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Grade 9

Jensine C. Obod
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Jensine C. Obod
09070644228
[email protected]
June 22, 2024
 About the Author

Jensine C. Obod holds a Bachelor of

Secondary Education (BSED) degree with
a major in English, which she earned from
Northwestern Agusan Colleges in 2019.
In the same year, she successfully passed
the Licensure Examination for Teachers
(LET). She is currently advancing her
academic career by pursuing a Master of
Arts in Education (MAEd) with a focus on English at Saint
Joseph Institute of Technology.
With a solid foundation in teaching, she has
accumulated three years of experience as a junior high school
teacher at San Vicente National High School. She is presently
teaching at Simbalan National High School and has previously
served as a class adviser for Senior High School at Rizal
National High School. Her teaching philosophy revolves
around pragmatism and essentialism, emphasizing the
importance of understanding fundamental concepts and
applying them in practice as the core of language learning.
Although she has not yet published any works, her
dedication to education and her commitment to her students
continue to drive her professional and personal growth.
 Table of Contents

Title Page____________________________________________________________________
About the Author_____________________________________________________________
Introduction_________________________________________________________________
Chapter 1: Modal Verb
Types of Modals and Their Functions____________________________________
Common Mistakes and Tips____________________________________________
Basic Usage and Sentence Structure____________________________________
Practice Exercises_____________________________________________________
Exercise 1: Fill in the Blanks______________________________________
Exercise 2: Role-Play Scenarios__________________________________
Exercise 3: Matching Modals to Meanings_________________________
Chapter 2: Modals that show Permission______________________________________
Common Modals of Permission _________________________________________
Sentence Structure and Usage __________________________________________
Formality and Strength of Modals _______________________________________
Practice Exercises______________________________________________________
Exercise 4: Pair Role Play ________________________________________
Exercise 5: Vocabulary Skills Practice ____________________________
Exercise 6: Writing Practice _____________________________________
Exercise No. 7: Modals Giving Permission_ ________________________
Chapter 3: Modals that show Obligation and Prohibition_______________________
Common Modals of Obligation __________________________________________
Common Modals of Prohibition_________________________________________
Sentence Structure and Usage __________________________________________
Formality and Strength _________________________________________________
Common Mistakes and Tips ____________________________________________
Practice Exercises______________________________________________________
Exercise 8: Speaking Practice (Obligation) ________________________
Exercise 9: Vocabulary Practice (Prohibition) ______________________
Exercise 10: Permission and Obligation ___________________________
Exercise No. 11 Fill in the Blank __________________________________
Rubrics______________________________________________________________________
References___________________________________________________________________
Answer Key__________________________________________________________________
 Introduction

Welcome to this educational learning Material designed to help you

master the use of modals in English. The primary aim of this material is to
assist Grade 9 students in public schools in expressing permission,
obligation, and prohibition through the use of modal verbs. By engaging
with this material, you will develop a clearer understanding of how to use
modals effectively in various contexts.

This learning material is created to guide you in expressing different

nuances of permission, obligation, and prohibition. Through a variety of
exercises and tests, you will learn how to appropriately use modal verbs
such as "can," "must," "should," and "may" to convey these concepts.

Please use this module with care and avoid making any unnecessary
marks on the pages. Answer the exercises and tests on separate sheets of
paper to ensure that your work remains organized and clear. Make sure to
read all instructions carefully before attempting each task to ensure you
understand what is required.

Each section includes pre-tests to help you assess student prior

knowledge and understanding of the lesson. At the end of each learning
material, you will find a post-test designed for self-checking. Completing
these post-tests will help student gauge their learning progress and
reinforce the concepts covered.

This material incorporates a pragmatic approach to learning by

focusing on practical application and real-world use of modals. It encourages
active participation and self-assessment, helping you to internalize and
apply the knowledge effectively. The exercises are designed to be engaging
and relevant, facilitating a deeper understanding of how modals function in
everyday communication.

I hope you find this learning material helpful and informative as you
develop your skills in using modals.
 Content Standard: The learner demonstrates understanding of
how to use modal verbs to express permission, obligation, and
prohibition in different contexts. This includes identifying and applying
modals such as "can," "could," "may," "might," "must," "should," and
"cannot" in written and spoken English.

Performance Standard: The learner is able to accurately and

appropriately use modal verbs to express permission, obligation, and
prohibition in both written and spoken contexts. This includes creating
sentences and short paragraphs that clearly demonstrate the use of
these modals, as well as interpreting and responding to their use in
various communicative situations.

Learning Competencies:
o The learner uses modals such as "can," "may," and "could"
in appropriate contexts to express permission. (EN9LC-Ia-
c-1)
o The learner uses modals such as "must," "should," and
"have to" to communicate various levels of obligation and
duty. (EN9LC-Ib-c-2)
o The learner uses modals such as "cannot," "must not," and
"may not" to convey what is not allowed. ( EN9LC-Ic-c-3)

Learning Objectives:
o Understand and identify different modal verbs used for
asking for and granting permission.
o Construct sentences using modals like "can," "may," and
"could" to appropriately ask for or give permission.
o Recognize and use modal verbs that indicate obligation
and necessity.
o Create sentences using "must," "should," and "have to" to
articulate various levels of obligation in different scenarios.
o Identify modal verbs that are used to express prohibition.
o Use "cannot," "must not," and "may not" to form sentences
that clearly indicate what is not allowed.
 Chapter
1

Modals are a critical component of English grammar that help

express various attitudes, such as necessity, possibility, permission,
and ability. They are auxiliary verbs that modify the meaning of the main
verb in a sentence. This chapter aims to provide a foundational
understanding of what modals are, how they function, and why they are
essential in effective communication.

Objectives:
By the end of this chapter, students should be able to:

1. Define modal verbs and understand their role in English

sentences.

2. Identify different types of modals and their functions.

3. Use modals to express different meanings such as permission,

obligation, and ability.

4. Recognize how modals affect the overall meaning of a sentence.

Pre-test
Direction: Read and understand the short conversation below and fill in
the correct modals. Choose your answer from the pool of words inside
the box.
Must may can could should
Saleslady: (1) _____ I help you?

Customer: (2) Yes, _____ you show me the gloves, size Medium?

Saleslady: (3) All right, sir, I _____ show you the different sizes of the
gloves.

Customer: (4) That _____ be the one my mother is looking for. (5) _____
you please tell me its price?
Saleslady: It costs only 450.00 per box.

Customer: Ok, I will take one box.

Saleslady: Ok sir, thank you so much

Let’s Start!
Modal verbs are auxiliary verbs that add additional meaning to
the main verb. They are used to express attitudes such as possibility,
necessity, permission, and ability.
• Examples of Modals:

o Can: Ability, permission

o Must: Necessity, strong obligation

o May: Permission, possibility

o Should: Advice, mild obligation

o Could: Past ability, polite request

o Might: Possibility

Types of Modals and Their Functions:

• Modals of Ability: Express what someone can or cannot do.

o Examples: "She can speak three languages." / "He cannot

swim."

• Modals of Permission: Indicate whether something is allowed or

not.

o Examples: "May I leave the room?" / "You can borrow my

book."

• Modals of Obligation: Show necessity or duty.

 o Examples: "You must complete your homework." / "You
should see a doctor."

• Modals of Prohibition: Indicate what is not allowed.

o Examples: "You must not smoke here." / "You may not

enter this area."

Common Mistakes and Tips:

Avoid Confusion: Do not confuse “must” with “have to” — while

both express obligation, “must” often implies a personal obligation,
while “have to” is more external.
Modal Consistency: Ensure that modals match the intended
meaning of the sentence to avoid ambiguity.
Examples:

1. Ability:

o "She can dance very well." (Ability)

o "I could play the piano when I was younger." (Past ability)

2. Permission:

o "You may leave the table once you finish your meal."
(Permission)

o "Can I have a day off tomorrow?" (Permission)

3. Obligation:

o "You must wear a seatbelt." (Strong obligation)

o "You should turn off the lights when you leave." (Advice)

4. Prohibition:

o "You must not use your phone during the exam."

(Prohibition)

o "May I not disturb you?" (Formal prohibition)

Basic Usage and Sentence Structure:

• Forming Sentences with Modals:

o Affirmative Sentences: "She can drive." / "They must

finish the project."

o Negative Sentences: "He cannot attend the meeting." /

"You should not be late."

o Questions: "Can you help me?" / "Must we submit the

report today?"

Reflective Question:
How modals affect the overall meaning of a sentence?
The meaning of modals can vary depending on the context in
which they are used. For example, "can" can indicate ability ("She can
cook") or permission ("Can I come in?").
Modals like "may" and "could" are often used in more formal
contexts, while "can" and "must" can be used in informal situations.

Practice Exercises

Exercise 1: Fill in the Blanks

Instructions: Complete each sentence with the appropriate modal verb

from the list provided. Use each modal verb only once.

Modal Verbs: can, must, should, might, may, cannot

1. You _______ bring your own lunch to the picnic.

2. She _______ go to the party if she finishes her homework.

3. You _______ forget to turn off the oven before you leave.

4. He _______ be at home now; his car is in the driveway.

5. We _______ finish the report by Friday.

6. I _______ help you with your project if you need it.

Exercise 2: Role-Play Scenarios
Instructions: Choose one of the scenarios below and act it out with
your partner. Use the given modals to convey the appropriate meaning.
1. Group 1: Asking for Permission
o You: Ask your partner if you can borrow a book from them.
Use the modal verb "may" or "can."
o Partner: Respond to the request, granting or denying
permission.
2. Group 2: Giving Advice
o You: Advise your partner on how to handle a situation,
such as studying for exams or improving a skill. Use the
modal verb "should" or "ought to."
o Partner: Discuss whether they agree with your advice or
have a different approach.
3. Group 3: Expressing Obligation
o You: Tell your partner about a rule or requirement, such as
what needs to be done at home or at school. Use the
modal verb "must" or "have to."
o Partner: Respond by asking for clarification or expressing
how they feel about the obligation.
4. Group 4: Discussing Possibility
o You: Talk with your partner about potential plans for the
weekend or future events, using the modal verb "might" or
"could."
o Partner: Discuss the likelihood of these plans happening
or suggest alternative options.
Summary
Modal verbs (modals) are verbs that add the meaning of logical
possibility, ability, necessity, and permission to verbs, which have a
degree of strength from stronger to weaker. Modals come before
infinitive verbs and the “to” is removed. Modals do not need to match
their subject in plural agreement, so there is no need to add an “-s” or
“-es” ending to a modal.

Modals will often be seen in sentences that are predicting a

future possibility, describing an ability, giving advice, making requests,
or asking for permission. The nine most common modals are can,
could, shall, should, will, would, may, might, and must.

Exercise 3: Matching Modals to Meanings

Instructions: Match each sentence with the appropriate modal verb

and its function. Write the letter of the correct function next to each
sentence.

Sentences Functions:
1. "You _______ wear a helmet when riding a bike."
A. Permission
2. "I _______ go to the movie later if I finish my
B. Prohibition
homework."
C.Ability
3. "____ I use your phone to make a call?" D. Obligation
4. "You _______ smoke here; it’s against the rules." E. Possibility
5. "She _______ speak French fluently."
 Chapter
2

Understanding how to use modals to express permission is

fundamental in English communication. Modal verbs help convey
whether something is allowed or not, and they can vary in formality and
strength. This chapter focuses on how to use modals to ask for and give
permission, providing clear guidelines and examples to ensure effective
use in various contexts.

Objectives:
By the end of this chapter, students should be able to:
1. Define what modals of permission are and their role in
communication.
2. Identify the common modals used to express permission,
including "can," "may," "could," and "might."
3. Use these modals accurately in sentences to ask for or grant
permission.
4. Understand the difference in formality and strength among
various modals of permission.

Let’s Start!
Modals of permission are auxiliary verbs used to indicate
whether something is allowed or permitted. They help in making
requests or giving approvals.
They are crucial in formal and informal contexts to clarify
boundaries and permissions.
Common Modals of Permission:
• Can: Informal permission or ability. Used in everyday
conversations and less formal situations.
o Examples:
▪ "Can I go to the restroom?"
▪ "You can use my phone."
• May: More formal than "can." Often used in polite requests or in
formal situations.
o Examples:
▪ "May I leave the room early?"
▪ "You may enter the meeting now."
• Could: Polite and less direct than "can." Used to make polite
requests or suggestions.
o Examples:
▪ "Could I borrow your book?"
▪ "You could try asking for permission."
• Might: Very polite and somewhat tentative. Used for suggesting
possible permissions.
o Examples:
▪ "Might I suggest another approach?"
▪ "You might be allowed to use the equipment if you
ask."
Sentence Structure and Usage:
• Affirmative Sentences:
o "You can go outside now."
o "May I have a look at your report?"
 • Negative Sentences:
o "You cannot park here."
o "You may not use your phone during the exam."
• Questions:
o "Can I use your computer?"
o "May I borrow your pen?"

Formality and Strength of Modals:

• "Can" is often used in casual or informal situations.
• "May" is more formal and is used in official or polite contexts.
• "Could" is polite and suggests that the request is more tentative
or less immediate.
• "Might" is very polite and tentative, often used when unsure
about whether permission will be granted.
Use appropriate modals based on the context. For formal
requests, "may" and "might" are preferred. For informal requests, "can"
and "could" are commonly used.
Be clear and direct when giving permission. Choose modals that
reflect the level of formality or politeness appropriate to the situation.
Ensure that the modal verb used aligns with the level of formality
required. For example, "may" should be used for formal contexts rather
than "can."
When granting or denying permission, be explicit to avoid
misunderstandings.
Examples:
1. Affirmative Sentences:
o "You can start the project now."
o "May I have a few minutes to finish my task?"
 2. Negative Sentences:
o "You cannot access this area without authorization."
o "May I not enter the lab after hours?"
3. Questions:
o "Can I join you for dinner?"
o "May I ask you a question?"

Practice Exercises
Exercise 4: Pair Role Play

Instructions: Work with a partner and engage in a role-play activity

where you use modals to give and ask for permission. Use the provided
scenarios to practice speaking clearly and appropriately.

Scenarios:

1. Scenario 1: At School

o Student A: Ask your partner if you can leave class early to

attend a personal appointment.

o Student B: Grant or deny permission using a modal verb,

and provide a reason if applicable.

2. Scenario 2: Borrowing Items

o Student A: Request to borrow a book from your partner.

o Student B: Respond with permission or denial using

appropriate modals, and mention any conditions if
necessary.

3. Scenario 3: Joining Activities

o Student A: Ask if you can join a group activity after school.

o Student B: Use a modal verb to grant or refuse permission,

and explain your response.
Exercise 5: Vocabulary Skills Practice

Instructions: Match each sentence with the correct definition of the

modal verbs used to give permission. Use the modals provided to fill in
the blanks and then match.

Sentences: Definitions:
1. "You _______ use my phone if A. Can: Used to indicate
you need it." permission in informal
2. "You _______ attend the contexts.
meeting if you are interested." B. May: Used to indicate
3. "Could I have a moment of permission in formal contexts.
your time to discuss this?" C. Could: Used to politely
4. "Might I suggest that you try a request permission.
different approach?" D. Might: Used to tentatively
suggest or propose an action.

Exercise 6: Writing Practice

Instructions: Write a short email or message to a colleague or friend

using modals to ask for or give permission. Ensure that your writing is
clear, polite, and appropriate for the context.

Prompt: Write a message requesting permission to take a day off work

next week. In your message, use modals to ask for permission and
explain why you need the day off.
Example Email:

Subject: Request for Leave on [Date]

Dear [Colleague's Name],

I hope this message finds you well.

I would like to request permission to take a day off on [Date] to attend a family event. I understand the importance of my responsibilities
and will ensure that all urgent tasks are completed before my leave.

Could you please let me know if this request is acceptable? I will make sure to catch up on any missed work upon my return.

Thank you for considering my request.

Best regards,
[Your Name]
 Summary
Modals of permission are auxiliary verbs used to express whether
something is allowed or not. They help articulate the level of formality,
politeness, and certainty in requests and responses related to
permission. Here’s a concise summary of how these modals function:
Common Modals of Permission:
• Can:
o Usage: Informal contexts and everyday situations.
o Examples: "Can I use your phone?" / "You can leave early."
o Function: Indicates direct permission or ability in casual
settings.
• May:
o Usage: Formal contexts and polite requests.
o Examples: "May I borrow your book?" / "You may enter the
room."
o Function: Used to ask for or grant permission in formal or
polite situations.
• Could:
o Usage: Polite or tentative requests.
o Examples: "Could I have a moment of your time?" / "You
could ask for permission to join."
o Function: Polite and less direct than "can," often used for
making suggestions or requests.
• Might:
o Usage: Tentative or uncertain permission.
o Examples: "Might I suggest another approach?" / "You
might be allowed to use the resources."
o Function: Very polite and tentative, indicating a possibility
rather than certainty.
Exercise No. 7: Modals Giving Permission

Instructions: Choose the correct answer for each question about

modals used to give permission.

1. Which modal is most commonly used in informal contexts to give

permission?
o a) Must
o b) May
o c) Can
o d) Might
2. How would you ask for permission to leave the room formally?
o a) Can I leave the room?
o b) Could I leave the room?
o c) May I leave the room?
o d) Might I leave the room?
3. Which sentence correctly uses a modal to grant permission?
o a) "You must finish your homework before going out."
o b) "You may go to the party after dinner."
o c) "You should study more."
o d) "You might leave the room."
4. Which modal would you use to make a polite request for
permission?
o a) Can
o b) Might
o c) Must
o d) Should
5. Which sentence implies that permission is likely but not certain?
o a) "You can use my laptop."
o b) "You may use my laptop."
 o c) "You must use my laptop."
o d) "You might use my laptop."
6. If you want to ask for permission in a very formal setting, which
modal is most appropriate?
o a) Can
o b) May
o c) Could
o d) Might
7. Choose the correct sentence for granting permission:
o a) "You should attend the meeting."
o b) "You cannot attend the meeting."
o c) "You may attend the meeting."
o d) "You must attend the meeting."
8. Which of the following modals is used to suggest a possible
action rather than to give direct permission?
o a) Can
o b) May
o c) Might
o d) Must
9. How would you use a modal to deny permission?
o a) "You can’t leave early."
o b) "You should leave early."
o c) "You might leave early."
o d) "You could leave early."
10.Which modal verb is appropriate for asking if something is
permissible in a casual setting?
o a) May b) Must c) Can d) Might
 Chapter
3

Modals that express obligation and prohibition are crucial for

understanding how to convey rules, responsibilities, and restrictions in
English.

These modals help articulate what is required or not allowed,

making them essential for clear and effective communication. This
chapter explores the use of these modals in different contexts, helping
students master their application in both formal and informal settings.

Objectives:
By the end of this chapter, students should be able to:

1. Identify the common modals used to express obligation,

including "must," "have to," and "should."

2. Identify the common modals used to express prohibition,

including "must not," "cannot," and "may not."

3. Use these modals accurately in sentences to indicate obligations

and prohibitions.

4. Understand the differences in strength and formality among

various modals for obligation and prohibition.
Let’s Start!
Obligation: Modals of obligation indicate what is required or
expected. They are used to express duties, responsibilities, or
necessities.
Prohibition: Modals of prohibition indicate what is not allowed
or forbidden. They are used to convey restrictions or bans.
• Role: These modals help to set boundaries and expectations in
various contexts, whether in formal rules, workplace policies, or
everyday life.

Common Modals of Obligation:

• Must:

o Usage: Strong obligation or necessity. Often used for rules

or legal requirements.

o Examples:

▪ "You must wear a helmet when riding a bike."

▪ "All employees must submit their reports by Friday."

• Have to:

o Usage: Expresses necessity or requirement, often due to

external circumstances.

o Examples:

▪ "I have to attend the meeting because it's

mandatory."

▪ "Students have to complete their assignments on

time."

• Should:

o Usage: Suggests a recommendation or mild obligation.

Less strong than "must."
 o Examples:

▪ "You should visit the doctor regularly."

▪ "We should follow the safety guidelines."

Common Modals of Prohibition:

• Must not (Mustn't):

o Usage: Strong prohibition. Indicates something is explicitly

not allowed.

o Examples:

▪ "You must not use your phone during the exam."

▪ "Employees must not access restricted areas."

• Cannot (Can't):

o Usage: Indicates something is not allowed, often used in

general statements or rules.

o Examples:

▪ "You cannot park here."

▪ "Visitors cannot enter the laboratory."

• May not:

o Usage: Formal prohibition. Indicates something is not

permitted.

o Examples:

▪ "You may not leave the building during the fire drill."

▪ "Students may not use unauthorized materials."

Sentence Structure and Usage:

• Affirmative Sentences for Obligation:

o "You must submit your homework by Friday."

 o "I have to finish this project by next week."

• Negative Sentences for Prohibition:

o "You must not smoke in this area."

o "You cannot bring food into the library."

• Questions for Obligation:

o "Do I have to attend the meeting?"

o "Should we wear uniforms?"

Formality and Strength:

• "Must" conveys a strong sense of obligation or prohibition, often

used in rules and regulations.

• "Have to" indicates necessity, usually due to external

requirements or circumstances.

• "Should" provides a recommendation or mild obligation, less

forceful than "must."

• "Must not" and "cannot" both convey prohibitions, with "must

not" being more emphatic and formal.

• "May not" is used in formal contexts to indicate prohibition.

Common Mistakes and Tips:

Ensure that modals are used correctly to convey the intended

level of obligation or prohibition. For example, use "must" for strong
requirements and "should" for recommendations.
When stating prohibitions, use direct and unambiguous
language to avoid misunderstandings.
 Practice Exercises
Exercise 8: Speaking Practice (Obligation)
Instructions: In pairs or small groups, engage in a role-play activity
where you use modals to express obligation. Use the scenarios provided
to practice speaking clearly and appropriately.
Scenarios: School Rules
o Student A: Explain to your partner the school rule that
students must wear uniforms every day.
o Student B: Discuss the rule and use a modal to express
understanding or ask for clarification.

Exercise 9: Vocabulary Practice (Prohibition)

Instructions: Match each prohibition sentence with the appropriate
definition of the modal verbs used. Fill in the blanks with the correct
modal verb from the list provided.

A. Must not: Indicates a strict prohibition.

B. Cannot: Indicates something is not allowed or is forbidden.
C. May not: Formal or polite way to indicate prohibition.

1. "You _______ use your phone in the examination room."

2. "Guests _______ enter the restricted areas of the building."
3. "Employees _______ share confidential information with
outsiders."
4.
Exercise 10: Permission and Obligation
Instructions: Listen to the audio clip provided (or read the scripted
dialogue if audio is not available). After listening, answer the questions
that follow, focusing on how modals are used to express permission and
obligation.
Audio Script/Dialogue:
Narrator: "Welcome to our discussion on office policies. Today, we'll
cover some important rules and permissions."
Speaker 1: "In our office, you must complete all reports by Friday to
meet the weekly deadlines. It's a crucial part of our workflow."
Speaker 2: "Can I leave early on Friday if I finish my reports before the
deadline?"
Speaker 1: "You may leave early, provided you notify your manager in
advance and ensure that all urgent tasks are covered."
Speaker 2: "Understood. And what about personal calls during work
hours?"
Speaker 1: "You must not make personal calls during work hours unless
it's an emergency. We want to ensure productivity and minimize
distractions."
Speaker 2: "Got it. So, I should prioritize urgent tasks and be mindful of
the office policies."
Questions:
1. What is the office policy regarding report submissions?
o a) Employees can submit reports at any time.
o b) Reports must be completed by Friday.
o c) Reports should be completed by next week.
2. Is it possible to leave early on Friday? If so, under what
conditions?
o a) Yes, if reports are completed by Friday.
o b) Yes, if you notify your manager and ensure urgent tasks
are covered.
o c) No, early departure is not allowed.
3. What is the policy on making personal calls during work hours?
o a) Personal calls are allowed at any time.
 o b) Personal calls are allowed only during lunch breaks.
o c) Personal calls are not allowed unless it is an emergency.
4. What should employees prioritize according to the speaker?
o a) Completing reports by Friday.
o b) Making personal calls during work hours.
o c) Prioritizing urgent tasks and being mindful of office
policies.

Summary
Modals that express obligation and prohibition are integral to English,
helping us communicate rules, duties, and restrictions effectively.
These modals convey how strongly something is required or forbidden,
providing clarity in both formal and informal contexts.
Modals of Obligation
1. Must: Indicates a strong obligation or necessity. Often used in
formal rules, laws, or regulations.
2. Have to: Expresses a necessity or requirement, often due to
external circumstances or rules. Slightly less formal than "must."
3. Should: Suggests a recommendation or mild obligation. Less
forceful than "must," often used for advice or best practices.

Modals of Prohibition
1. Must not (Mustn't): Indicates a strong prohibition, signaling that
something is absolutely not allowed.
2. Cannot (Can't): Denotes that something is not permitted. It is
used more broadly and can apply to general rules or policies.
3. May not: A formal way to indicate prohibition, often used in
written policies or official communications.
Exercise No. 11 Fill in the Blank
Instructions: Fill in the blanks with the appropriate modal verb from the
list provided.
can, may, must, must not, should, have to
1. "You _______ wear a helmet while riding a bicycle for safety
reasons."
2. "Students _______ submit their assignments by the deadline."
3. "You _______ not enter the laboratory without proper
authorization."
4. "I _______ finish this report before I can leave the office."
5. "We _______ follow the safety guidelines during the experiment."
6. "______ I use your phone for a moment?"
7. "You _______ not smoke in this area."
8. "You _______ attend the meeting if you want to stay informed."
9. "Students _______ bring their textbooks to class every day."
10."______ I leave early today to attend a personal appointment?"
RUBRICS FOR THE ROLE PLAY USING MODALS
Needs
Excellent (4 Good (3 Satisfactory (2
Criteria Improvement
points) points) points)
(1 point)
Uses modals
accurately
Uses modals
throughout the Uses modals with Frequent errors in
mostly accurately
Accuracy dialogue. some errors or modal usage.
with minor errors.
Demonstrates a inconsistencies. Limited
of clear
Shows good
Understanding of understanding of
Modals understanding but
understanding of their functions is the functions of
occasional
permission, somewhat clear. modals.
mistakes.
obligation, and
prohibition.
Modals are used Modals are Modals are
Modals are mostly
Context appropriately for occasionally frequently
appropriate for the
the context, inappropriate or inappropriate or
Appropri enhancing the
context, with
misused, affecting misused, reducing
ateness minor issues
dialogue's realism the dialogue's the dialogue's
affecting realism.
and effectiveness. effectiveness. effectiveness.
Dialogue is
Dialogue is mostly Dialogue is
Dialogue is clear somewhat clear,
clear with minor unclear and
Clarity of and easy to but there are
issues in difficult to
understand. noticeable issues
Expressi Modals are used to
expression.
in expression.
understand.
on Modals generally Modals often fail
convey precise Modals
convey intended to convey intended
meanings. sometimes
meanings. meanings.
confuse meaning.
Presentation is
Presentation is
Presentation is somewhat
engaging and Presentation is not
engaging, with engaging but lacks
Engagem dynamic. Speakers engaging. Poor
good use of smooth flow.
use modals flow and
ent and effectively to
modals to support Modals are used to
ineffective use of
Delivery interaction. Minor some extent but
enhance modals hinder
issues in flow or affect the
interaction and interaction.
dynamics. dialogue's
flow.
interaction.
Excellent grammar
and Good grammar Some grammar Frequent grammar
Grammar pronunciation. and and pronunciation and pronunciation
and Modals are pronunciation. issues. Modals are errors. Modals are
Pronunci pronounced Minor errors in sometimes often
correctly and used modal use or mispronounced or mispronounced or
ation
in grammatically pronunciation. used incorrectly. used incorrectly.
correct sentences.
 RUBRICS FOR THE MAKING LETTER WITH MODALS
Criteria Excellent (4 points) Good (3 Satisfactory Needs
points) (2 points) Improvement
(1 point)
Accuracy of Modals are used Modals are Modals are used Frequent errors in
Modals accurately throughout mostly accurate with some errors modal usage.
the letter. Demonstrates with minor errors. or Limited
a thorough Shows good inconsistencies. understanding of
understanding of understanding Understanding is their functions.
permission, obligation, but has somewhat clear.
and prohibition. occasional
mistakes.
Context Modals are used Modals are Modals are Modals are
Appropriateness appropriately for the mostly occasionally frequently
letter’s context, appropriate for inappropriate or inappropriate or
enhancing the clarity the context, with misused, misused, reducing
and relevance of the minor issues affecting the the letter’s clarity
communication. affecting letter’s and relevance.
relevance or effectiveness.
clarity.
Clarity and The letter is clear, The letter is The letter is The letter is
Coherence coherent, and well- mostly clear and somewhat clear unclear and
organized. Modals coherent, with but lacks disorganized.
contribute to precise minor issues in coherence. Modals hinder
and effective organization or Modals effective
communication. clarity. Modals occasionally communication.
generally affect
contribute to communication.
communication.
Formal Tone and The letter maintains a The letter The letter has The letter lacks
Structure formal tone and maintains a some issues with formality and
appropriate structure generally formal formality and structure. Modals
throughout. Modals are tone and structure. Modals are used
used to support the structure, with are used but may ineffectively and
formal style effectively. minor issues in not fully support do not support a
style or format. the formal style. formal tone.
Modals support
the formal tone.
Grammar and Excellent grammar and Good grammar Some grammar Frequent grammar
Punctuation punctuation. Modals are and punctuation. and punctuation and punctuation
used in grammatically Minor errors in issues. Modals errors. Modals are
correct sentences and modal usage or are sometimes often misused or
punctuated correctly. punctuation. misused or punctuated
punctuation is incorrectly.
incorrect.
References:

• English 9, Quarter 1, Week 1 Modules.

https://www.scribd.com/document/527592000/Copy-of-
EnglishSLM-Q1-W1-M1-V1-0-CC-released
• Scribd.com,
https://www.scribd.com/document/521161674/Module-on-
Modals-for-Grade-9
• Slideshare. MODAL-VERBS.pdf for grade 9 students in junior high
school. https://www.slideshare.net/slideshow/modalverbspdf-
for-grade-9-students-in-juniro-hoigh-school/267407565#13
• https://www.bucks.edu/media/bcccmedialibrary/tutoring/docu
ments/writingareahandoutrevision/aeslandgrammar/Modals-
.pdf
• https://www.sjsu.edu/writingcenter/docs/handouts/Modal%20V
erbs.pdf
• https://depedtambayan.net/wp-
content/uploads/2021/12/Eng5_q2_mod1_lesson2_Composing
ClearAndCoherentSentencesUsingCorrectModals_v2.pdf
• https://www.uv.mx/personal/damorales/files/2013/01/modals-
ilovepdf-compressed.pdf
• https://learningatb104.wordpress.com/wp-
content/uploads/2018/03/modals-notes.pdf
 Answer Key :
Exercise No. 1
Answers:
1. can
2. may
3. must
4. might
5. must
6. can
Exercise no. 3
Answers:
1. "You must wear a helmet when riding a bike."
(D. Obligation)
2. "I might go to the movie later if I finish my homework."
(E. Possibility)
3. "May I use your phone to make a call?"
(A. Permission)
4. "You cannot smoke here; it’s against the rules."
(B. Prohibition)
5. "She can speak French fluently."
(C. Ability)

Exercise No. 5
Answers:
1. can (A)
2. may (B)
3. could (C)
4. might (D)
Exercise No. 7
Answers:
1. c) Can
2. c) May I leave the room?
3. b) "You may go to the party after dinner."
4. b) Might
 5. d) You might use my laptop.
6. b) May
7. c) "You may attend the meeting."
8. c) Might
9. a) "You can’t leave early."
10.c) Can
Exercise No. 9
Answers:
1. must not (A)
2. cannot (B)
3. may not (C)

Exercise no. 10
Answers:
1. b) Reports must be completed by Friday.
2. b) Yes, if you notify your manager and ensure urgent tasks are
covered.
3. c) Personal calls are not allowed unless it is an emergency.
4. c) Prioritizing urgent tasks and being mindful of office policies.

Exercise no. 11
Answers:
1. must
2. have to
3. must not
4. have to
5. should
6. May
7. must not
8. should
9. must
10.Can