activity. activity. mastery in the activity.
3. Complete me! Shows little Shows adequate Shows good Shows very good and
mastery of the mastery of the mastery of the clear evidence of 10
activity. activity. activity. mastery in the activity.
4. Your Text Shows little Shows adequate Shows good Shows very good and
mastery of the mastery of the mastery of the clear evidence of 15
activity. activity. activity. mastery in the activity.
5. Hello Obligation! Shows little Shows adequate Shows good Shows very good and
mastery of the mastery of the mastery of the clear evidence of 5
activity. activity. activity. mastery in the activity.
6. My Slogan Shows little Shows adequate Shows good Shows very good and
mastery of the mastery of the mastery of the clear evidence of 12
activity. activity. activity. mastery in the activity.
7. Your Test 1-5 6-10 11-12 13-15 15
8. My Treasure Ideas are vague or Ideas are too Present Ideas in an Presents ideas in an
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unclear general consistent manner original manner
9. Overall Submits some of Submits most of Presents all items in Presents thorough,
Presentation the items in a the items. Portfolio a chronological clear and complete
disorganized form. is well presented. form. Portfolio is items. Portfolio is neat 5
Portfolio looks well organized. and elegant.
slapdash.
10. Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time.
5
Submission. days). days). days).
Total 97

References

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 BOOK
Almonte, Liza R., Flandez, lerma L., et al “A Journey Through Anglo-American
Literature” Leaner’s Material Grade 9.(p 511-516)Vibal Group, Inc., 1253 G.
Araneta Ave., Quezon City, 580-7400 or 1800-1000-VIBAL

 ONLINE SOURCES
Modal Verbs 1: Permission, Prohibition, Obligation, No Obligation. Retrieved from
https://www.cenglish.com/learnenglish/lessons/modal-verbs-1-permission-
prohibition-obligation-no-obligation

 Should – to express weak obligation and advice. Retrieved from

https://speakspeak.com/resources/ english-grammar-rules/modal-verbs/should-to-
express-obligation

 Have to, must and should for obligation and advice

https://learnenglishteens.britishcouncil.org/grammar/beginner-grammar/have-must-
should-obligation-advice

 Rubric for slogan. https://www.rcampus.com/rubricshowc.cfm?

code=GX357X4&sp=yes&

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For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of Cagwait II

Address: Bitaugan East, Cagwai, Surigao del Sur

Contact Number: 09565634092

Email Address: melanjoy.leopoldo@deped.gov.ph

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