9

English
Quarter 1 – Module 1:
MODALS
English – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: 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 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: Ronel L. Alijado
Editor: Jessie Lou L. Ecleo
Reviewers: Mayolita T. Angel and Jessie Lou L. Ecleo
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Adolf P. Aguilar
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros

Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 9
English
Quarter 1 – Module 1:
MODALS
Introductory Message
For the Facilitator:

Welcome to the ENGLISH 9 Alternative Delivery Mode (ADM) Module 1 on

Modals!

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 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:

“Learning never exhausts

the mind.”-
Leonardo Da Vinci

1. “Learning never exhaust the

As a facilitator, you are expected to orient the learners on how to use this
mind.”-
module. You also need to keep track ofLeonardo
the learners' progress while allowing
Da Vinci
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.

ii
For the Learner:

Welcome to the English 9 Alternative Delivery Mode (ADM) Module 1 on

Modals!

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:

This will give you an idea of the skills or

What I Need to
competencies you are expected to learn
Know
in the module.

This part includes an activity that aims

What I Know 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.
This is a brief drill or review to help you
What’s In link the current lesson with the previous
one.
In this portion, the new lesson will be
What’s New introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.
This section provides a brief discussion
What is It of the lesson. This aims to help you
discover and understand new concepts
and skills.
This comprises activities for independent
What’s More 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 This includes questions or blank

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

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 This section provides an activity which
What I Can Do will help you transfer your new
knowledge or skill into real life situations
or concerns.
This is a task which aims to evaluate
Assessment your level of mastery in achieving the
learning competency.
In this portion, another activity will be
Additional Activities given to you to enrich your knowledge or
skill of the lesson 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
 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the Learner ----------------------------------------- iii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 3

WHAT’S NEW ------------------------------------------------ 4

Task 1 ------------------------------------------------- 4

WHAT IS IT ------------------------------------------------ 5

WHAT’S MORE ------------------------------------------------ 7

Task 2 ------------------------------------------------ 7

WHAT I HAVE LEARNED --------------------------------- 9

WHAT I CAN DO ---------------------------------------- 9

Task 3 ---------------------------------------- 9

ASSESSMENT ------------------------------------------------ 11

ADDITIONAL ACTIVITIES ------------------------------------- 13

ANSWER KEYS ------------------------------------------------ 14

REFERENCE LIST -------------------------------------------- 15

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 WHAT I NEED TO KNOW

Modals are auxiliary verbs which give different meanings to their main
verbs. They express a mood or an attitude of a speaker or a writer. They
convey ideas about permission, obligation, prohibition. Understandings
of these modals provide clarity and correctness in expressions.

Learning Competency:

Express permission, obligation, and prohibition using modals

Learning Objectives:

Specifically, after working on this module, you should be able to do

the following:

• Define modal
• Write sentences using modals of permission, obligation, and
prohibition
• Create a slogan of COVID-19 safety precautions using modals of
permission, obligation, and prohibition

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 WHAT I KNOW

Choose the correct modals to complete the sentences. Write the

sentences on a short bond paper.

1. Arnel (can, may, should) ________ read the resignation letter. (to
express permission in a formal way)

2. (Can, Shall, Must) ________ Ritchel sing at the party? (to express
permission)

3. The Sarigumba family (should, may, can) ________ divide the ten-
hectare land. (to express obligation)
4. The patient (must, can, may) ________ take his medicines for his heart
ailment. (to express obligation)

5. Friends (must not, cannot, might not) ________ betray one another. (to
express prohibition)

6. Companies (could, may, shall) ________ pay taxes next week. (to
express obligation)

7. Love (must not, cannot, may not) ________ be forgotten. (to express
prohibition)

8. You (may, shall, must) ________leave the room. (to express permission)

9. The students (can, must, shall) ________ take their snacks. (to express
permission)

10. Participants of the concert (could not, might not, must not) ________
bring a cell phone. (to express prohibition)

11. Parents (can, must, might) _______ take care of their children. (to
express obligation)

12. Rhea Joy (can, must, shall) _______ play with Dave. (to express
permission)

13. Jinky and Rey (can, might, shall) _______ save money for their
daughter’s education. (to express obligation)

14. (Might, Must, Could) children oppose their parents? (to express
permission)

15. I (must, can, may) study my Math lessons. (to express obligation)

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 WHAT’S IN

Using the pictures as clues, rearrange the letters to form meaningful

sentences.

1.

Rseidnets dlhsou cnlea rieth mmunityoc. ________________________________

2. Practice physical
distancing Please
keep

6
feet

Oyu smut tieprcac icaphsyl indstnacgi. ____________________________________

3.

Lpepoe yam ekmso ni hits ngubidli. ___________________________________

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 WHAT’S NEW

Task 1. Read the dialogue below.

Mr. Flores: Good morning, Joseph.

Joseph: Good morning, Mr. Flores. May I come in?

Mr. Flores: You may. Can you close the door for me?

Joseph: Yes, Sir.

Mr. Flores: Joseph, please get your book, so you and I will review on
modals for your exam. You must learn how to use them.

Joseph: I am sorry, Mr. Flores. I left my book.

Mr. Flores: You must not forget to bring your book. You shall bring it
tomorrow.

Joseph: Yes, Sir.

Mr. Flores: We will use my book. You must be ready when we start the
review. Please get your notebook and pen. By the way, you cannot use
your phone during the tutorial.

Joseph: Yes, Mr. Flores. Anyway, you may not teach me until 12:00 in
the afternoon. Mother and Father will pick me up at 11:00 in the
morning. I need to see a doctor.

Mr. Flores: Ok, Joseph. Let us begin our study.

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In the conversation between Mr. Flores and Joseph, which sentences
contain words expressing permission, obligation, and prohibition? Copy
the table and write the sentences on the appropriate columns and
encircle the modals. Use a short bond paper.

Permission Obligation Prohibition

WHAT IS IT

Modal verbs have no –s in the third person singular. They make

questions by inversion without does, do, or did. They are followed
directly by the infinitive of another verb (without 'to') except for ought.
They have no –ing forms.

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Modals of Permission

Can, could, and may are modals of permission. They are

used in asking and in giving permission. Could is not used to give
permission. Could is more polite than can. May is more formal.

Examples: You can erase the writings on the board.

Can I bring my two friends to your show?

Could I attend the meeting?

You may use the book.

May I present the products?

Modals of Obligation

Must, shall, should, have to – and ought to are modals

of obligation. Must expresses stronger obligation than should does. Shall
is used for future time reference. They all become negative by adding not
except must.

Children must study.

Children should play for their exercise.

Children shall help their parents.

Should children greet the elders?

Shall I return this book?

You have to smile at the guests.

They ought to remove their shoes before they will enter the
place.

Parents should not give sweets to their kids.

Parents shall not abandon their kids.

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 Modals of Prohibition

Must not, cannot, and may not are used to express

prohibition. The prohibition can be subjective (the speaker’s opinion) or
objective (a real law or rule). Cannot and may not are used to express
prohibition in general or in a formal way respectively.

People must not drive without a license.

Pupils cannot use a piece of chalk.

WHAT’S MORE

Task 2. Read the passage below. Write the sentences which contain a modal
of permission, obligation, or prohibition on the first column, and the modals
and their types on the second column.

How to Be Healthy

Good health is a wonderful thing, but you can’t take it for granted! For
good health, you should eat nutritious foods, and you should be physically
active each day. You have to be aware of the things that you choose to eat,
and you have to make time in your daily schedule for physical activity.

It’s important to choose a variety of fruits and vegetables. You should

also eat a variety of grains daily, especially whole grains, like whole wheat
bread and brown rice. You should include fat-free or low-fat milk and dairy
products. For protein, you should eat lean meats, poultry, fish, beans, eggs,
and nuts.

You should not have foods with a lot of cholesterol, salt (sodium), or
added sugar. You should not eat junk food like cheeseburgers, French-fried
potatoes, candy, and soft drinks, even though they may taste very good!

In addition to proper nutrition, you must be physically active. Try to get

at least 30 minutes of exercise most days of the week. If you are overweight,
you’d better increase the amount of time that you spend in physical activity.
You don’t have to do boring exercises – you can participate in a team sport
or do individual activities you enjoy, like swimming, tennis, or hiking.

Eating right and being physically active aren't just a "diet" or a

"program"—they are keys to a healthy lifestyle. With healthful habits, you may

7
reduce your risk of many chronic diseases such as heart disease and
diabetes, and you may very well increase your chances for a longer life. You
might even live to be more than 100 years old!

Sentences with Modals of Types of Modals (Permission,

Permission, Obligation, or Prohibition Obligation, or Prohibition)

8
 WHAT I HAVE LEARNED

I have learned that

I have realized that

I will apply

WHAT I CAN DO

Task 3. Create a slogan which contains statements with modals of permission,

obligation, and prohibition with the theme: COVID-19 Safety Precautions. Use
a short bond paper. Be guided by the rubric:

Criteria 4 3 2 1 Score
Craftmanship

The slogan is The slogan is The slogan is The slogan is

exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy.
terms of neatness. though it
neatness. Good may be a bit
Well- construction messy.
constructed and not very
and not messy.
messy.

Creativity
Slogan is Slogan is Slogan is The slogan
exceptionally creative and creative and does not

9
 creative. A a good some reflect any
lot of amount of thought was degree of
thought and thought was put into creativity.
effort was put into decorating
used to decorating it.
make the it.
banner.

Originality
Exceptional Good use of Average use No use of
use of new new ideas of new ideas new ideas
ideas and and and and
originality to originality to originality to originality to
create create create create
slogan. slogan. slogan. slogan.

Grammar
There are no There is 1 There are 2 There are
grammatical grammatical grammatical more than 2
mistakes on mistake on mistakes on grammatical
the poster. the poster. the poster. mistakes on
the poster.
Total

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 ASSESSMENT

On a short bond paper, write a sentence using the modal provided for each
picture.

1. Permission – may

___________________________________________________________________________

2. Obligation – should

___________________________________________________________________________

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3. Prohibition – must

___________________________________________________________________________
4. Obligation – ought to

5. Obligation – have to

___________________________________________________________________________

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attitude - a mental position with regard to a fact or state or a feeling or
emotion toward a fact or state

auxiliary - of a verb: accompanying another verb and typically expressing

person, number, mood, or tense

mood - the way you feel at a particular time

subjective - influenced by or based on personal beliefs or feelings, rather

than based on facts

objective - based on real facts and not influenced by personal beliefs or

feelings

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 REFERENCES

Aeon Mall Vietnam Co., Ltd. https://aeonmall-vietnam.com/en/cleaning-

day-for-a-better-living-environment/. (August 5, 2020).

AzarGrammar.com.
https://malaysianenglishclub.files.wordpress.com/2012/05/feg_voc7-1.pdf.
(July 12, 2020).

Cambridge Dictionary.
https://dictionary.cambridge.org/us/dictionary/english/mood. (July 12, 2020)

Cambridge Dictionary.
https://dictionary.cambridge.org/us/dictionary/english/objective. (July 16,
2020).

Cambridge Dictionary.
https://dictionary.cambridge.org/us/dictionary/english/subjective. (July 16,
2020).

CILLA.com.
https://www.google.com/search?q=you+must+not+kill&source=lnms&tbm=is
ch&sa=X&ved=2ahUKEwjk3M7z0IPrAhVdy4sBHfntC3sQ_AUoAXoECBIQAw&bi
w=1366&bih=608#imgrc=Eu9SdzCqiun72M. (August 5, 2020).

Merriam-Webster. https://www.merriam-webster.com/dictionary/attitude.
(July 12, 2020).

Merriam-Webster. https://www.merriam-webster.com/dictionary/auxiliary.
July 12, 2020).

MyDoorSign.com.
https://www.google.com/search?q=smoking+is+permitted+in+this+area&tb
m=isch&ved=2ahUKEwjS-Zzz04PrAhVH7JQKHY8sD7IQ2-
cCegQIABAA&oq=smoking+is+permitted+in+this+area&gs_lcp=CgNpbWcQ
AzIECAAQQzIHCAAQsQMQQzIECAAQQzIECAAQQzIECAAQQzIECAAQQzIEC
AAQQzIECAAQQzIECAAQQzIFCAAQsQM6CAgAELEDEIMBOgIIADoKCAAQsQ
MQgwEQQzoGCAAQBRAeOgYIABAIEB5Q0BxYgakFYNSqBWgFcAB4AIABiQSIA
aYTkgELMC45LjEuMS4wLjGYAQCgAQGqAQtnd3Mtd2l6LWltZ7ABAMABAQ&sc
lient=img&ei=JG8qX9LXIMfY0wSP2byQCw&bih=608&biw=1366#imgrc=eV207
wtqK7fsbM. (August 5, 2020).

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Perfect English Grammar. https://www.perfect-english-grammar.com/modal-
verbs.html. (July 16, 2020).

Pinterest.
https://www.google.com/search?q=pray+cartoon&tbm=isch&ved=2ahUKEw
jFsJLls9HqAhXBAZQKHUCYD8gQ2-
cCegQIABAA&oq=pray+cartoon&gs_lcp=CgNpbWcQAzIECAAQQzIECAAQ
QzICCAAyBAgAEEMyAggAMgIIADICCAAyAggAMgIIADICCAA6BwgjEOoCEC
c6BAgjECc6BQgAELEDOgcIABCxAxBDUPf0AViIkgJgmJQCaAFwAHgAgAGRA
YgB3wuSAQQwLjEymA.
EAoAEBqgELZ3dzLXdpei1pbWewAQo&sclient=img&ei=lhYQX8WNCcGD0ATA
sL7ADA#imgrc=gE9wPi5skYhOlM. (July 16, 2020).

Rcampus.
https://www.rcampus.com/rubricshowc.cfm?code=GX357X4&sp=true. (July
12, 2020)

WebStockReview.
https://www.google.com/search?q=study+lessons+cartoons&tbm=isch&ved=2ahU
KEwjKpPuHs9HqAhUFAKYKHQvIB0AQ2-
cCegQIABAA&oq=study+lessons+cartoons&gs_lcp=CgNpbWcQAzoHCCMQ6gIQJ
zoECAAQQzoFCAAQsQM6AggAOggIABCxAxCDAToHCAAQsQMQQzoGCAAQBR
AeOgQIABAeOgYIABAIEB5Qg8ECWNH1AmCV9wJoAXAAeACAAa0BiAHwFpIBBD
AuMjKYAQCgAQGqAQtnd3Mtd2l6LWltZ7ABCA&sclient=img&ei=0hUQX8rzLIWAm
AWLkJ-ABA#imgrc=gHMtvSNQZ3Xo6M. (July 16, 2020).

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net