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Learning Module in Module Title: - (Continuation)

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Jieza May Marquez

This learning module teaches students about modals through a three-part structure. It begins with an introduction that assesses students' prior knowledge of modals and their functions through matching and completion exercises. The interaction section has students rephrase sentences using modals correctly and supplies modals to strengthen arguments. It assesses understanding through similar exercises. The integration section has students apply what they've learned by writing a poem using modals and defining their functions. It encourages reflection on the importance of politeness and concludes with a quiz to evaluate learning.

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Learning Module in Module Title: - (Continuation)

Uploaded by

Jieza May Marquez
139 views4 pages
This learning module teaches students about modals through a three-part structure. It begins with an introduction that assesses students' prior knowledge of modals and their functions through matching and completion exercises. The interaction section has students rephrase sentences using modals correctly and supplies modals to strengthen arguments. It assesses understanding through similar exercises. The integration section has students apply what they've learned by writing a poem using modals and defining their functions. It encourages reflection on the importance of politeness and concludes with a quiz to evaluate learning.

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modals 2

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This learning module teaches students about modals through a three-part structure. It begins with an introduction that assesses students' prior knowledge of modals and their functions through matching and completion exercises. The interaction section has students rephrase sentences using modals correctly and supplies modals to strengthen arguments. It assesses understanding through similar exercises. The integration section has students apply what they've learned by writing a poem using modals and defining their functions. It encourages reflection on the importance of politeness and concludes with a quiz to evaluate learning.

Copyright:

© All Rights Reserved
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
139 views4 pages

Learning Module in Module Title: - (Continuation)

Uploaded by

Jieza May Marquez
This learning module teaches students about modals through a three-part structure. It begins with an introduction that assesses students' prior knowledge of modals and their functions through matching and completion exercises. The interaction section has students rephrase sentences using modals correctly and supplies modals to strengthen arguments. It assesses understanding through similar exercises. The integration section has students apply what they've learned by writing a poem using modals and defining their functions. It encourages reflection on the importance of politeness and concludes with a quiz to evaluate learning.

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© All Rights Reserved
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Learning Module in

Module Title: ______________ MODALS _(Continuation)________________________


Overview:
This module is designed for both online and modular learning modalities. It is designed such that it encourages
independent and self-regulated learning among the students and develops their 21st century skills. It is written in
such a way that the teacher is communicating directly to the learner.

The parts or stages of this module highlight the 3Is in teaching which are: Introduction, Interaction, and
Integration. Links or online resources are also included to enhance learning and understanding of the topic which
are aligned with the standards and competencies.

This learning module is aligned with the K to 12 Basic Education Curriculum of the Department of Education or
the modified MELCs in this time of the COVID-19 pandemic.

Values : Politeness and Courtesy Grade Level : Grade 9


Reference/s: ECAS, Challenge of the Millennium 9
Quarter: 1
Designer/s:
CONTENT STANDARD/S:
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.

PERFORMANCE STANDARD/S:
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.

Objectives : At the end of the lesson, the students will be able to express permission, obligation, and
prohibition using modals by:
 Students will be able to tell the difference between sentences expressing
permission, obligation, and prohibition.
 Rephrase sentences using appropriate modals.
 Using Modal Auxiliaries in Arguments.

I. INTRODUCTION

A. MOTIVATION TECHNIQUE (Assessment of Previous Knowledge)


MATCHING TYPE.
B1.Directions: Match the signages in Column A to their corresponding interpretation in Column B. Write the letter of
the correct answer on the space provided.
COLUMN A COLUMN B

_______1. A. Pedestrian Lane

_______2. B. No Illegal Logging

_______3. C. Bicycle Parking Only

________4. D. One

________5. E. Keep Social Distancing


COMPLETION TEST.
B2.Directions: Complete the sentence below by providing appropriate Modal Auxiliaries as to their
function. Please be guided with the Signages given in the previous activity.
1. I park my bicycle here?
2. You drive in this lane. The signage shows one way only.
3. could you please maintain your social distance? It is highly critical nowaday,
espescially in this Covid-19 pandemic.
4. The old woman pass in this lane, Pedestrian Lane.
5. Trees are essential in our everyday living. We not cut trees.

B. TRANSITIONS/LINKING STATEMENTS (Transitions/Linking Statements)

Modal Auxiliaries – are the helping verbs in English that express mood. The ten basic modals are can,
could, may, might, must, ought, shall, should, will, and would. Combined with a main verb, these modals
help express ability, necessity, uncertainly, or permission.

Less commonly taught is the fact that these modals are also very effective in strengthening arguments.
Combined with adverbs, modals can help you structure your arguments or opinions to reflect how strongly you
feel about a certain issue. Here’s a helpful list of verbs, adverbs, modals, and expressions appropriate for
different degrees of certainty.

LOW CERTAINTY MODERATE CERTAINTY


STRONG CERTAINTY
*perhaps / maybe *likely / probably
*is / will
*may / might / could *can / ought to / should / would
*can / not / must
*sometimes / occasionally / *usually / frequently / often /
*undoubtedly / definitely / clearly
seldom regularly
*always / never
*possibly / conceivably *majority / generally tends to / rarely

II. INTERACTION

A. LEARNING ACTIVITIES (i.e. Cooperative Strategy & Active Learning )


Directions: Rephrase the negative sentence into positive sentence, and positive sentence into negative
one..
1. You must come to my meeting because it would help us all if you’re there.
Answer: ___________________________________________________________

2. I can’t get a connection on my phone. May I borrow yours?


Answer: ___________________________________________________________

3. The rules say that you can only invite one guest to the party.
Answer: ___________________________________________________________
4. I must stay on for a few hours because I’d rather work late today then over the weekend.
Answer: ___________________________________________________________
5. There’s a lot of noise coming from outside. Could I close the window?
Answer: ___________________________________________________________
6. You may start saving money if you want to retire early.
Answer: ___________________________________________________________
7. Did they tell you that you can’t come to this area? It’s restricted to staff only.
Answer: ___________________________________________________________

8. We should be there 15 minutes before the concert starts.


Answer: ___________________________________________________________

9. Sorry, I can’t answer your call.


Answer: ___________________________________________________________

10. You might not think it’s foolish.


Answer: ___________________________________________________________
B. ASSESSMENT TECHNIQUES (Formative and Summative)
Instructions: Use modal auxiliary verbs can, may, must in positive or negative forms.
1. Allan isn’t coming tonight. He ___ come tomorrow, I hope.
2. ____ I borrow your pen, please?
3. I can hear some voices. Someone ____ be in the house.
4. You _____ call him anymore. I have already called him.
5. We _____ eat sweets! We are on a diet.
6. You ____ buy it on Sunday if you want. The shops are open.
7. We want to be the best. We ___ practice!
8. She’s over there. _____ you see her?
9. There’s a lot of work to do in the house. You ____ help me!
10. You ____ drive me to the station. I can walk.

C. PROCESSING QUESTIONS (Checking for Understanding, HOTS)


Directions: Supply the appropriate modal auxiliaries in arguments.
1. My mother is eight-five, but she _______ still read and write without glasses. (Ability)
2. _____ you help me with the house work, please? (Polite Request)
3. There was a time when I ______ stay up very late. (Past Ability)
4. You _____ not lose any more weight. You are already slim. (Necessity)
5. We ____ make the first move. (Prohibition)
6. _____ you might if I borrowed your car? (Permission)
7. She _____ sell her home because she needs money. (Weak possibility)
8. Our country ___ become a superpower by 2025. (Possibility)
9. The world ____ be COVID-free by 2025. (Weak Possibility)
10. _____ you take care of my dog for a day? (Polite Request)

III. INTEGRATION

A. TRANSFER OF LEARNING (Performance Task)


Instruction: Compose a Quatrain poem (consist of 4 lines with 12 meters/syllables) either about love,
friendship, or family. Apply the different functions of modals. Use the same theme you have chosen in the
last activity.
Note: Please, provide your own copy of your work.
Rubrics: Content – 25pts. Organization-15pts. Mechanics-10pts.

B. FRAMING CONCEPTS (Enduring understanding)


Directions: In your own words, define modals and its functions (20 pts.).
C. LIFELONG LEARNING (Reflection Questions: PVMGO)
Daily, we meet old, casual and new people. Usually, we talk with them or even a small gesture may do.
However, communication is best transferred when both persons know how to use appropriate words. As a
person, how politeness and courtesy matters when we are talking people around us? Write at least 3-5
sentences.

D. EVALUATION /(Post Test) (QUIZ)


QUIZ: Choose the correct modal auxiliary. Encircle the letter of the correct answer.

1. You speak on the mobile phone on an airplane.


a. can b. must c. mustn't d. don't have to

2. I do my homework.
a. can b. must c. mustn't d. don't have to

3. I watch TV late at night. My parents say I must go to bed early.


a. can't b. must c. don't have to d. can

4. You take photos in this museum.


a. must b. can c. mustn't d. don't have to

5. We be quiet.
a. must b. mustn't c. has to d. don't have to

6. I listen to the music I like. My parents like it too.


a. can b. must c. mustn't d. don't have to

7. You smoke in this room.


a. must b.  mustn't c. can d. don't have to

8. You ... make noise in this area.


a.  can b. must c. mustn't d. don't have to

9. We ... eat sweets in the classrooms.


a. can b. must c. mustn't d. don't have to

10. You ... put the rubbish into the bin.


a. must b.  mustn't c. has to d. don't have to

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