DETAILED LESSON PLAN IN ENGLISH 8

School BUNTOD HIGH SCHOOL Grade Level 8

Teacher Mrs. Margie A. Sastrillo Quarter 1 Module 3
Learning English Teaching Dates & Duration
Area
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of: African literature as a
means of exploring forces that human beings contend with; various
reading styles vis – a –vis purposes of reading; prosodic features
that serve as carriers of meaning; ways by which information may
be organized; related; and delivered orally; and parallel structures
and cohesive devices in presenting information.
Performance Standards The learner transfer learning by composing and delivering an
informative speech based on a specific topic of interest keeping in
mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and
behavior.
Learning Competencies/Code Use modal verbs appropriately.

Objectives At the end of the lesson, the learners would be able to:

● Knowledge -Define modal verbs;

- Identify modal verbs in sentences and paragraphs;
● Skills - Appropriately use modal verbs in sentence and paragraph writing;
● Attitude - Recognize the importance of modal verbs by using them in a paragraph.

II. CONTENT The Use of Modal verbs

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages MELCs ( English 8)
2. Learner’s Materials pages
3. Textbook pages
Quarter 1 Module 3: THE USE OF MODAL VERBS
4. Additional Materials from Learning Writers: Everon Joy P. Catanus
Resource (LR) portal Editor: Lorilyn N. Nudalo, EdD
Reviewer: Judelyn N. Bicoy
B. Other Learning Resources Activity Sheets, Pictures,TV Set/ Projector, Laptop
C. Supplies, Equipment, Tools, etc.
IV. PROCEDURES
A. Review/
Introductory ● Prayer
Activity ● Greetings
(2 minutes) ● Checking of Attendance
 ● Review on the previous lesson
What will you say to your teacher if you want to go out from the class?
If you want to borrow pen from your classmate, What will you say?
If you want your girlfriend to go with you in the park ,what will you say?

Task 1: PICTURE –SENTENCE MATCH

B. Activity/
Directions: Each student will look for a picture or a sentence placed under his/her seat and match it
Motivation
to his/her one-meter apart seatmate’s picture or sentence. Figure out how the two
(13 minutes)
items are related. Allow one student in each pair to give his/her answer.

A. B. C.

May I go out ma’am. Will you marry me?

Can you help me? You should read this word.

D.

Note: The teacher provides 4 pictures and 4 sentences for this activity and placed them under the
seats of the students.

Task 2:
Directions: Identify the modal verb in each sentence below. Write the correct answer in your
activity notebook.
1. The foreigner can speak Bisaya very well.

2. I might not be able to attend classes today. I’m sick.

3. People ought to obey protocols set by the government.

4. May I sit beside you?

5. The sky is gloomy. It might rain today.

6. Students must always do their homework.

7. I will attend the student publication meeting tonight. How about you?

8. I should probably get going. It’s getting late.

9. Can I tell you a secret?

10. MacArthur said, “I shall return.”

C. Analysis/Presenting Let’s study the illustration below and answer the questions that follow.
examples of the new
lesson where the
concepts are clarified
(5 minutes)
 Source: adhaspat.worldpress.com

1. What solutions are shown in the illustration?

____________________________________________________________________
2. Do you think the character will be able to do all the actions presented in the illustration? Why
do you think so?
___________________________________________________________________

Modal verbs, or simply modals, are a special type of auxiliary/helping verb that change or complete
D.Abstraction the meaning of the main verb. They express different ideas, such as certainty, ability, permission,
(10 minutes) probability, necessity, request, or desire. They are also used to indicate the level of formality in a
conversation. Commonly used modal verbs include can, could, may, might, shall, should, will,
would, must, and ought to.
Source: http://www.hunter.cuny.edu/rwc/repository/files/grammar-and-
mechanics/verb-system/Using-Modal-Auxiliary-Verbs.pdf

Note that when using modal verbs in sentences, any verb that follows the modal should be in the
base form. This is so because modals do not change form to show tense or take an “-s”
ending. Therefore, it is incorrect to say, “can sings” or “cans sings.”
All modal verbs can be used in the present (i.e., can, may, shall, will, must, ought to), but only could,
would, should, and might can be used in the past.
Let us look at the functions of the following modal verbs:
Can
- usually expresses potential or ability. It is also used to indicate permission.
For example:
 Ramon can bake a cake. (ability)
 Can you break this door? (ability)
 The doctor said, “You can play basketball again.” (permission)
Could
- is used as the past tense of can in indirect speech. It is used to indicate ability in the past. Could is
also used to suggest a weak possibility in the future.
For example:
 Rob said that he could solve the problem. (ability in indirect speech)
 He could drive a car when he was young. (ability in the past)
 She could leave on Friday. (weak possibility)

May
- is usually used when we ask for permission. It is also used to express a wish or to indicate a strong
possibility.
For example:
 May I borrow your copy of Julius Caesar? (permission)
 May you always prosper! (wish)
 There may be a strike today. Pedicabs are nowhere to be seen. (strong possibility)
Might
- is used as the past equivalent of may. It suggests a weak possibility.

For example:
 We might leave town next week. (weak possibility)
Shall/Should
- is used in the second and third person to express a promise or even a threat. Should is also used to
seek advice.

For example:
 You should receive your wages tomorrow. (promise)
 He shall not remain the captain anymore. (threat)
 Which pen should I buy? (seeking advice)

NOTE: Shall is used in the first person to express the future tense.
For example: I shall be happy to see you.

Will

– is used in the second and third person to express simple future time. It is also used in the first
person to express willingness, determination, promise, habit, intention or even a threat.

For example:
 He will come here tomorrow. (simple future time)
 I will do the work. (willingness)
 I will achieve my goal. (determination)
 We will help you. (promise)
 He will watch TV for hours. (habit)
 I will go to meet her today. (intention)
 We will sue him. (threat)

NOTE: The expression “will you…?” suggests an invitation.

For example: Will you have dinner with us?

Would
- is used to make polite requests.

For example:
 Would you like to have a cup of tea? (polite request)

Must
- expresses necessity or obligation. It can also express a fixed determination.

For example:
 We must reach on time. (necessity)
 The team must finish the tasks assigned to them. (obligation)
 I must be allowed to express my wish. (fixed determination)
Ought to
- expresses moral obligation and desirability.

For example:
 We ought to put in our best effort to help the government.

(moral obligation)
 We ought to win. (desirability)
 I ought to apologize to him. (desirability)
 Source: https://wps.pearsoned.com/wps/media/objects/10705/10961975/Cornerstone_6-Modals.pdf

Modal auxiliary verbs are also used to distinguish realistic or possible conditions from the
unrealistic, imaginary, or impossible. In this case, modals are used with conditional clauses, which
are introduced by “if” or “unless” and express conditions of fact, prediction, or speculation. All
modal auxiliary verbs may be used to express realistic or possible conditions. To express unrealistic
or imaginary situations or conditions contrary to fact in the present, use would, could, should, or
might. To express conditions in the past that did not occur, special modal forms are used:
would/could/should/might have plus the participle.

Source: http://www.hunter.cuny.edu/rwc/repository/files/grammar-and-mechanics/verb-system/Using-
Modal- Auxiliary-Verbs.pdf

E. Valuing: Finding
Practical Task 1:
Applications of Directions: Complete the sentences by supplying each item with the appropriate modal.
Concepts and Write the letter of the correct answer on your activity notebook.
Skills in Daily 1. Juan and Maria ________ be good players. They have won several trophies already.
Living (4 minutes) a. must b. can c. shall d. will
2. Fred _________ be working today. He never works on Sundays.
a. might not b. cannot c. ought to not d. may not
3. You look tired. I think you _____________ go to bed early tonight.
a. should b. could c. would d. might

4. Let me look. I _____________ be able to help you.

a. can b. shall c. must d. might
5. I _______________ stop laughing. The joke was too funny.
a. must not b. should not c. could not d. shall not
Adopted from: https://www.english-grammar.at/worksheets/modal-verbs/m006-modal-verbs.pdf

Task 2
Directions: Identify the modal verbs to be used in the paragraph below. Select your answers from
the choices provided. Write the correct answers in your activity notebook.

An Unpleasant Surprise
by Everon Joy P. Catanus
I am just an ordinary truck driver working for a delivery business called Bizarre Transport. I
have been working here for a couple of years already, but never have I encountered anything like
yesterday.
The sun was about to set, and I was on my way to pick the last transport of the day. I
was heading to an old theatre where I ______________ (should/could/would) pick up a 49-
year old grand piano.
Upon arriving at my destination, I saw a man standing by the entrance. Judging from
his voice, I knew he was the man who called for the delivery. His name was Pedro Cruz, a
bald man in his late 50s. He ____________ (could/will/may) either be a performer or the
owner of the place. He told me to have the piano delivered to the shop, 30 kilometres
away, of a furniture repairman. He looked kind, but I ________ (should/might/can) sense
something in him that seemed too suspicious. Before I left for the repair shop, he warned
that I ______________ (would/could/should) never open the piano. He seemed so insistent
about it.
After almost an hour of traveling, I finally reached my destination—a shabby old furniture
shop in the middle of nowhere. I wondered why it had to be delivered this far. The owner of the
 shop was a skinny man, wearing a blue jumpsuit, in his early 30s. He looked more like a mechanic
than a furniture guy. He ________________ (might have/ought to) probably inherited this shop
from his parents. He helped me unload the truck by pushing the piano down a ramp. I watched him
as he checked the piano for defects. He opened it to check the strings. Much to our surprise, there
was a dead body in the piano. I’m pretty sure he was not part of the shipping manifesto. We called
the police for them to investigate the crime. All along, I had been traveling with a corpse without
even knowing.
F. Generalization
(10 minutes) Directions: Using the format, reflect on your learnings about modal verbs by filling in the
spaces below. Do this in your activity notebook.
I have learned that________________________________
I have realized that________________________________
I will apply_______________________________________

Now that you have mastered the use of modal verbs, let us gauge your learning by accomplishing
G. Assessment these activities.
(6 minutes) Task 1
Directions: Fill in the blanks with the appropriate modal. Write your answers on your activity
notebook.
1. When Jose was younger, he _____________ travel around Negros Oriental in a span of two days.
2. If you want to get a better feeling for how the city is laid out, you ______________ walk
downtown and explore the boulevard.
3. When you have a small child in the house, you ____________ not leave small objects lying
around.
4. Hiking the trail of Mt. Talinis to the peak _________ be dangerous if you are not well prepared for
dramatic weather changes.
5. Please make sure to water my plants while I am gone. If they don’t get enough water, they
_______________ die.
Adopted from: https://www.slideshare.net/vimaraes/modal-verbs-exercises
Task 2
Directions: Complete the sentence by providing the appropriate modal asked for in each
parenthesis. Do this on your activity notebook.

1. The effects of chemotherapy ________ be harmful to healthy cells in the body. (potential)

2. Dark clouds are starting to form. It _______ rain hard soon. (strong possibility)
3. I ________ volunteer for Red Cross next year. (willingness)
4. _________ you please hand me the salt? (polite request)
5. We _________end this dispute once and for all. (desirability)

Task 3
Directions: Use the following modals in a sentence. Be sure to provide sentences that follow the
function asked for in each item.

1. can (ability)

2. could (ability in the past)

_____________________________________________________________________
3. may (permission)
_____________________________________________________________________
4. might (weak possibility)
_____________________________________________________________________
5. shall (simple future time)
_____________________________________________________________________
Task 4
Writing prompt:
It’s time to test your creativity. Make your own story narrating:
  how the sloth became very slow.
 how the giraffe got its long neck.
 where the shark got its fin.
 why cats purr.
 why dogs love bones.
Choose only one topic from the abovementioned. Be sure to incorporate the use of modal verbs in
your sentences and underline them. Provide your own title. You got this. Enjoy!
H. Additional ADDITIONAL ACTIVITY:
Activities for
Directions: Analyze the sentences below. Choose the most appropriate sentence to match the
Application or explanation presented. Do this on your activity notebook.
Remediation if
Needed 1. The company is most likely to lay off 50% of their employees.
(7 minutes) a. The company might lay off 50% of their employees.
b. The company should lay off 50% of their employees.
c. The company may lay off 50% of their employees.
d. The company can lay off 50% of their employees.

2. Antonio is expected to finish editing three 100-page documents within 8 hours.

a. Antonio must finish editing three 100-page documents within 8 hours.
b. Antonio could finish editing three 100-page documents within 8 hours.
c. Antonio would finish editing three 100-page documents within 8 hours.
d. Antonio will finish editing three 100-page documents within 8 hours.

3. Cassandra is advised to seek a veterinarian for her sick puppy.

a. Cassandra may seek a veterinarian for her sick puppy.
b. Cassandra should seek a veterinarian for her sick puppy.
c. Cassandra could seek a veterinarian for her sick puppy.
d. Cassandra must seek a veterinarian for her sick puppy.

4. Paolo is extremely determined to graduate Valedictorian.

a. Paolo can graduate Valedictorian.
b. Paolo must graduate Valedictorian.
c. Paolo ought to graduate Valedictorian.
d. Paolo should graduate Valedictorian.

5. Bob and Joey used to travel long distances when they were younger.
a. Bob and Joey may travel long distances when they were younger.
b. Bob and Joey would travel long distances when they were younger.
c. Bob and Joey might travel long distances when they were younger.
d. Bob and Joey could travel long distances when they were younger.

V. REMARKS
VI. REFLECTIONS
A.No. of learners who
earned 80% on the
formative assessment

B. No. of learners who

require additional
activities for
remediation.

C. Did the remedial

 lessons work? No.
of learners who
have caught up with
the lesson.

D.No. of learners who

continue to require
remediation

E. Which of my
teaching strategies
worked well? Why
did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G.What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by:
Lucille D. Barillo
Teacher III
Pulangbato National High school