Department of Education

Galutan National High

School

WEEK 2 (September 4 – 8, 2023)

DAY 1 – 2
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means
of enhancing the self; also how to use processing,
assessing, summarizing information, word derivation and
formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her
to participate actively in a speech choir.
B. Performance Standard The learner actively participates in a speech choir
through using effective verbal and non-verbal strategies
based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Body Movements/ Gestures and
Audience Contact.
C. Learning Competencies Express permission, obligation, and prohibition using
modals
Objectives a. Review the concept of modals in English
b. Understand the functions of different modals
c. Practice using modals in context through activities
d. Reflect on the values associated with using modals
e. Apply their knowledge of modals to create
sentences.
f. Evaluate their understanding through a class
discussion and an assignment
II. SUBJECT MATTER
A. Topic Modals
B. Materials Handouts or worksheets with exercises
Examples of sentences using modals
C. Reference/s English Quarter 1, Module 1 – Express permission,
obligation and prohibition, pp. 6 – 9
D. Value Aim Honesty, Integrity, Responsibility
E. Learning Areas Health - Understanding the importance of following
Integration safety guidelines and regulations.
F. Strategies - Contextualized Learning
- Meaning-Based Approach
- Examples and Usage
- Modal Conversation
III. PROCEDURE
A. Routinary Activities - Prayer
- Checking of Attendance
- Setting of House Rules
B. Review Ask students to recall what modals are and write the
definition on the board: Modals are auxiliary verbs used
 to express necessity, possibility, ability, permission, and
obligation.

Provide some examples of modals on the board: can,

could, must, might, should, etc.

Ask students to share their understanding of how modals

are used in English sentences.
C. Discussion
A. Motivation Present a short video clip or a series of sentences on the
projector that contain modals. Discuss their meanings
and functions.

Engage students with a question: "Why are modals

important in English language and communication?"
B. Activity Distribute handouts with sentences containing modals to
students.

In pairs or small groups, have students analyze the

sentences to identify the modal verbs and their functions
(e.g., expressing possibility, necessity, ability).

Encourage students to discuss and debate the subtleties

in meaning that different modals can convey.
C. Analysis Reconvene as a class and discuss the answers as a whole
group.

Clarify any misconceptions and provide additional

examples to reinforce understanding.

Ask students to explain the differences in meaning

between different modals.
D. Abstraction Summarize the key points of the lesson, emphasizing the
different functions of modals.

Highlight common modal verbs and their meanings.

E. Application Have students create their own sentences using modals.
Encourage them to use a variety of modals to express
different meanings.

Share a few of these sentences with the class to ensure

correct usage.

IV. EVALUATION
Conduct a class discussion where students share their
 thoughts on how modals can improve their
communication skills across different subjects and
situations.

Ask questions like, "How can using modals make your

language more nuanced and precise?" and "Can you
think of real-life situations where modals are crucial for
effective communication?"
V. ASSIGNMENT
Assignment: Exploring Modals in Everyday Scenarios

Objective: To apply your understanding of modals

effectively in real-life situations.

Instructions:

In this assignment, you will explore how modals are used

in various everyday scenarios. Choose any three
scenarios from the list below and write a short paragraph
(5-7 sentences) for each, using modals to convey
different meanings. Be sure to clearly express the
intended message in each scenario.

1. Scenario 1: Requesting Permission

- Describe a situation where you need to seek
permission from a teacher, parent, or authority
figure.
- Use modals to request permission politely and
clearly convey your request.

2. Scenario 2: Expressing Necessity

- Think of a scenario where someone must take a
specific action due to a necessity.
- Use modals to explain why the action is necessary
and how it should be done.

3. Scenario 3: Giving Advice

- Imagine you are advising a friend or family
member on a decision they need to make.
- Use modals to provide advice and
recommendations, considering both possibility
and advisability.

4. Scenario 4: Discussing Abilities

- Share a personal scenario where you or someone
you know is showcasing a particular skill or
ability.
 - Use modals to highlight the abilities and talents
involved.

5. Scenario 5: Expressing Possibility

- Create a fictional scenario where something
remarkable or unexpected might happen.
- Use modals to convey the potentiality and
excitement of the situation.

Grading Criteria:

Your assignment will be assessed based on the following

criteria:
- Correct usage of modals in each scenario (20
points)
- Clarity and effectiveness in conveying the
intended message (20 points)
- Appropriateness of the level of formality in each
scenario (20 points)
- Grammar, spelling, and punctuation (10 points)
- Creativity and engagement with the scenarios (10
points)
- Adherence to the assignment instructions (20
points)

Total Points: 100

Prepared by: Checked by:

MELAGROSA S. DE ASIS MA. CHONA E. CAMPOSANO

Subject Teacher Master Teacher I

Noted:

ALBERTO M. LIM
Department of Education Secondary School Principal III

Galutan National High

School
 WEEK 2 (September 4 – 8, 2023)
DAY 3 – 4
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means
of enhancing the self; also how to use processing,
assessing, summarizing information, word derivation and
formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to
participate actively in a speech choir.
B. Performance Standard The learner actively participates in a speech choir through
using effective verbal and non-verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/ Gestures and Audience
Contact.
C. Learning Competencies Express Permission using Modals
Objectives a. Learn how to express permission using modals (can,
could, may)
b. Apply knowledge by using modals to seek and grant
permission in various contexts
c. Reflect on the values associated with asking for and
granting permission
d. Evaluate understanding through practice exercises
and a class discussion.
II. SUBJECT MATTER
A. Topic Modals of Permission
B. Materials Handouts with sentences for practice
C. Reference/s English Quarter 1, Module 1 – Express permission,
obligation and prohibition, page 10
D. Value Aim Respect, Responsibility, Consideration
E. Learning Areas Values Education
Integration
F. Strategies - Contextualized Learning
- Meaning-Based Approach
- Examples and Usage
- Modal Conversation
III. PROCEDURE
A. Routinary Activities - Prayer
- Checking of Attendance
- Setting of House Rules
B. Review Begin by reviewing the basic concept of modals,
emphasizing their role in expressing permission.

C. Discussion
A. Motivation Present a short video clip or a series of sentences on the
projector that demonstrate various ways to express
 permission using modals.

Engage students with a question: "Why is it important to

use modals to seek and grant permission rather than
using direct statements?"
B. Activity Distribute handouts with sentences for practice. These
sentences should require students to complete them with
the appropriate modal verb to express permission.

In pairs or small groups, have students work on

completing the sentences, making sure they use the
correct modal to express permission.

Encourage them to discuss why a particular modal is

more suitable in each context.

Complete each sentence with the appropriate modal verb

(can, could, may) to express permission. Discuss with
your partner or group why you chose a particular modal
for each sentence.

1. __________ I use your phone to make a quick

call?
2. You __________ go to the bathroom before the
movie starts.
3. __________ I borrow your bicycle for a ride
around the park?
4. She asked if she __________ leave the classroom
early today.
5. __________ I please have a glass of water?
6. Students __________ bring snacks to the school
picnic tomorrow.
7. __________ I use your laptop for a moment to
check my email?
8. They wondered if they __________ join our study
group tonight.
9. You __________ go out with your friends as long
as you finish your homework.
10. He wanted to know if he __________ take a break
from work.

After distributing the handouts, instruct the students to

work in pairs or small groups to complete the sentences.
Encourage them to have discussions within their groups
about why they chose specific modals for each sentence.
This activity promotes critical thinking and a deeper
understanding of the nuances of using modals to express
 permission.
C. Analysis Reconvene as a class and discuss the completed
sentences. Review the correct answers and ask students
to explain their choices.

Discuss any nuances in meaning or formality associated

with different modals when expressing permission.

1. Can:
- Meaning: "Can" generally indicates the ability or
possibility to do something. When used for
permission, it conveys a more informal and
everyday tone.
- Nuance: It's often used in casual conversations
and may be seen as less formal than other
modals.
- Example: "Can I use your computer?"

2. Could:
- Meaning: "Could" is a more polite and formal way
to seek permission compared to "can."
- Nuance: It adds a layer of politeness and is
commonly used in business or formal settings.
- Example: "Could I have a moment of your time?"

3. May:
- Meaning: "May" is a highly formal way of seeking
permission, typically used in written
communication and formal speech.
- Nuance: It is considered very polite and respectful,
often found in official documents or when
addressing authority figures.
- Example: "May I have your permission to
proceed?"

Nuances in Formality:
- Can is suitable for informal conversations.
- Could is more formal and polite.
- May is extremely formal and respectful.

D. Abstraction Summarize the key points of the lesson, emphasizing the

use of modals to seek and grant permission politely.

Highlight common phrases and expressions used when

asking for permission.

Summary:
 In this lesson, we focused on using modals to seek and
grant permission in a polite and effective manner. Here
are the key takeaways:

1. Modals for Seeking Permission:

- Modals such as "can," "could," and "may" are
commonly used to seek permission.
- "Can" is less formal and suitable for everyday
situations.
- "Could" is more polite and appropriate for formal
or polite contexts.
- "May" is highly formal and respectful, often used
in written communication.
2. Modals for Granting Permission:
- When granting permission, modals like "can" and
"may" are commonly used.
- "Can" is casual and straightforward.
- "May" is more formal and polite when granting
permission.
3. Politeness and Formality**:
- The choice of modal should match the level of
formality and politeness required in a given
situation.
- Consider the context and your relationship with
the person when choosing the appropriate modal.

4. Common Phrases and Expressions:

When seeking permission:
- "May I..."
- "Could I..."
- "Is it alright if I..."
- "Would it be possible to..."
When granting permission:
- "You can..."
- "You may..."
- "Of course, you're welcome to..."
- "Feel free to..."
- "Certainly, go ahead..."

By understanding these nuances and practicing the use of

modals along with common phrases and expressions, you
can effectively seek and grant permission in a polite and
considerate manner in various situations. Remember that
clear and respectful communication is key when using
modals for permission.
E. Application Permission Scenarios
Objective: To practice using 'can,' 'could,' and 'may' in
various permission scenarios.

Instructions:

1. Preparation:
- Create a list of permission scenarios. Each
scenario should involve a request for permission.
For example:
"Your friend wants to borrow your bicycle."
"A classmate asks if they can copy your
homework."
"Someone at a party wants to take a photo of
you."
- Write each scenario on a separate slip of paper or
index card.
- Place the slips of paper in the container.

2. Game Setup (5 minutes):

- Divide the class into teams of 3-4 students each.
- Explain the rules and objectives of the game.

3. Game Rules:
- Each team takes turns drawing a scenario from
the container.
- The team must decide which modal verb ('can,'
'could,' or 'may') is most appropriate for the
scenario to ask for permission.
- They have a time limit (e.g., 1-2 minutes) to come
up with a sentence using the correct modal verb
to ask for permission in the scenario.
- The team then presents their sentence to the
class.

4. Scoring:
- After presenting their sentence, the team receives
points based on the following criteria:
 3 points for a sentence with the correct
modal verb and natural phrasing.
 2 points for a sentence with the correct
modal verb but with minor errors or
awkward phrasing.
 1 point for a sentence with the wrong
modal verb or major errors.
 0 points if they can't come up with a
sentence within the time limit.
 - Keep track of each team's points on the board.

5. Discussion and Correction:

- After each team presents their sentence, discuss
as a class whether the chosen modal verb was
appropriate and why.
- Correct any errors or offer suggestions for
improvement.
6. Winner Announcement:
- At the end of the game, tally up the points for
each team.
- Announce the winning team and provide positive
feedback for their performance.

This game not only reinforces the usage of 'can,' 'could,'

and 'may' in asking for permission but also promotes
teamwork, creativity, and communication skills among
students.
IV. EVALUATION
Fill in the blanks with the correct modal verb (can, could,
or may) to complete each sentence:

1. ____________ I go to the restroom, please?

2. You ____________ bring your phone to school, but
remember to keep it in your bag.
3. Lisa asked if she ____________ borrow your notes for
the day.
4. Excuse me, ____________ you please pass the salt?
5. We ____________ use the computer lab after school
for our project.
6. Tom ____________ play with us in the park tomorrow.
7. Sarah, ____________ I have a piece of your cake?
8. The teacher said we ____________ leave early if we
finish our work.
9. ____________ you please close the window? It's
getting chilly.
10. The lifeguard told us we ____________ swim in the
pool until 4 PM.
11. I wonder if I ____________ use your pen to complete
the form.
12. You ____________ bring a water bottle to the exam,
but it must be clear.
13. Our neighbor asked if he ____________ borrow our
lawnmower.
14. Mom said we ____________ watch TV after finishing
our homework.
15. ____________ I go out with my friends this evening,
 Mom?

Answer Key:
1. May 6. can 11. could
2. can 7. may 12. can
3. could 8. can 13. could
4. could 9. Can 14. can
5. can 10. can 15. Can
V. ASSIGNMENT
Assign homework that requires students to write a short
dialogue or paragraph using modals to seek or grant
permission in a specific context.

Review the assignment instructions and due date.

Prepared by: Checked by:

MELAGROSA S. DE ASIS MA. CHONA E. CAMPOSANO

Subject Teacher Master Teacher I

Noted:

ALBERTO M. LIM
Secondary School Principal III

Department of Education
Galutan National High
School

WEEK 3 (September 11 – 15, 2023)

DAY 1 – 2
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of how Anglo-
 American literature and other text types serve as means
of enhancing the self; also how to use processing,
assessing, summarizing information, word derivation and
formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her
to participate actively in a speech choir.
B. Performance Standard The learner actively participates in a speech choir
through using effective verbal and non-verbal strategies
based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Body Movements/ Gestures and
Audience Contact.
C. Learning Competencies Express Obligation using Modals
Objective a. Define and differentiate between the modals "must,"
"have to," "ought to," and "should."
b. Use the appropriate modal to express various levels
of obligation in sentences and paragraphs.
II. SUBJECT MATTER
A. Topic Modals of Obligation
B. Materials Handouts with sentences for practice
C. Reference/s English Quarter 1, Module 1 – Express permission,
obligation and prohibition, page 10
D. Value Aim Promote a sense of responsibility and empathy towards
others by understanding and applying the different levels
of obligation expressed by modals.
E. Learning Areas Values Education
Integration
F. Strategies Active student participation and engagement through
discussions, role-plays, and writing activities.
III. PROCEDURE
A. Routinary Activities - Prayer
- Checking of Attendance
- Setting of House Rules
B. Review Brief review of what modals of permission are and their
general functions in English.
C. Discussion
A. Motivation Share a thought-provoking ethical dilemma or a moral
scenario relevant to students' lives. For example, discuss
a situation where someone faces a difficult obligation
and ask students to share their thoughts and opinions on
what the person should do. Encourage class discussion.
B. Activity Divide the class into small groups.
- Provide each group with a different ethical scenario
or real-life obligation (e.g., helping a family member
in need, turning in a lost wallet).
- In their groups, students discuss and decide which
modal verb (must, have to, ought to, or should) best
fits the given obligation and why.
 - Each group presents their decisions to the class, and
a class discussion follows.
C. Analysis After the activities, lead a class discussion to analyze the
nuances of using "must," "have to," "ought to," and
"should" in different situations.

Clarify any misconceptions or questions students may

have.
D. Abstraction Summarize the key points and rules for using modals to
express obligation. Provide examples and guide students
in understanding the subtle differences between these
modals.

Introduction: Begin by recapping the core concept that

modals are verbs that help express various degrees of
obligation, necessity, or recommendation.

Modal Verbs for Obligation: Present the modal verbs

you've discussed in the lesson: "must," "have to," "ought
to," and "should."

Must: Explain that "must" expresses a strong, necessary

obligation. It's often used for rules, laws, and personal
convictions. For example:
- "You must wear a seatbelt when driving."
- "I must finish my homework before I go to bed."

Have To: Clarify that "have to" also indicates a strong

obligation, but it can be external, such as rules or duties
imposed by others. For example:
- "Students have to attend classes regularly."
- "She has to finish her work by 5 PM."

Ought To: Describe "ought to" as expressing a moral or

societal obligation. It implies that it's the right or
responsible thing to do. For example:
- "You ought to help someone in need."
- "We ought to recycle to protect the environment."

Should: Emphasize that "should" suggests a

recommendation or advice. It's not as strong as "must"
or "have to" and is often used to express a good idea or a
better choice. For example:
- "You should study for your exams."
- "He should apologize for his mistake."

Subtle Differences: Guide students in understanding the

 subtle differences between these modals:
- "Must" and "have to" indicate stronger obligations.
- "Ought to" emphasizes moral or societal expectations.
- "Should" suggests a recommendation or advice, but
it's not as strong as "must."

By summarizing and discussing these key points,

students will have a clear understanding of how to use
modals to express different levels of obligation, and they
will be better equipped to apply this knowledge in
various contexts.

E. Application Write sentences or short paragraphs using each of the

four modals to express obligations. Focus on following
scenarios or contexts:

- "Must": A school rule or a safety guideline.

- "Have To": A work-related obligation or a
commitment.
- "Ought To": A moral obligation or a responsible
choice.
- "Should": An advice or recommendation for a friend.
IV. EVALUATION
Choose the correct modal verb (MUST, HAVE TO, OUGHT
TO, or SHOULD) to complete each sentence.

1. You _______________ finish your homework before

watching TV.
2. In this library, you _______________ be quiet.
3. If you want to pass the exam, you _______________
study hard.
4. We _______________ be respectful to our elders.
5. When you visit someone's house, you
_______________ take off your shoes.
6. I _______________ apologize for being late to the
meeting.
7. You _______________ eat more vegetables for a
balanced diet.
8. They _______________ help clean up the park after
the picnic.
9. Students _______________ listen to the teacher in
class.
10. If it's raining, you _______________ take an umbrella
with you.
11. We _______________ be on time for the school
assembly.
12. She _______________ call her parents to let them
 know she's safe.
13. It's cold outside; you _______________ wear a
jacket.
14. You _______________ be honest with your friends.
15. I _______________ finish my chores before going out
with friends.

Answer Key:
1. must 6. must 11. must
2. must 7. should 12. should
3. have to 8. must 13. should
4. ought to 9. must 14. ought to
5. should 10. should 15. must
V. ASSIGNMENT
Write a letter or an essay in which you express various
obligations you have in your daily life using modal verbs
("MUST," "HAVE TO," "OUGHT TO," or "SHOULD"). Use
real-life examples and experiences to illustrate your
points.

Guidelines:

1. Begin with a greeting in your letter or an introductory

paragraph in your essay.
2. Mention at least three different obligations you have
in your daily life.
3. For each obligation, explain why it is important and
which modal verb ("MUST," "HAVE TO," "OUGHT TO," or
"SHOULD") best represents the obligation.
4. Include specific examples or anecdotes from your daily
life to illustrate each obligation.
5. Reflect on how fulfilling these obligations impacts your
life and the lives of those around you.
6. Conclude your letter or essay with a closing statement
or paragraph.

Length:
- Letter: Approximately 250-300 words.
- Essay: Approximately 400-500 words.

Grading Criteria:

Your assignment will be assessed based on clarity,

coherence, grammar, correct usage of modal verbs, and
the inclusion of real-life examples.
 Prepared by:
MELAGROSA S. DE ASIS
Subject Teacher
Department of Education
Galutan National High
School
WEEK 3 (September 11 – 15, 2023)
I. OBJECTIVES
A. Content Standard
Checked by:
MA. CHONA E. CAMPOSANO
Master Teacher I
Noted:
ALBERTO M. LIM
Secondary School Principal IV
DAY 2 – 4
The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means
of enhancing the self; also how to use processing,
 assessing, summarizing information, word derivation
and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her
to participate actively in a speech choir.
B. Performance Standard The learner actively participates in a speech choir
through using effective verbal and non-verbal strategies
based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Body Movements/ Gestures and
Audience Contact.
C. Learning Competencies Express Prohibition using Modals
Objectives a. Define and differentiate between the modal verbs
'can't' and 'mustn't' when expressing prohibition
b. Identify and apply 'can't' and 'mustn't' appropriately
in sentences to express prohibition
c. Analyze scenarios where these modal verbs are used
to convey prohibition
II. SUBJECT MATTER
A. Topic Modals of Prohibition
B. Materials
C. Reference/s English Quarter 1, Module 1 – Express permission,
obligation and prohibition, page 11
D. Value Aim - Responsible Decision-Making
- Ethical behavior
E. Learning Areas Integration Values Education
F. Strategies
III. PROCEDURE
A. Routinary Activities - Prayer
- Checking of Attendance
- Setting of House Rules
B. Review Begin by reviewing the concept of Modals of Obligation
in English. Discuss how modals of obligation are used to
express various degrees. Provide examples to refresh
students' memory about modals of obligation.
C. Discussion
A. Motivation Share a scenario where someone violated a rule or
prohibition, leading to negative consequences. Initiate a
class discussion about the importance of rules and
prohibitions in different aspects of life, such as school,
society, and personal safety.
B. Activity Prohibition Scenarios

Divide the class into small groups and provide each

group with a set of scenarios. Ask students to identify
whether each scenario represents a prohibition and, if
so, whether 'can't' or 'mustn't' would be more
appropriate to express the prohibition.
Scenario 1: In a crowded movie theater, you and your
friends are excited to watch a film. What do you think
the prohibition is here?

Scenario 2: Your school's computer lab is a quiet place

for studying and working on projects. What's the
prohibition in this scenario?

Scenario 3: At the swimming pool, there's a sign that

says "No diving in the shallow end." What does this sign
prohibit?

Scenario 4: In the science laboratory, there are strict

safety rules. What is something you must not do in the
lab?

Scenario 5: During a class discussion, the teacher says,

"You ___________ use your smartphones during the
lesson." What is the prohibition in this case?

Scenario 6: In the cafeteria, there's a sign that reads,

"You ___________ take food outside of this area." What
is being prohibited here?

Scenario 7: On a hiking trail, there's a sign that says,

"Stay on the designated path. ___________ venture off
the trail." What is the prohibition?

Scenario 8: In a museum, there's a sign near an exhibit

that says, "Please don't touch the artwork. You
___________ touch the paintings or sculptures." What is
being prohibited here?

Scenario 9: Your school library has a rule that says,

"Students ___________ make noise in the library." What
is the prohibition in this case?

Scenario 10: Your teacher reminds the class, "You

___________ eat in the computer lab." What is the
prohibition in this scenario?

Scenario 11: In a park, there's a sign that reads, "Dogs

___________ be kept on a leash at all times." What does
this sign prohibit?

Scenario 12: Your coach tells the team, "You

___________ use foul language on the field." What is
 the prohibition in this context?

Scenario 13: In the school gym, there's a rule that says,

"Students ___________ wear appropriate sports attire."
What is being prohibited here?

Scenario 14: Your friend is having a sleepover, and their

parents say, "You ___________ stay up too late." What
are they prohibiting?

Scenario 15:** Your school has a policy that says,

"Students ___________ bring weapons or dangerous
objects to school." What is the prohibition in this policy?
C. Analysis Review the scenarios and discuss which modal verb
('can't' or 'mustn't') is more suitable for each
prohibition. Encourage students to explain their choices
based on the strength and nature of the prohibition in
each scenario.
D. Abstraction Introduce more complex sentences involving 'can't' and
'mustn't' to express prohibition in various contexts.
Discuss the nuances of prohibition in these sentences.

1. "In the laboratory, you ___________ touch any of the

equipment without wearing proper safety gear."

Nuance: This sentence emphasizes a strict and non-

negotiable prohibition. It implies that under no
circumstances should you touch the equipment without
safety gear. 'Mustn't' is suitable here because it conveys
a strong, imperative prohibition.

2. "At the wildlife sanctuary, visitors ___________ feed

the animals as it could harm their health."

Nuance: This sentence highlights a prohibition based on

potential harm or consequences. It suggests that feeding
the animals might have negative effects on their health.
'Can't' is used to express this prohibition because it
conveys the idea that visitors are not allowed to feed the
animals due to the potential harm involved.

3. During the exam, you ___________ use your notes or

any electronic devices."

Nuance: This sentence represents a formal and

academic prohibition. It implies that using notes or
electronic devices during the exam is strictly prohibited.
 'Can't' is used to emphasize that it's not permissible
under any circumstances.

4. "In the national park, visitors ___________ pick

flowers or disturb the natural environment."

Nuance: This sentence emphasizes a prohibition that's

rooted in environmental conservation. It suggests that
picking flowers or disturbing the natural environment is
not allowed as it can harm the ecosystem. 'Mustn't' is
appropriate here because it conveys a sense of
responsibility and ethical obligation.

5. "At the library, you ___________ have any food or

drinks near the books to maintain a clean and quiet
environment."

Nuance: This sentence combines two reasons for

prohibition: cleanliness and maintaining a quiet
atmosphere. 'Mustn't' is used to express the prohibition,
emphasizing the importance of adhering to these rules
for the library's purpose.

6. "In the factory, workers ___________ enter the

restricted area without proper authorization and safety
gear."

Nuance: This sentence highlights a workplace safety

prohibition. It suggests that entering the restricted area
without proper authorization and safety gear is both
against the rules and potentially dangerous. 'Can't' is
suitable here to stress the prohibition's strictness.

7. "On the hiking trail, you ___________ leave any trash

behind; it's essential to preserve the natural beauty of
the area."

Nuance: This sentence combines a prohibition with a

moral and environmental obligation. It suggests that
leaving trash behind is not allowed and emphasizes the
importance of preserving the environment. 'Mustn't' is
used to convey the ethical responsibility.
E. Application Provide students with a new set of scenarios or have
them create their own. In pairs or individually, students
should complete the sentences with the appropriate
modal verb ('can't' or 'mustn't') based on the context
provided.
 Scenario 1: You are at a museum with a sign that says,
"Visitors ___________ take flash photographs inside the
exhibit halls."

Scenario 2: Your teacher announces, "Students, you

___________ use your textbooks during the pop quiz."

Scenario 3: At a zoo, there's a notice that reads, "Guests

___________ touch the animals in the petting zoo."

Scenario 4: In a chemistry lab, the instructor advises,

"You ___________ taste any of the chemicals, even if
they look safe."

Scenario 5: Your school's sports coach reminds the team,

"You ___________ leave any equipment on the field
after practice."

Scenario 6: In a national park, there's a rule posted,

"Hikers ___________ leave the marked trails to protect
the fragile ecosystem."

Scenario 7: You are on an airplane, and the flight

attendant says, "Passengers ___________ use electronic
devices during takeoff and landing."

Scenario 8: At a public library, a sign says, "Visitors

___________ talk loudly to maintain a quiet
atmosphere."

Scenario 9: During a test, your teacher states, "You

___________ share answers or communicate with
classmates."

Scenario 10: In a theater, there's a notice that reads,

"Audience members ___________ talk or use their
phones during the performance."
IV. EVALUATION
Discuss the completed sentences as a class, allowing
students to share their answers and justifications.
Provide feedback and correct any errors in usage.
V. ASSIGNMENT
Prohibition in Real-Life Situations

Instructions: Choose three of the following scenarios and

write a short paragraph or sentence for each, using
'can't' or 'mustn't' to express the prohibition in the given
situation. Be sure to explain the reasons for the
prohibition in your sentences.

Scenario 1: You are at a public swimming pool. What are

some things people can't do to ensure safety and
enjoyment for all?

Scenario 2: You are visiting a national park. Explain why

visitors mustn't engage in certain activities to protect
the park's ecosystem.

Scenario 3: You are in a classroom during a test.

Describe what students can't do to maintain a fair
testing environment.

Scenario 4: You are at a library. What are some

behaviors that visitors mustn't engage in to preserve a
quiet and studious atmosphere?

Scenario 5: You are at a zoo. Explain why guests can't

feed certain animals and what could happen if they do.

Scenario 6: You are on an airplane. Describe what

passengers can't do during takeoff and landing, and why
these rules exist.

Scenario 7: You are in a science laboratory. What actions

mustn't be taken to ensure safety during experiments?

Scenario 8: You are at a historical museum. Explain why

visitors can't touch some artifacts, and the importance
of this rule.

Scenario 9: You are in a sports facility. What are some

things players can't do to maintain fair play and
sportsmanship?

Scenario 10: You are in a computer lab. Describe what

students can't do to protect the equipment and
maintain a productive learning environment.

Additional Instructions:
- Each paragraph or sentence should be concise and
focused on the prohibition.
- Provide clear and logical reasons for why the
prohibition exists in each scenario.

Prepared by:
MELAGROSA S. DE ASIS
Subject Teacher
Department of Education
Galutan National High
School
I. OBJECTIVES
A. Content Standard
B. Performance Standard
- Submit your homework by [insert due date].
Checked by:
MA. CHONA E. CAMPOSANO
Master Teacher I
Noted:
ALBERTO M. LIM
Secondary School Principal IV
WEEK 1, DAY 1
The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means
of enhancing the self; also how to use processing,
assessing, summarizing information, word derivation
and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her
to participate actively in a speech choir.
The learner actively participates in a speech choir
 through using effective verbal and non-verbal strategies
based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Body Movements/ Gestures and
Audience Contact.
C. Learning Competencies Express Obligation using Modals
Objectives
II. SUBJECT MATTER
A. Topic
B. Materials
C. Reference/s
D. Value Aim
E. Learning Areas Integration
F. Strategies
III. PROCEDURE
A. Routinary Activities - Prayer
- Checking of Attendance
- Setting of House Rules
B. Review
C. Discussion
D. Activity
E. Analysis
F. Abstraction
G. Application
IV. EVALUATION

V. ASSIGNMENT

Prepared by: Checked by:

MELAGROSA S. DE ASIS MA. CHONA E. CAMPOSANO

Subject Teacher Master Teacher I

Noted:

ALBERTO M. LIM
Secondary School Principal IV