REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
Region VII-Central Visayas
SCHOOLS DIVISION OF BOHOL

WEEKLY LESSON PLAN

Teacher’s Name: Adelee May R. Lara Quarter: 1

Subject and Grade Level: English 9 Week: 1

Learning Competency: Express permission, obligation and prohibition

using modals. (EN9G-IIe-20)
 Knowledge: Understand and differentiate between the various
MOST modals used to express permission (e.g., can, could, may, might,
ESSENTIAL be allowed to) and recognize their appropriate usage in different
LEARNING contexts.
COMPETENCY  Skills: Demonstrate the ability to construct sentences and
– (MELC) questions effectively using modals to seek or grant permission.
 Attitude: Develop a positive and respectful attitude toward
seeking and granting permission, understanding its role in
interpersonal relationships, respect for boundaries, and effective
communication.

CONTENT Modals of Permission

LEARNING MELC based modules
RESOURCES
PROCEDURES A. Preparation
 Opening Prayer
 Setting the classroom environment (arranging the chairs,
checking if the classroom is clean and orderly).
 Checking of attendance
 Stating the objectives of the lesson.
 Activating Prior Knowledge

B. Presentation
1. Drills/Activity:
 Present a set of sentences on the board, one at a time. Ask
students to identify which modal verb (can, could, may, might)
fits best in each sentence.
 Example sentences:
 She ______ speak five languages.
 ______ I borrow your pen, please?
 There ______ be a quiz tomorrow.
 He ______ come to the party if he finishes work on time.

C. Lesson Proper
Modals of Permission
 Write on the board:
 Can: used for general abilities and permission.
 Could: past ability or polite requests.
 May: formal permission or possibility.
 Might: less likely possibility.
  Provide examples for each modal and explain their usage. For
instance:
 "I can swim" (ability)
 "Could you pass me the salt?" (polite request/ past ability)
 "May I go to the restroom?" (formal permission)
 "It might rain tomorrow" (possibility)

D. Problem
Directions: Fill in the blank. Choose the appropriate modal of permission
to use in the following sentences. Write your answer on the blank
provided.
1. You _______ submit your report on Monday. (granting formal
permission)
2. Juvy ______ read better than her brother. (present ability)
3. ___________ you leave so soon? (present ability)
4. She _________ help in doing house chores. (past ability)
5. _________ you play volleyball? (polite request)
6. Lyca won The Voice Kids because she _____ sing well. (present
ability)
7. They _____ be away for the weekend. (possibility)
8. You _____ leave now if you wish. (granting formal permission)
9. The exam _______ be easy. (possibility)
10. I _____ go to the party. (possibility)

E. Generalization
 Summarize the key points of the lesson, emphasizing the
differences between can, could, may, and might.
 Encourage students to ask questions or provide examples to
ensure their understanding.

F. Evaluation
 To assess students' understanding, have them write short
sentences using each of the four modals.
 Collect and review their sentences for correctness and
comprehension.
 Provide immediate feedback and address any common mistakes.

Remarks

Prepared by:

ADELEE MAY R. LARA

SST – I Noted by:
ZENAIDA Y. MASCARIÑAS
Secondary School Principal I
Learning Competency: Express permission, obligation and prohibition using modals. (EN9G-
IIe-20)
Objective: By the end of this lesson, students will be able to use the modals can, could, may, and
might correctly in various contexts.
Materials:
 Whiteboard and markers
 Handouts with sentences using modals
 Worksheets with exercises
 Projector (optional)
1. Preparation (5 minutes):
 Start the lesson with a simple warm-up activity. Ask students to write down five things
they can do well. Encourage them to be creative.
 Briefly introduce the concept of modals, explaining that modals are auxiliary verbs used
to express ability, possibility, permission, and requests.
2. Presentation (10 minutes):
 Write on the board:
 Can: used for general abilities and permission.
 Could: past ability or polite requests.
 May: formal permission or possibility.
 Might: less likely possibility.
 Provide examples for each modal and explain their usage. For instance:
 "I can swim" (ability)
 "Could you pass me the salt?" (polite request)
 "May I go to the restroom?" (formal permission)
 "It might rain tomorrow" (possibility)
3. Analysis (5 minutes):
 Discuss with the class the differences between these modals and when it's appropriate to
use each one.
4. Lesson Proper (15 minutes):
 Present a set of sentences on the board, one at a time. Ask students to identify which
modal verb (can, could, may, might) fits best in each sentence.
 Example sentences:
 She ______ speak five languages.
 ______ I borrow your pen, please?
 There ______ be a quiz tomorrow.
 He ______ come to the party if he finishes work on time.
5. Problem Solving/Exercises (15 minutes):
  Distribute worksheets with exercises to practice using modals. These exercises can
include fill-in-the-blank sentences and scenario-based questions.
 Allow students to work individually or in pairs to complete the exercises.
 Afterward, review the answers as a class, discussing any questions or concerns.
6. Generalization (5 minutes):
 Summarize the key points of the lesson, emphasizing the differences between can, could,
may, and might.
 Encourage students to ask questions or provide examples to ensure their understanding.
7. Evaluation (5 minutes):
 To assess students' understanding, have them write short sentences using each of the four
modals.
 Collect and review their sentences for correctness and comprehension.
 Provide immediate feedback and address any common mistakes.
Homework (Optional):
 Assign homework exercises related to modals to reinforce learning.
 Encourage students to write a short paragraph using modals to describe their plans for the
upcoming weekend.
Closure (5 minutes):
 Recap the lesson and invite any final questions or concerns from the students.
 Conclude the lesson by praising their efforts and progress in using modals can, could,
may, and might.

Lesson Plan: Mastering Modals - Can, Could, May, and Might

Grade Level: Middle School (6th-8th Grade)
Duration: 60 minutes
A. Revising previous lesson or presenting the new lesson:
 Begin the lesson by asking students to recall what they know about modal verbs.
 Briefly review the concept of verbs and explain that modals are a special category of
verbs.
 Introduce the modals "can," "could," "may," and "might" as today's focus.
B. Establishing a purpose for the lesson:
 Explain that the purpose of this lesson is to understand how to use the modals "can,"
"could," "may," and "might" correctly in different contexts to express ability, permission,
possibility, and uncertainty.
C. Presenting examples/instances of the new lesson:
 Provide examples of sentences using each of the modals:
 Can: "I can swim."
 Could: "She could play the piano when she was younger."
 May: "You may borrow my book."
 Might: "It might rain tomorrow."
D. Discussing new concepts and practicing new skills #1:
 Discuss the meanings and uses of each modal:
 "Can" for ability
 "Could" for past ability or polite requests
 "May" for permission
 "Might" for possibility and uncertainty
 Have students practice forming sentences using each modal on their own or in pairs.
E. Discussing concepts and practicing new skills #2:
 Engage in a class discussion about the nuances of these modals.
 Provide scenarios and ask students to choose the appropriate modal verb.
 Correct and discuss their choices as a class.
F. Developing mastery (Leads to Formative Assessment 3):
 Give students a worksheet with sentences where they need to fill in the blanks with the
correct modal.
 Circulate to provide assistance and check for understanding.
 Review the answers as a class.
G. Finding practical applications of concepts and skills in daily living:
 Brainstorm real-life situations where these modals are commonly used (e.g., asking for
permission, making suggestions, expressing doubt).
 Discuss the importance of using the correct modal to convey meaning effectively.
H. Making generalizations and abstractions about the lesson:
 Encourage students to make generalizations about when to use each modal and under
what circumstances.
 Discuss how these modals help us communicate more precisely.
I. Evaluating learning:
 Conduct a class quiz with sentences where students need to choose the correct modal.
 Review the quiz together and provide feedback.
J. Additional activities for application or remediation:
 Divide the class into groups and have them create short skits using the modals.
 Homework assignment: Ask students to write a paragraph using all four modals correctly.
 Provide additional exercises or worksheets for students who need extra practice.
Assessment:
Formative Assessment 3: Worksheet completion and class quiz on modal verbs.
Closure:
Summarize the key points of the lesson and remind students to pay attention to how modals are
used in everyday language. Encourage them to practice using these modals in both written and
spoken English

Notes:

What Is the Difference between "Can" and "May"?

"Can" and "may" are both used to ask for permission, but this has not always been the case. In
the past, there was a clear distinction between "can" and "may." "Can" was used for ability
(e.g., Can you swim?), and "may" was used for permission (e.g., May I swim in your lake?).

As this distinction is still observed by some, the following guidance is appropriate:

May for Permission. In a polite or formal setting, use "may" for permission. For example:
 May she swim in your pool?
(This means "Is she permitted to swim in your pool?" It sounds polite.)
Can for Permission. In an informal setting, it is safe to use "can" for permission. For example:
 Can she swim in your pool?
(This means the same as the one above. It sounds neutral as opposed to polite.)
Can for Ability. Use "can" for ability. For example:
 Can she swim?
(Is she able to swim?)
 Can she do quadratic equations?
(Is she able to do quadratic equations?)
You cannot use "may" to express ability.

More about "Can"

The word "can" is a modal auxiliary verb used to express ability. For example:
 I can whistle.
(I have the ability to whistle.)
 Can he lift 150 kgs?
 (Does he have the ability to lift 150 kgs?)
"Can" can also be used to express permission. For example:
 You can stroke the ponies but not goats.
(Here, "can" expresses permission. "Can" tends to be used for permission among
friends or in an informal setting.)

More about "May"

The word "may" is a modal auxiliary verb used to denote permission. For example:
 You can swim in this river.
(You are allowed to swim in this river.)
 May I have a biscuit?
(Am I permitted to have a biscuit?)
If you have a reason to be "�ber correct" (e.g., you're hosting royalty or a very pedantic
grandparent), you should use "may" and not "can" to express permission. It is true to say that
"may" and "can" are interchangeable to express permission nowadays.
Possibility and impossibility
We use could to show that something is possible, but not certain:
They could come by car. (= Maybe they will come by car.)
They could be at home. (= Maybe they are at home.)
We use can to make general statements about what is possible:
It can be very cold here in winter. (= It is sometimes very cold here in winter.)
You can easily get lost in this town. (= People often get lost in this town.)
We use can't or cannot to say that something is impossible:
That can't be true.
You cannot be serious.
Level: intermediate
We use could have to make guesses about the past:
It's ten o'clock. They could have arrived by now.
Where are they? They could have got lost.
We use could to make general statements about the past:
It could be very cold there in winter. (= It was sometimes very cold there in winter.)
You could easily get lost in that town. (= People often got lost in that town.)
We use can't have or couldn't have to say that a past event was impossible:
They know the way here. They can't have got lost!
If Jones was at work until six, he couldn't have done the murder.
Ability
Level: beginner
We use can and can't to talk about someone's skill or general abilities:
She can speak several languages.
He can swim like a fish.
They can't dance very well.
We use can and can't to talk about the ability to do something at a specific time in the
present or future:
I can see you.
Help! I can't breathe.
We use could and couldn't to talk about the past:
She could speak several languages.
They couldn't dance very well.
Level: intermediate
We use could have to say that someone had the ability or opportunity to do something, but did
not do it:
She could have learned Swahili, but she didn't want to.
I could have danced all night. [but I didn't]
Permission
Level: beginner
We use can to ask for permission to do something:
Can I ask a question, please?
Can we go home now?
could is more formal and polite than can:
Could I ask a question please?
Could we go home now?
We use can to give permission:
You can go home now.
You can borrow my pen if you like.
We use can to say that someone has permission to do something:
We can go out whenever we want.
Students can travel for free.
We use can't to refuse permission or say that someone does not have permission:
You can't go home yet.
Students can't travel for free.
Requests
We use could you … as a polite way of telling or asking someone to do something:
Could you take a message, please?
Could I have my bill, please?
can is less polite:
Can you take a message, please?
Offers
We use can I … to make offers:
Can I help you?
Can I do that for you?
We sometimes say I can ... or I could ... to make an offer:
I can do that for you if you like.
I could give you a lift to the station.
Suggestions
We use could to make suggestions:
We could meet at the weekend.
You could eat out tonight.
may' and 'might'
Level: beginner
We use may:
 when we are not sure about something in the present or future:
Jack may be coming to see us tomorrow.
(= Perhaps Jack will come to see us tomorrow.)
Oh dear! It's half past ten. We may be late for the meeting.
(= Perhaps we will be late for the meeting.)
She's had no sleep. She may be tired.
(= Perhaps she is tired.)
 to ask for permission in a formal way:
May I borrow the car tomorrow?
May we come a bit later?
 to give permission in a formal way:
You may go now.
You may come at eleven if you wish.
 to say that someone has permission in a formal way:
Students may travel for free.
We can use may not to refuse permission or to say that someone does not have permission,
but it is formal and emphatic:
You may not borrow the car until you can be more careful with it!
Students may not wear jeans.
We use might when we are not sure about something in the present or future:
I might see you tomorrow.
It looks nice, but it might be very expensive.
It's quite bright. It might not rain today.
Level: intermediate
We use may have and might have to make guesses about the past:
I haven't received your letter. It may have got lost in the post.
It's ten o'clock. They might have arrived by now.
We also use might:
 as the past tense of requests with may:
He asked if he might borrow the car.
They wanted to know if they might come later.
  as a very polite way of asking for permission:
Might we ask you a question?
Might I just interrupt for a moment?
‘May’ vs. ‘Might’: What’s the Difference?
“May” and “might” are commonly confused words with similar meanings in the English
language. Both can express the subjunctive mood and both can supplement the main verb of a
sentence. A few key writing tips can help explain the correct usage of may vs. might.
1. 1. “May” suggests a high degree of probability. If you say you may do something, you
have implied it is quite likely to happen.
2. 2. “Might” suggests a lower probability. “Might” implies there is a decent chance an
action will not take place.
3. 3. “Might” is appropriate for past tense. Although “might” is not the past tense of
“may,” it is still the best word to describe something that happened in the past.
4. 4. “May” is better for the present tense. If there is a chance of something happening in
the immediate term, “may” tends to be the better word choice.
5. 5. “May” can express permission. When making polite requests or granting permission,
use the word “may.”
6. 6. “Might” will help clarify that permission is not a factor. Use “might” instead of
“may” when you want to make clear that expressing permission is not the goal of your
sentence.

What Does ‘May’ Mean?

“May” is a modal auxiliary verb that clarifies the main verb of a
sentence. When preceding a verb, it suggests the possibility of
something happening, but it does not guarantee it as a certainty. In
the sentence "I will pick up dinner on my way home," the auxiliary verb
“will” implies certainty. In the sentence "I may pick up dinner on my
way home," the auxiliary verb “may” implies there’s a possibility but no
guarantees.

How to Use ‘May’ in a Sentence

Follow these four rules for using “may” in a sentence.
1. 1. Use “may” to describe present-tense hypotheticals. For example, "You may be in
line for a promotion."
2. 2. Use “may” to describe things that are likely to happen. For example, "It may rain
all day, but I'm still playing golf."
3. 3. Use “may” to express permission. For example, "You may go to the movies tonight."
4. 4. Use “may” to express a confident negative hypothetical. For example, "You may
not go to the movies under any circumstances."
What Does ‘Might’ Mean?
Like “may,” the word “might” is a modal auxiliary verb that clarifies the main verb of a
sentence. The slight difference between “may” and “might” is that “may” implies strong
certainty about hypothetical events and “might” expresses a lesser degree of certainty.
“Might” is a stronger word choice than “may” when describing past hypotheticals. It is also the
word of choice when emphasizing possibility rather than permission. The word “may” strongly
correlates with granting permission, so using “might” can clear up a lot of confusion.
How to Use ‘Might’ in a Sentence
Whether writing or copy editing, use the word “might” in the following four circumstances.
1. 1. “Might” is the correct word to describe past hypotheticals. For example, "I might
have messed up my diet last night when I ate those donuts."
2. 2. Use “might” to describe hypotheticals with lower degrees of certainty. For
example, "I might know Japanese grammar better than her."
3. 3. Use “might” to express negative hypotheticals that don't come with absolute
certainty. For example, "I might not make every shot, but I'll keep trying."
4. 4. Use “might” to clarify a statement of possibility rather than permission. For
example, "My mom said I may not see my friends tonight, and I just might cry."

Answers
1. I ___can___ write with both hands.
2. You ___may___ go to the bathroom.
3. Your parents ___may___ visit Mexico next winter.
4. Melody ___can___ play the piano beautifully.
5. ___May___ I have the butter, please?
6. She ___can___ cook an amazing meal.
7. You ___may___ have a second helping of dessert.
8. Yes, they ___may___ play with their blocks in the living room.
9. ___Can___ you put the leftovers in the fridge, please?
10. ___May___ I eat the last piece of cake?