Republic of the Philippines
Department of Education
Region IV-A Calabarzon
CITY SCHOOLS DIVISION OF IMUS CITY
IMUS NATIONAL HIGH SCHOOL
Learning Modality: Face to Face Discipline: Grammar
Class Quarter: 1st
Subject Area: English 8
Lesson: School Imus National High Grade Level Grade 8
Modals of School
Permission, Name of Brenda D. Guhiting Duration 1 hour
Obligation, Teacher
and
Prohibition
LESSON PLAN IN ENGLISH 8
I. OBJECTIVES At the end of the lesson learners will be able to:
A. Content Standards Differentiate the use of modals of Permission,
Obligation, and Prohibition.
Construct sentences using modals.
B. Performance Construct rules and regulations using modals of Permission,
Standards Obligation, and Prohibition through situated context and role
play.
C. Most Essential EN8SS-IIIg-1.6.4 Use modal verbs, nouns and adverbs
Learning Competency appropriately.
(MELC)
II. CONTENT
III. PowerPoint presentation, Puzzle Pieces, Speaker, Bombazzle
LEARNING
RESOURCES
A. Reference Quinio, J.G. (2020). Quarter 1- Module 3: Express prohibition,
obligation and permission using modal. First Edition
a. Teacher’s English 8 Alternative Delivery Mode p3-12
Guide Page
b. Learner’s Page 3-11
Material Pages
c. Textbook
Pages
IV.
PROCEDURE
A. Teacher: Student:
PRELIMINARY
ACTIVITIES
“Let us pray first, someone please lead the prayer…” (One student will lead
the prayer)
“Good morning, Class…” “Good morning,
ma’am!”
(Checking attendance)
(Students will tell
“Before you sit, kindly check the alignment of your who’s absent today)
chairs…”
Let’s do some stretching. Raise your arms, touch your (Students answer may
shoulders and move it. And touch your toes then pick vary)
up the pieces of paper on the floor.
“Please take your seat, so how’s your day? Are you “Yes ma’am.”
feeling good?”
“That’s good to know, let’s jump in with a new topic
today. Are you ready?”
B. Activity/
Motivation
The teacher will divide the students
into three groups. Each group will receive a puzzle piece to solve within 3
minutes. Once they finish the puzzle, they must interpret the picture and create
dialogue for the speech bubbles.
C. Analysis Teacher: Student:
“Wow, give yourselves apple clap 1,2,3 (clap)
1,2,3 (stump) apple
I hope you enjoy the activity that we had before we for you!
start our lesson. Do you have any idea what is our
lesson all about?”
(Students’ answers
Follow up the questions: may vary.)
“What do you think the first picture implies?”
“He is asking her
“How about the second picture?” classmate to borrow
her pen.”
“…and the last picture?” “He is asking for
permission.”
“He parked his car
illegally.”
“Have you noticed the highlighted words in the
speech bubbles, what do you think is our lesson for “She can’t go out with
today? her friends because
she has something
Let’s find out if your guess is correct by solving these important to do.”
numbers to reveal the topic.
“I forgot.”
(Students’ answers
may vary.)
8+5=13 5x2= 8/2= 4-3= 4x3= 10+9= MODALS
D. “Excellent observation!
Abstraction They are called the Modal Verbs. While we often
use these words in our daily lives, sometimes we may
not be aware of their grammatical term."
“Before we discuss the Modals, let’s read our (The students read the
objectives for today’s class.” objectives.)
The teacher will discuss the Modals
“Can someone please read the following.” (The students will
volunteer to read.)
“It is used to ask for
“Based on your observation, how do you define
permission.”
modals of permission?”
“That’s right! It means that something is allowed and
can be done. Modals of permission also show
politeness and respect.’
“It tells us about
something that cannot
be done”
“How about modals of prohibition?’
“Very good observation! It is used to express
“It tells us about
something that cannot be done or not allowed to do.”
something that we
need to do”
“How about the modals of obligation?”
“That’s correct! When we talk about obligation, we are
talking about the right thing to do or necessity.”
E. Application Ur-Nammu said… (30 minutes)
“Have you ever wondered who made the first rules
and regulation?”
“Let’s touch a little bit of history, shall we? Did you
know that Ur-Nammu is the first leader who made the
law code.” (Short introduction about Ur-Nammu.)
“So, I prepare an activity for you which is called Ur-
Nammu said. Go back to your group members.”
“For 20 points, in this activity you will create your
own rules and regulations about certain locations
flashed on the screen using modal verbs. (Permission,
Obligation, Prohibition.)”
“Once you are done with you sentences you will enact
it in front. You will start your sentence, Ur- Nammu
said…“ (students’ answers
may vary)
Locations/Situations (Library, Hallway,
Classroom)
s
Rubrics
V. The teacher will administer an assessment through interactive activity.
ASSESSMEN
T The students will have to select a number and answer the corresponding
questions.
VI. Have an advance reading for the next lesson
ASSIGNMEN about using conditionals in expressing arguments.
T
Valuing: What is the importance of correct use of “The correct use of
modals in our daily conversations? modals is important
because it ensures clear,
precise, and effective
communication.”
“Very good! Modal verbs such as may, can, could,
should etc. are important in daily communication
because it helps us express different meanings
such as prohibition, permission and obligation. By
learning modals, we improve how we
communicate ensuring that our intentions are
clear and appropriate in various situations.”
“Do you have any questions? Clarifications?” “None, Ma’am!”
“That concludes our discussion for today. Goodbye
class!” “Goodbye, Ma’am!”
Prepared by:
Ms. Brenda D. Guhiting