School DARSSTHS Grade Level 9

Learning
Teacher Ms. Ellaine Kyle V. Rivera ENGLISH
Area
Quarter
Date February 13, 2019 4
Lesson
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of preserving
unchanging values in a changing world; also how to use the features of a full-length play, tense consistency, modals, active and
passive constructions plus direct and indirect speech to enable him/her competently performs in a full-length play.
B. Performance Standards The learner competently performs in a full- length play through applying effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning Competencies/ EN9G-IVc-23: Express permission, obligation, and prohibition.
Objectives
II. CONTENT MODALS
III. LEARNING A Journey Through Anglo-American Literature 9 Learner’s Material (Teacher’s Guide)
RESOURCES Modals. Englsih-hilfen.ed. Retrieved from: https://www.englisch-hilfen.de/en/grammar/hilfsverben2.html
IV. PROCEDURE
TEACHER STUDENT
A. Preliminaries Task 1. Daily Routine
Before we start can someone please lead the prayer. A student leads the prayer.

Before you sit down, check if your classroom is clean. Pick up the pieces of paper under your The students clean their room.
chair.

Good morning, class. Good morning Ms. Rivera!

You may all take your seats. Thank you!

Ms. Secretary is there any absentees today? No Ma’am!

TEACHER STUDENT
B. Motivation and Unlocking Task 2. Motivational Activity
of Difficulties

MONKEY

The teacher will begin the lesson by telling the students that she has chosen an animal (e.g.
monkey) and they have to guess it. She tells the students that all of them know the animal; some
must have even seen it also.

Before we proceed with our lesson, let us first have a game. In this game I have here a picture.
And you have to guess what animal is in this picture.

The students have to ask questions to guess the animal. Their question must start with can. (e.g.
can it swim?) Tell the students that you will reply with “yes, it can”, or “no, it can’t”.

You can ask questions about the picture but your question should start with the word “can”. And
I’m just going to answer the questions with the statements, “Yes, it can” or “No, it can”. Are we
clear?
Yes, Ma’am!
The teacher will start the game and she will continue the game till students have asked several
questions using ‘can’. The teacher provides the students with words if they didn’t know the
English words for what they want to say. Students will mostly likely guess the animal. If they
couldn’t guess it within five minutes, the teacher will end the game by saying that now they must
give the name.
 TEACHER STUDENT
C. Presentation and Task 3. The Modals
Practice Activities The teacher introduces the lesson, modals. She first discusses what a modal means and then
proceeds with the different used of each modal. The students are going to read the examples
given for each modal.

Modal is a type of auxiliary (helping) verb that is used to express ability to do, permission to do,
questions, request, offer, suggestion, possibility, force, necessity, advice, recommendation,
prohibition, not necessary, obligation, wish, request, demand, order, prediction, assumption,
promise, spontaneous decision, and habits.

The teacher discusses the different modals according to their uses in a sentence.
USE MODAL EXAMPLE
Ability to do (Substitute form: to be Can I can speak English.
able to) Could I could speak English.
Can Can I go to the cinema?
Permission to do (Substitute form:
Could I could go to the cinema.
to be able to)
May May I go to the cinema?
Question Could (Politely) Could I go to the cinema, please?
Can Can you wait a moment, please?
Request
Could (Politely) Could you wait a moment, please?
Can I can lend you my car till tomorrow.
Offer Could (Politely) I could lend you my car till tomorrow.
Might (Hesitantly) Might I help you?
Can Can we visit Grandma at the weekend?
Could (Politely) Could we visit Grandma at the weekend?
Suggestion
May (Politely) May I help you?
Shall Shall I carry your bag?
Can It can get very hot in Arizona.
Could It could be very hot in Montana.
May It may rain today.
Possibility
Might (Less possible than It might rain today.
may)
Must You must be tired.
Force, Necessity Must I must go to the supermarket today.
 Must You must see the new film with Brat Pitt.
Ought to (sounds a little You ought to switch off the light when you
Advice
subjective) leave the room.
Should You should drive carefully in bad weather.
Recommendation Must You must see the new film with Brat Pitt.
Must not/May not (must You mustn’t work on dad’s computer.
Prohibition
us a little stronger) You may not work on dad’s computer.
I needn’t go to supermarket; we’re going to
Not Necessary Need not
the restaurant tonight.
You ought to switch off the light when you
Ought to leave the room.
Obligation
Should You should switch off the light when you
leave the room.
Will (Less polite than
Will you please shut the door?
Wish, Request would)
Would you shut the door, please?
Would
Will (Less polite than
Demand, Order Will you please shut the door?
would)
Prediction, Assumption I think it will rain on Friday.
Promise I will stop smoking.
Will Can somebody drive me to the station? – I
Spontaneous Decision
will.
She’s strange, she’ll sit for hours without
Habits
talking.
Habits in the Past Would Sometimes he would bring me some flower.
 Task 4. Let’s Practice!
The teacher lets the students practice by giving students sentences that require the proper use
of each modal discussed.

LET’S TRY THIS!

1. Could you swim when you were 10?

2. He was able to arrive at the party on time, even after missing the train, so he was
very pleased.
3. He’s amazing, he can speak five languages, including Chinese.
4. My grandmother couldn’t use computer until last month. Since then she’s been
taking lessons at the library.
5. We may (perhaps) go to England next year, if we have enough money.
6. This is a very precious book. You mustn’t lose it.
7. You’ve been driving all day. You must be exhausted!
8. You have such a beautiful voice. You should sing for us!
9. Time is not on our side. We have to hurry.
10. You ought to stop drinking so much. It’s bad for your health.

TEACHER STUDENT
D. Generalization Task 5. What Have You Learned?
The teacher asks the students these questions:
1. What is a modal?
2. What are the different uses of modals?
3. Can you give some modals that we use in sentences?
 4. What do you think is the importance or function of modals in our daily life?
TEACHER STUDENT
E. Application Task 6. WHO AM I?
Directions: The class is divide into 5 groups. Each group will be given a character. For 3
minutes, each group has to create sentences with their assigned modals that will describe their
character. The rest of the class will try to guess who the other group is trying to describe. The
fastest group to guess to answer correctly will get one point. If the other groups didn’t guess it
correctly, the group of the describer will gain 1 point. The group who have the most points will be
the winner.

Group 1 – Police (Order)

Group 2 – Doctor (Recommendation)
Group 3 – Celebrity (Ability)
Group 4 – President of the country (Obligation)
Group 5 – Teacher (Frequently Asked Questions)
 TEACHER STUDENT
F. Evaluation Task 7. Hello Obligations! (page 497)
Directions: Use must, have to, and ought to in the following sentences. Copy the
sentences and answer it on your notebook.
1. Children ______________ obey their parents.
2. Parents _______________ respect their children, too.
3. Challenges __________________ not keep us from achieving our dreams.
4. Parents _______________ send their children to school.
5. Before, one talks about an issue, he/she _______________ read about is first.
6. Family members ____________________ understand that they have important roles to
perform in keeping the family strong.
7. Friends _________________be carefully chosen for the influence they can have.
8. The school, as a second home, _________________ constantly nurture and protect
the rights of children.

TEACHER STUDENT
G. Homework Task 8. Homework
Directions: Write a letter of encouragement to a person who is struggling in life, family, friends,
and/or love.
Set Standard:
 Short bond paper
 Margin (1 inch, all sides)
 Hand written
V. REFLECTION
A. No. of learners who
earned 80% on the
evaluation
B. Which of my strategies
worked well? Why?

ELLAINE KYLE V. RIVERA MS. JOANNAH ROSEWANNY B. RIEGO

Practice Teacher Critic Teacher