Detailed Lesson Plan in English 10

I. OBJECTIVES
At the end of the lesson, learners should be able to:
a). Discuss the importance of modal verbs in the communication process;
b). Identify the various language functions according to their use; and
c). Demonstrate communicative ability and competence in various situational contexts.
II. SUBJECT MATTER
Topic: Modal Verbs: Definition and Usage
Materials: PowerPoint Presentation.
References: Modal Verbs: Definition and Usage
 https://www.grammarly.com/blog/modal-
verbs/#:~:text=What%20Are%20Modal%20Verbs%3F&text=Modal%20verb
s%20show%20possibility%2C%20intent,can%2C%20should%2C%20and%2
0must.
 https://www.myenglishpages.com/english/grammar-lesson-modals.php
Values Infused: Showing understanding and appreciation.
III. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preparatory Activities

1. Greetings
- Good morning! Welcome to our class. How’s - Good morning, Ma’am. We are fine.
everyone today?
- I am glad to hear that. If that’s the case, can I - Yes, Ma’am.
expect everyone to actively participate in our
discussion?

2. Prayer
- Before anything else, let us ask guidance - Yes, Ma’am.
from the Lord. May I ask Ms. Montefalco to
lead us in our opening prayer?

- Well then, Class, stand up and let us all bow - In the name of the Father, the Son, and the
down our heads and feel the presence of the Holy Spirit… Father God, as we start this new
Lord. day for new learning, we ask for Your
guidance… Amen.

- Amen.

3. Classroom Management
- Before we begin, I’d like to remind everyone (The students will sit down quietly.)
to sit down quietly and avoid talking to your
seatmates during the class when it has no
relevance to our lesson. Also, let us have some
respect for everyone.

- Is that clear, class? - Yes, Ma’am.

- Very good. Thank you.

4. Checking of Attendance
- Now, I’ll be checking your attendance. When (The students raise their hands and say
you hear your name, kindly raise your hand “present” when their names are called.)
and say “present.”

- Very good, class! We have a perfect

attendance today. Keep up the good work.
B. Drill
- Before we begin, I want you to get a piece of (The students will get a piece of paper and
paper and imagine. Think of yourself strolling write down the possible questions or
around the mall and you see the shirt that you statements that they’ll tell the sales lady in the
have wanted for a long time. You looked scenario that they imagined.)
around, and called the attention of the sales
lady to ask some information about the shirt.
What will you say to them? Will you be able to
talk casually with them like you do with your
friends? Or will you talk to them with
formality? Write down your possible questions
or statements that you will say to them on your
paper. You have five minutes to do the task.
C. Motivation

- Let us energize ourselves first! Who wants to - Me, Ma’am!

play a game? - What game are we going to play, Ma’am?

- Alright, settle down or else, we won’t be able - Aww.

to understand one another. We’ll call the game - Yes, Ma’am.
we’ll play “Act It Out!” I’ll be picking five
students randomly from our class list to play.
Would that be alright?

- Thank you, class. The players would be (The students in the number called from the
students #3, #6, #9, #12, and #15 in our class class list will raise their hands.)
list. Who are they? Will you please raise your
hand?
- Alright, you may now lower your hands. I
have here six pieces of paper, so the last player
would still have a choice. Here is the direction
of our game. These papers indicates a specific
situation that most of us encounter in real life.
Aside from the situations provided, there are
also functions of communication that are
given. Some examples of what might be given
to you from these papers are suggesting,
requesting, and so on. Now, each of our five
players will have a turn in answering as they
picked one from this canister. Then, like the
first activity that we did earlier, the player
should be able to generate at least three
sentences that they can say in a given situation
that are aligned to the specific function of
communication that they picked.

- For example, if the input “Shopping –

Requesting” is the one picked by the first
player, then they should be able to generate 3
sentences that they would say if they were in
that situation. Like, “May I request a size 7 of
these shoes?” or “May I try this shirt in the
fitting room?”

- Is that understood, class? Or do you need - It is understood, Ma’am.

some clarifications before we proceed?

- Very good. Let us start! May I call Ms.

Acosta here in front which is student #3 in our
class list?

(The teacher will start calling on the five
students to play one after another. For each
student, the teacher let them choose a piece of
paper from the canister, so a specific situation
and function of communication will be
assigned to them that they need to answer.)
(The five students who were picked from the
class list will answer one by one, by generating
three sentences that they might say if they are
placed in the specific situation that was
assigned to them.)

- Alright, class. Very good! Now, from the - Ma’am, I noticed that the activities we did
activities that we have done so far, what did had something to do with real-life situations
and context.
you notice? Anyone from the class who wants
to answer? Yes, Mr. Riego.

- Nice observation, Mr. Riego. What else? Yes, - I noticed that it is connected to conversation
Ms. Leviste. or communication that takes place in different
situations and contexts, Ma’am, since in the
activities, we were asked about what we would
say if we were in the given situations that you
provided.

- Very good, my dear student. To sum up your
answers, our activities have a connection with
the communication process that takes place in
real-life situations and contexts. But there’s
still one more that you missed. Think about the
questions or sentences that you generated
earlier during the activities. What else did you
notice? Yes, Ms. Daga.
- Ma’am, I noticed that in the questions and
statements we generated about a specific
situation and the functions of communication,
we used polite questions and statements,
taking into account the situation and people we
might be speaking with.

- Exactly! Very good. We generated questions - Ma’am, we use the Modal Verbs.
and statements about a specific situation and
the functions of communication, and we used
polite questions and statements as we
considered in mind the people we might be
speaking with. Now, how do we make our
questions or statements polite? Yes, Ms.
Mortera.

- Excellent, my dear student. That is correct!

Today, we will be learning about Modal Verbs
through using and applying it in real-life
situations and contexts.
D. Lesson Proper

- Our lesson for today is about Modal Verbs. - Ma’am, modal verbs are verbs that we use in
Again, can someone define what is a modal our sentences to make our utterances polite.
verb based on our activities earlier? Yes, Ms.
Fontanilla.

- That is correct. It makes our statements - Ma’am, some examples of modal verbs are
polite. Modal verbs are known for their various can, may, might, could, should, would, will,
functions, such as: expressing likelihood, and must.
possibility, ability, asking permission, request,
suggestion/advice, offering, command,
obligation or necessity, and habit. Modal verbs
is used with the main verb in the sentence. Can
someone from the class give me some example
of modal verbs that they know? I see that
you’re raising your hand, Mr. Padilla.

- Very good. The modal verbs that we

frequently use and we often see in sentences
are the modals can, may, might, could, should,
would, will, and must.

- It is important to remember that these modal

verbs are not used for one function only. For
example, the modal verb “can” can be used for
functions such as expressing possibility,
ability, asking permission, requesting, and
giving suggestions or advice.

- Take a look at this sentence.

“When I lived alone, I would go out every

morning and I can come home at any time of
the day.”
- Can someone identify the modal verbs that - Ma’am, the modal verbs used in the sentence
are used in the sentence? Yes, Ms. Bernardo. are “would” and “can.”

- That is correct, you may now sit down. In the

sentence, I used the modal verbs “would” and
“can” in different functions.

- The modal verb “would” was used to show a

habitual action which is go out every morning.
On the other hand, the modal verb “can” was
used to show an ability, something that the
subject is able to do, which is to come home at
any time of the day.

- But before we delve deeper into it, let me ask - No, Ma’am.
you a question. In learning a language, is it
enough that students are just able to learn and
talk about its rules? Is that the main focus of
learning a language?
- Yes, that is correct. In learning a language, it
is not enough that we only know about its rules
and that we’re just able to discuss them. What
do you think is the main aim when we learn a
language? Yes, Mr. Mercadejas.
- Ma’am, based on our activity earlier, I think
the main aim of learning a language is being
able to use it properly to communicate with
other users of that language.

- Very good! Exactly. We learn a language not

because we want to familiarize ourselves or
memorize grammar and its rules. We learn a
language because we want to use it in a
communication process, wherein we are able
to receive new information from other people
and express ourselves to others as well.

- That being said, we have various language

functions that we use in our daily lives as a
means of communicating with others. When
we engage in a communication process, we
have the opportunity to practice our knowledge
of the grammar rules of the language we are
learning. In today’s case, we will apply Modal
Verbs in these language function in order for
us to improve our communicative ability and
competence in various situational contexts,
and to see how the application of modal verbs
are applied in our utterances in our daily lives.

- First, we have “Personal.” What do you think - Ma’am, from the name itself, I think it is the
that means? Yes, Ms. Espiritu. language function that we use to express
ourselves to other people, such as our ideas and
emotions.

- Exactly. In our first language function which

is Personal, we use it to clarify and arrange our
ideas and perspective, as well as expressing
our emotions and thoughts to other people.

- Let me give you a situation. Let’s say, you
decided to run for a position in your
University’s Student Council as President and
you won. Now, given the situation, and the
notion and function of communication is to
express happiness. What will you say? Yes,
Ms. Lacson.
- Ma’am, if I’ll place myself in the situation
wherein I won student council’s election and
the function of communication is to express
feelings such as emotion, I’ll say:
1. I might cry the whole night out of
happiness later.
 2. Could I be happier than how I feel right
now?
3. I may cry because of the good news that I
just received.

- Thank you, my dear student. Now, the

sentences that you generated is what we call
the Exponents. It is the language utterances or
statements that stems from the function,
situation, and topic in the communication
process.

- Can someone from the class identify the - Ma’am, the modals used earlier are might,
modals that are used in the sentences that your may, and could. They are the modals used to
classmate has formed? Yes, Mr. Yuchengco. express possibility. In the sentences that have
been generated earlier about the situation and
function of communication, it expressed
emotion by expressing the possibility of crying
out of happiness.

- Exactly. Thank you my dear student. The

modals used earlier by your classmate are
might, may, and could. They are the modals
used to express possibility. When we say
possibility, it means there is a chance that
something may or may not happen or exist.

- Next, we have the function of Interpersonal. - From the word itself, I think the function of
What do you think is the function of Interpersonal is used to establish relationships
Interpersonal? Yes, Ms. Diccion. with the people around us, Ma’am.

- Very good! Whenever we interact with other

people to form relationship with them, like
with people from our neighborhood,
workplace, or school, we use the function of
Interpersonal.

- Place yourself in this kind of situation. Your
seatmate in the classroom is really quiet, and
you want to be friends with her. During lunch
time, you noticed that she is having a hard time
studying one of your lessons, so you decided
to offer some help. What will you say? And
remember, you have to be polite because you
- Given the situation of making friends and the
notion and function of offering, I might say the
following, considering that I should be polite:
1. Would you mind me helping you study
the lesson?
2. Would you like some help?
don’t have any special or close relationship 3. May I help you study the lesson?
with them yet. Yes, Ms. Mendoza.

- Thank you for answering, my dear student.

That is correct. Among the modals that are
used to offer something to other people, the
modals “would” and “may” are considered the
most polite. In that case, it is correct to use the
modals of would and may in a situation in
which we are talking to people with whom we
do not have a special relationship yet. The
modal “can” is also used to offer something,
but in our utterances, it is used for people that
we are close to. For example, I will offer a help
about a task to a friend of mine at work. In that
case, I may say, “Can I give you a hand?”

- Do you understand, class? - Yes, Ma’am.

- Very good. Let us move forward to the next

function, Directive. We use the function of
directive whenever we attempt to influence the
options or decisions of other people, as well as
to accept or refuse decisions.

- Can someone give an example of a situation - Ma’am, since the function of Directive is
wherein the function of Directive is applied? used to attempt to influence other people, I
Yes, Mr. Landicho. think making requests and suggestions are
examples of this.

- Exactly. Place yourself in this kind of
situation. It is a hot day, and you visited a
friend. You suddenly became thirsty, so you
decided to request a glass of water. What will
you say? Remember, you will talk to a friend
of yours. Yes, Ms. Zaldua.
- Since I will talk to a close friend of mine, I
might say, “Can I have a glass of water,
please?” I used the modal of can instead of
would because it is known to be less formal,
Ma’am.

- Thank you, my dear student. Among the
modals that are used to request something, the
modal “can” is considered informal. Thus, we
can use it when we’re talking to our friends.
But how about if you will talk to someone who
is your distant colleague at work? What will
you say?
- In that case, I need to be polite and formal in
speaking, Ma’am, because we don’t have a
close relationship. I will say:
1. Would you mind getting me a glass of
water?
 2. Would it be alright if I’ll ask for a glass of
water?
3. I would be grateful if you could get me a
- Very good! That is correct. Again, when we glass of water.
are talking to someone that we have a close and
special relationship with, like our friends, we
tend to be less formal and polite, so we tend to
use the modal “can” and “will”. It is the
opposite when we are talking to someone who
we are not very close to. In that case, we must
always remember to be polite and formal in
speaking. In modals that are used to request,
the modal “would” and “could” are considered
more polite and formal than the modal “can”
and “will.”

- Is that clear, class? Are you confused? - It is clear, Ma’am.

- Good. Do not be confused with that, alright?

Now, let us take a look at our fourth function,
which is the Referential.

- Let’s say that in the classroom setting, the - Ma’am, in a classroom, we discuss and
language function of Referential is what we explain various lessons and topics across
use the most. Can someone from the class tell different subject matters.
me what we do in the classroom? Yes, Ms.
Estares.

- Very good, my dear student. We discuss and - From what I understand, Ma’am, Referential
explain various lessons and topics across is used to discuss or report about various things
different subject matters. Now, can someone or topics.
give it a try to guess when do we use the
language function Referential? Yes, Ms.
Ocampo.

- That is correct. We use the language function

Referential to discuss or report not only things,
but also actions, events, or people, regardless
of the time. It could be in the past, present, or
future.

- Place yourself in this situation. You are

assigned to report on the topic of Climate
Change, which is an important issue around the
world. Your notion and function is to discuss,
and you say the following:

“Climate change is already having a negative

impact on the lives of people around the
world. If we won’t act urgently to address it,
the lifespan of Earth might be reduced to
three years only.”

- Can someone from the class identify the - Ma’am, the modal that is used is “might.”
modal used in the passage? Yes, Ms. Villondo.

- That is correct. In the passage, we used the

modal “might” to show possibility. Aside from
might, we also use the modals “could” and
“may”. If we won’t address the problem of
climate change, the Earth might only live for
three years only.

- Lastly, we have the language function of - Ma’am, I think we often use our imagination
Imaginative. Class, when do you think we whenever we read books, stories, or poems, as
mostly use our imagination? Yes, Mr. well as when we solve problems.
Ladignon.

- Very good! We use the language function of

Imaginative whenever we discuss or talk about
concepts or topics that include elements,
creativity, and artistic expression. Aside from
reading stories or poems and solving problems,
this might also be used in writing, especially
with fiction genre, and when listening to songs.

- Here is a situation. For an assignment, your
teacher gave you a task wherein you needed to
write a short story and you should present in
front of the class about the alternative or other
possibilities that you can think of for your story
aside from the ending that you wrote. The
function and notion is to discuss. What will
you say? Yes, Ms. Lucas.
- Since the notion and function is to discuss the
short story that I wrote, I will be using the
modal “may” to show other possibilities for the
ending of my short story. I might say:
“In this short story that I wrote, the
protagonist may die in the end if her husband
wasn’t able to find the cure for her illness.”

- Thank you, my dear student. Very good. By

using the modal “may”, you were able to
achieve the given notion and function for the
situation provided for you. In the example you
gave, you expressed a possibility. With the use
of the modal “may”, you were able to imply
something that is most likely to happen.

- Our lesson for today shows us that Modal - None, Ma’am.

Verbs are important in our everyday lives, no
matter what is the reason why we are
communicating with other people around us. It
helps us in structuring the questions or
statements that we utter, while considering the
people that we are talking with: whether we
have a close relationship with them or not.

- Do you have any question, class?

- Alright, very good! Give yourselves a clap
and thumbs up for a job well done. Now, let us
test your comprehension of the lesson.
E. Generalization

- Before we end our class today, let us sum up

the lesson.

- What do we use in order for us to make our - Modal Verbs.

utterances or sentences polite?

- When do we use modal verbs? - It is used to express likelihood, possibility,

ability, asking permission, request,
suggestion/advice, offering, command,
obligation or necessity, and habit.

- What are the five categories of language - Personal, Interpersonal, Directive,

function? Referential, and Imaginative.

F. Application
ACTIVITY NO. 1
Title: ON LOCATION.
Direction: This is a task for pairs. In this
activity, you and your partner should come up (The students will do the given task.)
with a place where you would want to spend
your vacation. As you come up with a location,
you and your partner should come up with at
least 8 sentences using the modal verbs to write
 and express the things or activities that you can
or want to do in that place.

For example, I want to have a vacation at the

beach. Then, I’ll come up with the following
sentences to express my ability to do the
following activities in that place:

1. I can swim all day.

2. I might try surfing.
3. I can relax with the breathtaking view.

ACTIVITY NO. 2
Direction: Get 1/4 sheet of paper and choose
the most appropriate modal verbs from the
parenthesis for the following sentences.

1. Adlene _____ (may, can) type 60 words per

minute.
2. Take an umbrella, it _____ (would, might)
rain later.
3. ____ (may, should) I leave early today?
4. You _______ (should, would) start doing
your assignments now.
5. Her parents _____ (must, can) be so proud
of her achievements.
6. Louise ______ (might, have to) graduate
with flying colors because of her consistent
standing in class.
7. You ______ (must, can) wash your dirty
hands before eating.
8. Every morning, I _____ (would, might)
listen to music while drinking coffee.

IV. EVALUATION
Individual Activity.
 Write a reflective essay of at least 150 words about the importance of modal verbs in assisting
us in the communication process that occurs in our daily lives.
V. ASSIGNMENT
 For your assignment, group yourselves into four groups with five members each. Construct a
role play wherein you should be able to demonstrate the five language functions that we use in
communicating with other people, as well as the use of modal verbs. It could be about anything.
The role-play will be graded based on the rubric below, and you will perform it at our next
meeting, which is five days from now.
 Rubrics:
Originality 40%
Content 30%
Creativity 15%
Clearliness 15%
TOTAL: 100%

Prepared by:

SHAIRA LOUISE S. MAGPAYO

BSED English