School: Southern Masbate Grade level: 10

Roosevelt College

Name: Flora Mae R. Saraga Learning Area: English

Teaching date and time: 01-10-24 Quarter: First

The learners demonstrate understanding of how world literature and
other text types serves as ways of expressing and resolving personal
conflicts, also how to use strategies in linking textual information,

repairing, enhancing communication public speaking, emphasis markers

CONTENT STANDARD
in persuasive text, different forms of modals, reflexive and intensive
pronouns.

The learners compose a short but powerful persuasive text using a

PERFORMANCE variety of persuasive techniques and devices.

STANDARD

LEARNING GRAMMAR AWARENESS (EN10G-If-3.6)

COMPETENCY

I.OBJECTIVE
At the end of the discussion, the students are expected to;
A. Define modals and its function;
B. Create rules and regulations using modals and;
C. Value of modals and use.

II. SUBJECT MATTER

A. Topic: Modals
B. references: https://www.english-grammar-revolution.com/modals.html

III.MATERIALS
 Visual aids
 Glue
 Colored paper
 Laptop
 IV. LESSON PROCEDURE
A. Preliminary
 Prayer
 Greetings
 Attendance
 Review
B. Activity
 The teacher will show a music video (“I Believe I Can Fly” by R. Kelly)
C. Analysis
 What do you think the singer wants to impart with his song?
 What is the message of the song?
 What have you noticed in the song?

 Have you noticed the words that are repeatedly used in the song?
D. Abstraction
Modal are a type of auxiliary verb or a helping verb that shows a speaker’s attitude about
what they’re expressing. Modals cannot be used as main verbs.
This include can, could, will, would, should, shall, may, might, must, ought to.

FUNCTION OF MODALS
Can- ability, request.
Could- past ability, suggestion, conditional.
Will- willingness, prediction, future action.
Would- polite request, invitation.
Should- advice, uncertain prediction.
Shall- mandatory advice, suggestion
May- polite request, future possibility.

E. Application
 The class will be divided into five (5) groups.
 Give 5 minutes to accomplish the task.
 Ask them to imagine that they are in charge of designing the rules and regulation for
 school. They should include what the students and teachers should do, mustn’t do and can
do.

Afterwards, the different groups will pick 1 representative to read out their rules in front.

V. Evaluation
A. Choose among the choices the correct modal that is appropriate in the
sentence. Write your answer in a ½ sheet of paper.
1. She looks pretty sick. I think she ____go to the doctor. (can, should)
2. Hey I’m lost! ____ you help me? (should, can)
3. You ____ stop smoking. It’s bad for your health. (will, should)
4. ____ we send the package by mail or by express? (shall, will)
5. ____ I borrow your phone? (may, might)

B. Paraphrase the sentences using appropriate modal.

Write your answer at the back of the paper.

Example: It is possible that he comes with us tonight.
(He might be come with us tonight.)
1. Please drive carefully tonight, ok?
2. She knows how to speak French.
3. There is a 100% chance of rain tomorrow.
4. It is very unlikely that we get a loan from the bank, but it’s possible.
5. It is possible for them to travel abroad next month.

IV. Assignment
Make an essay using modals with 300 words.
Rubrics:
Grammar: 20%
Content: 20%
Neatness: 10%

Prepared by: Flora Mae R. Saraga