Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office
JUDGE FELICIANO BELMONTE SR. HIGH SCHOOL
AFP Road Garcia Heights, Holy Spirit, Quezon City

English

Quarter 1 – Week 1
Module 1
Express Permission, Obligation, and Prohibition
Using Modal Verbs
Prepared by:

Arren V. Aduan, Ph.D

Master Teacher I
 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 scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary level of students. 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:

Practice using the given modal verbs to enhance your communication skills in everyday life;
Organize your thoughts expressed in a given sentences by encountering challenging tasks that
will develop your critical thinking skills; and
Express your ideas using the modals verbs in varied of activities.

What I Know

What is the meaning of the modal verbs in these sentences? Choose the best meaning of the
underlined modal verbs. Write your chosen answer on 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

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 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

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 competes 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)

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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.

What’s New

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

“Regrets”

1As 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 failed a test
because of a 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 have 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:

In sentence 3, what can we learn and ought to do in reality?

___________________________________________________________________

In sentence 4, what are the things that you should do to pass the exam?

___________________________________________________________________

How are the words may, should, can, will, would, ought to, and have to use to make this
article expressive?

___________________________________________________________________

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 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.

Now let’s continue your journey in unlocking your new knowledge.

What is It

MODAL VERBS

The modal verbs are:

can – could may – might shall – should will – would must

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 also use them to do things like 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 can) 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.)

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 Are You on The Right Track?

Complete the sentences 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, you ___ 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 French 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.

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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 we continue with our lesson let’s take a deep breath and pause for
a while. I have a special task for you.

Situation: You are scrolling on your Facebook timeline then suddenly you stop when you notice
a post of your classmate bullying your other classmate. What will be your reaction to that?
Using the modals on probability, enumerate five the best possible action that you can do for the
victim/bully. Write it in your activity notebook.

Now let’s 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.

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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]

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 kilometres.
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.

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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 with a situation given below.

a doctor’s an exam a restaurant a parent and child a library

1. You can go out when you've finished your homework.

2. I'm afraid you can't sit there. That table is reserved.
3. You may not start writing until I tell you.
4. You seem 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 we continue with our lesson let’s take a deep breath and pause for
a while. I have a special task for you.

I want you to express your thoughts on this idea, “Ability to reach my dream.” You may express
your thoughts by creating poems, making a concreate timeline, take a picture, record a song, or
record dance video. Write a short explanation of your work using the modals of ability and
permission in your activity notebook.

Now let’s 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?

We can also use shall I …:

Shall I help you with that?

Shall I call you on your mobile?

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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. Put the questions in the correct group.

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.

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Past tenses are more polite:

Dan would help you if you asked him.

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 we continue with our lesson let’s take a deep breath and pause for
a while. I have a special task for you.

You need to find a partner that is very close to you. Now, let’s 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 giving tips. (Please observe social
distancing and other health protocols in doing this activity.)

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Now let’s continue your journey in unlocking your new knowledge.

What’s More

Activity 1. Match the sentences in column A to 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. Compose five different News Headlines using the modals:

1. Probability:

2. Ability:

3. Permission:

4. Requests, Offers and Invitations:

5. Suggestions and obligations:

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 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 do things like 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 it your answer 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 it your
answer in your activity notebook.

Here are some of the things you are prohibited to do:

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.

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 Assessment

A. Choose the correct modal or modal form to fit the sentence. Write the chosen letter on 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 here 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 on your activity notebook.

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 Additional Activities

Fill in the blanks in the following paragraph using the appropriate modals.

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, “2_____
I talk to you sir?” The crow didn’t even look at the fox. The fox again said.” 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

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-helping-verbs/

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

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