English Grammar: Modals of Obligation

To say something is necessary

Must
We use “must” to talk about obligations. Often, when we use “must”, the
authority for the obligation comes from the person who is speaking.

Examples:

“You must do your homework every night.” (Because I say you must!)

“I must stop smoking!” (Because I think it’s a good idea to stop.)

Remember that “must” is a modal auxiliary verb. This means that it doesn’t
change its ending (I must, he must, etc) and that it’s followed by the infinitive
without ‘to’. (“You must phone me” not “You must to phone me”.)
For more information on modal auxiliary verbs, see our page on ability.
Have to
We can also use “have to” to talk about rules and regulations. The authority
for the obligation doesn’t come from the person who is speaking. Perhaps the
rule is a general law or obligation.

“In England you have to pay tax.”

“We have to check everyone’s ID.”

“Have to” is a normal verb. Use “do” or “does” to make a question, and “don’t”
or “doesn’t” to make a negative.

“Do you have to vote in an election?”

“He doesn’t have to wear a uniform to school.”

Have got to
“Have got to” is common in British English and is stronger than “have to”.

“I have got to fill in this form. The deadline is tomorrow.”

“She has got to study hard to pass the exam.”

To make the question and negative form, use “have”, “has”, “haven’t” and
“hasn’t”:

“Have you got to leave early tomorrow?”

 A Detailed Lesson Plan in English 9

I. Objectives:
At the end of an hour discussions, the grade 9 learners are expected to
achieve the following with at least 80% level of proficiency:

A. Express permission, obligation and prohibition through the use of modal

verbs (EN9-IVd-23);
B. Value the importance of modal verbs by actively participating to the
discussions;
C. Use modal verbs in sentences correctly.
II. Subject Matter:
A. Topic: Modal Verbs
B. References: www.tesol-direct.com>tesol-resources>english –grammar
A Journey Through Anglo-American Literature Learners Material English 9
(pp. 496-497)
C. Materials: Visual aids, speaker, envelopes, markers and adhesive tapes
D. Concept: CAN-COULD, MAY-MIGHT, SHALL-SHOULD, WILL-WOULD
AND MUST.
E. Methodology: Inductive Method
F. Values Integration: Self-esteem and Cooperation

III. Learning Procedures:

Teacher’s Activity Students’ Activity

I. Introductory Activities :

Pick up the pieces of paper on the (Students perform task)

floor and arrange your chairs
properly. Erase the writings on the
board.

Prayer: Our Father ….

Kindly stand. Let us pray. Amen.

Greetings: Good morning/afternoon

Good morning/afternoon class. class.

Checking of Attendance: (Class monitor will check the

Class monitor, kindly check the attendance)
attendance please.

A. Motivation:
I have here a song and I want
you to sing it and after that I will
ask a question about the song.
I will play the song twice.
(The teacher will post the lyrics
of the song on the board) Yes ma’am.
Is it clear class?
 I couldn’t see, now I can.

I wouldn’t listen, now I will.

He may seem happy, but he

might be sad.

You ought to be kind.

You should do your best.

Can and could

Will and would

May and might

Ought to and should

You don’t have to walk, no you

needn’t.

I’m able to drive, yes I can.

We have to; we must obey the

traffic lights.

We can go on green, but we

mustn’t on red.

Don’t have to and needn’t

Able to and can.

Have to and must.

Mustn’t and can’t.

Okay now class, what are those words used

in the song?
Can you identify them?
(The teacher will call student to answer)
Students possible answer:
Okay very good. What did you call on these Ma’am I think we call these
words that are combined with main verbs words MODAL VERBS.
class?
 B. Presentation/Statements of the
Objectives:
Exactly! Our topic for today is all about modal
verbs but before we go into details about
modal verbs let us have first the objectives
for today’s lesson. Who will read the first
one? OBJECTIVES:
How about the second one? And the last
one? A. Express
permission,
obligation and
prohibition
through the use
of modal verbs
C. Developmental (EN9-IVd-23);
Activity/Discussions: B. Value the
importance of
Okay thank you so much. Let’s go back to modal verbs by
Modal Verbs. I have here the definition of actively
modal verbs. Who will read? (The teacher will participating to
post the definition of modal verbs and she will the discussions;
call a student to read the meaning) C. Use modal
verbs in
sentences
correctly.

They are Auxiliary verbs that

provide additional and specific
meaning to the main verb of the
sentence.

The following words are modal

verbs: Can-could, May-Might,
Must, Shall-should and Will-
Would.

Okay thank you so much.

I have here different sentences and I want
student to read the following sentences on
the board.

Sentences:
1. I can drive.
2. You can use my
phone.
3. We can’t go yet.
 Students possible answer:
Okay thank you so much. What did you Ma’am the sentences uses
observe on the following sentences class? can.
Very good!
So what is the function of can in the first Students possible answer:
sentence? The word can in the first
Precisely! sentence stating ability.
How about in the second sentence?
The word can in the second
How about in the third sentence? sentence is used to give
permission.
The word in the third
sentence is used to give
Very good observation! prohibition

There are two functions of can. (The teacher The function of can are the
will ask somebody to read the following following:
function of can) 1. Showing ability.
2. To ask for or give
permission.
3. To give prohibition.

How about these following sentences class, Sentences:

So what is the function of can in the first 1. Could I use your
sentence? phone, please?
Very good! 2. We could go to the
How about in the second sentence? new restaurants.
Exactly!

Students possible answer:

There are two functions of could. (The 1. The word could in the
teacher will ask somebody to read the first sentence shows
following function of could) polite permission.
2. The word could in the
second sentence
shows
suggestion/option

Sentences:
What have you notice on these sentences? 1. May I use your phone,
Okay very good. please?

Students possible answer:

How about the first sentence? Ma’am the sentence
How about the second one? expresses polite request.
The second sentence says
 possibility.

May is used to:

Exactly! 1. Ask for a polite
So what is the function of may? permission (formal
Very good class! way)

Sentences:
1. It might rain today.
2. She might be at home.

Who would like to read these sentences?

So what is the function of the sentences?

You’re right!
Ma’am might is used to show
So might is used to show what? possibility Ma’am.
Correct!
Class remember that may is used in writing
because it is formal while might is more
common in conversations.

Let’s continue. 1. Will you help me with

Who would like to read these sentences? these boxes?

What does it have? 2. I will call you at 4pm.

Students possible answer:

The first sentence shows a

Very good!
Base from the sentences, what are the
functions of modal will?
Who would like to read these sentences?
polite question while the
second sentence shows a
promise.
The function of modal will are
the following:
1. To ask polite question.
2. To make a promise.

1. When I lived in Manila,

I would go to the mall
every day.
2. Mark promised that he
would help me with my
How does “would” perform in the sentence? Math homework.
 The first sentence indicated
repeated action in the past.
The second sentence
indicates future time in the
sentence that is in the past.
Very well said.
Do you understand?
Yes ma’am.

How about these sentences?

Who would like to read? Sentences:
1. The defendant shall
pay a fine of 2,000
pesos.
It is observable that the sentences have shall. 2. Shall we begin?
What is the difference of function from each
sentence? The first sentence tells
something about legal
obligation.
The second sentence of
interrogative shows
suggestion.
Very well said!
So, from the sentences mentioned, can you 1. It state obligation.
tell me the function of modal “shall”? 2. Suggestion

Would you please read these sentences?

(pointing the student) 1. You should try the new
restaurant downtown.

2. I should renew my
driver’s license.
Who can tell me the function of modal verb
“should”? The first sentence shows
advisability. The second
Very good! sentence tells about
obligation.
And lastly, who wants to read and share his
analysis about these sentences?
1. I must call my parent
tonight.
2. She must be at home.
And what about these sentences? What does
it tells us? The first sentence tells about
necessity and the other one
shows very high probability.
That’s it! Those are the functions of must in
the sentence.

D. Generalization:
Okay now class, Who could give me the
function of modal “can”?
The function of can are the
following:
1. Showing ability.
 2. To ask for or give
Very good! permission.
How about could? The function of could are the
following:

1. Polite permission
2. Suggestion/option

That’s right!
How about may and might? Ma’am may is used in writing
Thank you! That was right! because it is formal while
might is more common in
conversations.
So now will and would?
The function of modal will are
the following:
1. To ask polite question.
2. To make a promise.
Okay correct! The function of modals shall
How about shall and should? and should:
The first sentence tells
something about legal
obligation.
The second sentence of
interrogative shows
suggestion.
Functions of should:
1. To give advice.
2. To show obligation
Very nice!
And lastly, must. Who would like to end it up?
Function of must.
Indicate necessity or
obligation.
Very good class. You really understood the Shows very high probability.
lesson for today.

E. Application:
Okay now class, We will have an activity. I
will group you into 4. This area will be group Activity.
1, group 2 will be this area, this will be group JUST DO IT!
3 and your area will be group 4. Group 1 The world is at risk on the
position yourselves in front seats of the left spread of the 2019 novel
side, group 2 at the back of group 1 while the coronavirus. Just yesterday,
group 3 you can work at the front chairs in the DOH confirmed its first
the front of the right wing of this room and the case of the same virus in the
group 4 at the back of the right side of this Philippines. What will you do
room. not to get affected of this
I will be distributing envelopes to each group virus? What precautionary
and inside these envelopes are the materials measures should you
that you will use for this activity and the copy observe?
also of your activity for today. Discuss your answers in your
group and write them in a
I have here a rubric for your presentation; this manila paper. State your
will be my basis on giving you grades. answers using Modal verbs.
(The teacher will call student to read the
rubric)
Directions: Choose among
the choices of modals to what
is appropriate in the following
sentences. Do it in a one half
crosswise.

1. They________
IV. Evaluation: (must/may) be away
for the weekends but
I’m not sure.
2. He _______
(can/could) be French,
judging by his accent.
3. I ________
(could/shall) go to the
town plaza on
Saturday.
4. This ________
(must/could) be the
right answer but we’ll
have to check with
your teacher to make
sure.
5. _______ (May/Can)
you play the piano?
6. That looks very
expensive! It
________
(should/must) have
cost for fortune.
7. Hello Juan! Diego
_______ (may/might)
cook a viand if we visit
him.
8. If I go to Laguna, I
______ (would, will)
see the house of Jose
Rizal’s family.
9. I think you ________
(should/can) take the
train; it’s faster than
the bus.
10. ______ (Will/Would)
you lend me two
V. Assignment: dollars to buy a coffee
Make a short paragraph about the things that please?
you will do this coming summer using the
different modal verbs. Do it in a one whole
sheet of paper.

I have here rubrics for giving you grades.

Prepared by:

Bernadette A. Narte
Student Teacher
 RUBRICS FOR PERFORMANCE TASK

CRITERIA VERY GOOD GOOD FAIR

(3) (2) (1)

COOPERATION All of the members of More than 50% Less than 50% members
the group cooperated in members of the group of the group cooperated
the group activity cooperated in the in the activity
activity
TIME MANAGEMENT The task was The task was The task was
accomplished before accomplished on time accomplished after the
the allotted time allotted time
PRESENTATION The presentation was The presentation was The presentation was
clear and organized clear but not organized not clear and not
organized
 RUBRICS FOR ASSIGNMENT

CRITERIA 3 2 1
CREATIVITY If the idea is authentic If the idea is a bit If the idea is completely
unoriginal unoriginal
CLARITY OF IDEA If the idea is clearly If the idea is not so If the idea is presented
presented clearly vaguely
GRAMMAR If there are no If there are one to two If there are three or
grammatical error grammatical errors more grammatical error

APPLICATION ACTIVITY

Activity.
JUST DO IT!
The world is at risk on the spread of the 2019 novel coronavirus. Just yesterday, the
DOH confirmed its first case of the same virus in the Philippines. What will you do not to
get affected of this virus? What precautionary measures should you observe?
Discuss your answers in your group and write them in a manila paper. State your
answers using Modal verbs

Activity.
JUST DO IT!
The world is at risk on the spread of the 2019 novel
coronavirus. Just yesterday, the DOH confirmed its
first case of the same virus in the Philippines. What
will you do not to get affected of this virus? What
precautionary measures should you observe?
 Discuss your answers in your group and write them
in a manila paper. State your answers using Modal
verbs.
MO
DA
LS
 GROUP 1: SLOGAN
CRITERIA 3 2 1
QUALITY OF TEXT No grammatical error Few grammatical errors More grammatical
and appropriate and not so appropriate errors and
vocabulary used vocabulary used inappropriate
vocabulary used
RELEVANCE TO THE The slogan portrays the The slogan slightly The slogan does not
THEME theme very well shows the theme have any relevance the
theme
WELL-ORGANIZED Presentation showcases Presentation showcases Presentation showcases
PRESENTATION confidence at an confidence at a confidence at an
excellent level satisfactory level unsatisfactory level

GROUP 2: SINGING
CRITERIA 3 2 1
QUALITY OF VOICE Peace, expression and Peace, expression and Peace, expression and
volume vary volume vary volume give flat
dramatically and dramatically and delivery
skillfully skillfully
RELEVANCE TO THE The song portrays the The song slightly shows The song does not have
THEME theme very well the theme any relevance the
theme
WELL-ORGANIZED Presentation showcases Presentation showcases Presentation showcases
PRESENTATION confidence at an confidence at a confidence at an
excellent level satisfactory level unsatisfactory level

GROUP 3: ACTING
CRITERIA 3 2 1
QUALITY OF Actors’ performance is Actors’ movements are Actors’ movements do
DRAMATIZATION well-rehearsed minimal and under not match with the
rehearsed theme
RELEVANCE TO THE The skit portrays the The skit slightly shows The skit does not have
THEME theme very well the theme any relevance the
 theme
WELL-ORGANIZED Presentation showcases Presentation showcases Presentation showcases
PRESENTATION confidence at an confidence at a confidence at an
excellent level satisfactory level unsatisfactory level

GROUP 4: BEAUTY PAGEANT

CRITERIA 3 2 1
QUALITY OF Actors’ performance is Actors’ movements are Actors’ movements do
PRODUCTION well-rehearsed minimal and under not match with the
rehearsed theme
RELEVANCE TO THE The presentation The presentation The presentation does
THEME portrays the theme very slightly shows the not have any relevance
well theme the theme
WELL-ORGANIZED Presentation showcases Presentation showcases Presentation showcases
PRESENTATION confidence at an confidence at a confidence at an
excellent level satisfactory level unsatisfactory level

RUBRICS FOR ASSIGNMENT

CRITERIA 3 2 1
CREATIVITY If the idea is authentic If the idea is a bit If the idea is completely
unoriginal unoriginal
CLARITY OF IDEA If the idea is clearly If the idea is not so If the idea is presented
presented clearly vaguely
GRAMMAR If there are no If there are one to two If there are three or
grammatical error grammatical errors more grammatical error
IV. EVALUATION:

Directions: Use must, have to, should, and ought to correctly in the following sentences.
Do it in a one half crosswise.

1. Children ________ obey their parents.

2. Parents’ _________ respect their children, too.
3. Challenges _______ not keep us from achieving our dreams.
4. Parents’ _________ send their children to school.
5. Before, one talks about an issue, he/she _______ read about it first.
6. Family members’ _____________ understand that they have important roles to
perform in keeping the family strong.
7. Friends’ __________ be carefully chosen for the influence they can have.
8. The school, as a second home, _________ constantly nurtures and protects the
rights of children.

IV. EVALUATION:

Directions: Use must, have to, should, and ought to correctly in the following sentences.
Do it in a one half crosswise.

1. Children ________ obey their parents.

2. Parents’ _________ respect their children, too.
3. Challenges _______ not keep us from achieving our dreams.
4. Parents’ _________ send their children to school.
5. Before, one talks about an issue, he/she _______ read about it first.
6. Family members’ _____________ understand that they have important roles to
perform in keeping the family strong.
7. Friends’ __________ be carefully chosen for the influence they can have.
8. The school, as a second home, _________ constantly nurtures and protects the
rights of children.
GROUP
1

GROU
P2
GROU
P3
GROU
P4
EVALUATION:
Directions: Choose among the choices of
modals to what is appropriate in the following
sentences. Do it in a one half crosswise.

1. They________ (must/may) be away for

the weekends but I’m not sure.
2. He _______ (can/could) be French,
judging by his accent.
3. I ________ (could/shall) go to the town
plaza on Saturday.
4. This ________ (must/could) be the right
answer but we’ll have to check with your
teacher to make sure.
5. _______ (May/Can) you play the piano?
6. That looks very expensive! It ________
(should/must) have cost for fortune.
7. Hello Juan! Diego _______ (may/might)
cook a viand if we visit him.
8. If I go to Laguna, I ______ (would, will)
see the house of Jose Rizal’s family.
9. I think you ________ (should/can) take
the train; it’s faster than the bus.
10. ______ (Will/Would) you lend me two
dollars to buy a coffee please?