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Q1 Lesson Plan
Q1 Lesson Plan
IV. EVALUATION
Conduct a class discussion where students share their
thoughts on how modals can improve their
communication skills across different subjects and
situations.
Instructions:
Grading Criteria:
Noted:
ALBERTO M. LIM
Department of Education Secondary School Principal III
C. Discussion
A. Motivation Present a short video clip or a series of sentences on the
projector that demonstrate various ways to express
permission using modals.
1. Can:
- Meaning: "Can" generally indicates the ability or
possibility to do something. When used for
permission, it conveys a more informal and
everyday tone.
- Nuance: It's often used in casual conversations
and may be seen as less formal than other
modals.
- Example: "Can I use your computer?"
2. Could:
- Meaning: "Could" is a more polite and formal way
to seek permission compared to "can."
- Nuance: It adds a layer of politeness and is
commonly used in business or formal settings.
- Example: "Could I have a moment of your time?"
3. May:
- Meaning: "May" is a highly formal way of seeking
permission, typically used in written
communication and formal speech.
- Nuance: It is considered very polite and respectful,
often found in official documents or when
addressing authority figures.
- Example: "May I have your permission to
proceed?"
Nuances in Formality:
- Can is suitable for informal conversations.
- Could is more formal and polite.
- May is extremely formal and respectful.
Summary:
In this lesson, we focused on using modals to seek and
grant permission in a polite and effective manner. Here
are the key takeaways:
Instructions:
1. Preparation:
- Create a list of permission scenarios. Each
scenario should involve a request for permission.
For example:
"Your friend wants to borrow your bicycle."
"A classmate asks if they can copy your
homework."
"Someone at a party wants to take a photo of
you."
- Write each scenario on a separate slip of paper or
index card.
- Place the slips of paper in the container.
3. Game Rules:
- Each team takes turns drawing a scenario from
the container.
- The team must decide which modal verb ('can,'
'could,' or 'may') is most appropriate for the
scenario to ask for permission.
- They have a time limit (e.g., 1-2 minutes) to come
up with a sentence using the correct modal verb
to ask for permission in the scenario.
- The team then presents their sentence to the
class.
4. Scoring:
- After presenting their sentence, the team receives
points based on the following criteria:
3 points for a sentence with the correct
modal verb and natural phrasing.
2 points for a sentence with the correct
modal verb but with minor errors or
awkward phrasing.
1 point for a sentence with the wrong
modal verb or major errors.
0 points if they can't come up with a
sentence within the time limit.
- Keep track of each team's points on the board.
Answer Key:
1. May 6. can 11. could
2. can 7. may 12. can
3. could 8. can 13. could
4. could 9. Can 14. can
5. can 10. can 15. Can
V. ASSIGNMENT
Assign homework that requires students to write a short
dialogue or paragraph using modals to seek or grant
permission in a specific context.
Noted:
ALBERTO M. LIM
Secondary School Principal III
Department of Education
Galutan National High
School
Answer Key:
1. must 6. must 11. must
2. must 7. should 12. should
3. have to 8. must 13. should
4. ought to 9. must 14. ought to
5. should 10. should 15. must
V. ASSIGNMENT
Write a letter or an essay in which you express various
obligations you have in your daily life using modal verbs
("MUST," "HAVE TO," "OUGHT TO," or "SHOULD"). Use
real-life examples and experiences to illustrate your
points.
Guidelines:
Length:
- Letter: Approximately 250-300 words.
- Essay: Approximately 400-500 words.
Grading Criteria:
Noted:
ALBERTO M. LIM
Secondary School Principal IV
Department of Education
Galutan National High
School
Additional Instructions:
- Each paragraph or sentence should be concise and
focused on the prohibition.
- Provide clear and logical reasons for why the
prohibition exists in each scenario.
- Submit your homework by [insert due date].
Noted:
ALBERTO M. LIM
Secondary School Principal IV
Department of Education
Galutan National High
School
WEEK 1, DAY 1
I. OBJECTIVES
A. Content Standard 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.
B. Performance Standard 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.
C. Learning Competencies Express Obligation using Modals
Objectives
II. SUBJECT MATTER
A. Topic
B. Materials
C. Reference/s
D. Value Aim
E. Learning Areas Integration
F. Strategies
III. PROCEDURE
A. Routinary Activities - Prayer
- Checking of Attendance
- Setting of House Rules
B. Review
C. Discussion
D. Activity
E. Analysis
F. Abstraction
G. Application
IV. EVALUATION
V. ASSIGNMENT
Noted:
ALBERTO M. LIM
Secondary School Principal IV