English 9

Quarter 1 – Module 1:
Express permission, obligation, and prohibition
using modals
(EN9G-IVc-23: Express permission; EN9G-IVd-23: Express obligation; and EN9G-IVe-23:
Express prohibition)
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Development Team of the Module

Writer: Reino Peter D. Lagasca

Editors: Rebecca Recentes, Ruby Cabilin and Romel Eguia, Mary Chris S. Balladares-Carilla

Reviewer: Perga A. Cadiente and Ursulita A. Rafanan

Layout Artist and Cover Art Designer: Mary Chris S. Balladares- Carilla

Management Team: Felix Romy A. Triambulo,CESO VI- Schools Division Superintendent

Aurelio Santisas- Assistant Schools Division Superintendent

Perga A. Cadiente- Education Program Supervisor in English

Ella Grace Tagupa- CID Chief of Dapitan City Division

Sherlito E. Sagapsapan- SGOD Chief of Dapitan City Division

Leah B. Acoymo- School Principal of Dapitan City National High School

Ursulita A. Rafanan- Master Teacher II in English

Marilou Monding- Head Teacher I in English

Introducing Post
For the facilitator:
Welcome to the English 9 Self-Learning Module (SLM) on Conditioning Conditionals!
This module was planned, produced and evaluated collaboratively by educators from
both public and private organizations to assist you, the instructor or facilitator in
having the learners reach the expectations established by the K-12 Curriculum when
addressing their cultural, social, and economic constraints in education.
This learning resource is seeking to engage the learners at their own pace and time in
guided and independent learning activities. In addition, this also seeks to help
learners develop the requisite skills of the 21st century by keeping their interest and
circumstances into consideration.

In addition to the content in the main chapter, you can also see the following box in
the module’s content:

The Teacher's Notes

Hey, fellow educators! You are fortunate to have this learning material to offer our
learners a lesson quickly and to develop their understanding on Conditionals. Please
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also need to monitor the progress of the learners while allowing them to manage their
own learning. In addition, you are required to stimulate and assist learners as they do
the tasks included in the module.
For the learner:
Welcome to the English 9 Self-Learning Module (SLM) on Conditioning Conditionals!
The most symbols in this module symbolize navigational tools. They are often used to
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This module has the following parts and corresponding icons:
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It will offer you an understanding of the abilities or competencies that you are supposed
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What I Know
Each section involves an activity that helps to test what you already know about the topics
to be taught. If all the answers are right (100 percent), you can want to skip this section.

What’s In
This is a short practice or analysis to help you relate the current lesson to the previous
one.
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Within this category, a new lesson will be presented to you in a number of forms, such as
story, composition, poem, problem-opener, action, or situation.
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 This module was designed and written with you in mind. It is here to help you master
the nature of English. The scope of this module permits it to be used in many
After going different
through learning
this module, you areThe
situations. expected
lessons are arranged to follow the standard
to: sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
1. Identify and define modals;
2. Use modals expressing permission,
obligation and obligation in sentences;
and
3. Write sentences using modals expressing permission, obligation and
obligation
 GENERAL DIRECTION: Encircle the letter of your correct answer.
DIRECTION: Identify if the following sentences express permission,
obligation or prohibition.
1. I must go to the dentist because my tooth hurts.
a. permission b. obligation c. prohibition d. none

2. You can go with your friends tomorrow.

a. permission b. obligation c. prohibition d. none

3. He cannot borrow my pen.

a. permission b. obligation c. prohibition d. none

4. Do you believe in ghosts?

a. permission b. obligation c. prohibition d. none

5. We have to wear our school IDs inside the school premises.

a. permission b. obligation c. prohibition d. none

6. You may take this Saturday off from work.

a. permission b. obligation c. prohibition d. none

7. You should not open the oven while the cake is baking.
a. permission b. obligation c. prohibition d. none

8. He ought to have apologized for what he did to his classmate.

a. permission b. obligation c. prohibition d. none

9. I am now an adult and I can do whatever I want.

a. permission b. obligation c. prohibition d. none

10. I am going to sleep because I am tired.

a. permission b. obligation c. prohibition d. none

Modals of Permission, Obligation and

Prohibition
 The enhancement of vocabulary skills is a great way to build the language
foundation of students. This learning module contains various activities that can
teach the students to use modals that expresses permission, obligation and
prohibition. Grade 9 students will work on each task to develop their reading
comprehension, critical thinking and grammar skills.

In learning this lesson, you are expected to:

 Identify and define modals;
 Use modals expressing permission, obligation and obligation in sentences;
and
 Write sentences using modals expressing permission, obligation and
obligation

This lesson provides

information about modals.
Stated here are the different
activities and worksheets for
you to enhance your grammar
using modals and learn when and how to use them. Your target outputs require you to
use modals of permission, obligation and prohibition in sentences and paragraphs.
Read the article provided for you here. Find out what the article is all about.
What should make up a strong family that possesses good family values? It is
the family that sustains its members, that supports and nourishes each other
throughout the span of that family. A strong family unit has to create a safe, positive
and supportive place for all members to thrive. They are able to utilize resources and
to live together in a fairly healthy manner.
The adults in a strong family set the tone. They are good role models that lead
by example. They reach out to friends and community and teach their children the
importance of doing the same -- and that becomes part of who the children are. They
work together to solve problems, and they pass their skills on to the next generation.
Some important elements of a strong family system are family cohesion, family
flexibility and family communication.
Cohesion- In families, cohesion would be defined as the feeling of being loved,
of belonging to the group and being nurtured by it. Although closeness is good in a
family unit, there must be a balance between being together and being separate. A
person must be able to develop their individuality, while being supported and
confident within the family. A few things that bring a family together are the
commitment of other family members, and the spending of time together.
Flexibility- There must be a structure in a family or it will become chaotic and
will not be a peaceful setting for a family. Conversely, there must be flexibility or the
family becomes rigid and the authority figures are resented. We could compare a
successful family to a democracy. There are leaders, but the whole group is involved in
the decision making process. Although the leaders are in charge all members develop
the ability to cope with stress, and at times lead. While the family works to avoid
stressful situations they work together to solve problems, without blaming, criticizing
and finding fault with each other. Families that tend to have a strong spiritual base
seem to have a sense of well-being that facilitates this working together in times of
stress.
Communication- Ever hear the saying, "What we have here is a failure to
communicate?" A lack of communication can rip a family apart and destroy them.
Things that facilitate communication are the things mentioned so far -- family
closeness, flexibility, time spent together, spirituality. All members must feel a freedom
within the group to express themselves freely.
Another very important factor is the relationship between the "head" couple. In
a family that is parented by a happily married couple, people are able to express
themselves more freely. What they might say isn't filtered through the problems of the
"guardians." A happy marriage seems to set the tone in the house. It spills over from
the family to the community and a healthy family will be reaching out to help others.
They do not tend to isolate themselves from the rest of the world. A very important
thing for families to teach their children is how to make good decisions. If they have
watched their parents making well thought out decisions over the years, they will tend
to be good decision makers themselves. A healthy, happy family benefits our whole
society. Among the children of strong families there is less crime, less divorce and less
emotional problems. They tend to go on and have strong, healthy families of their own,
having learned from their folk's example.

Find out how you have understood the article. Fill out the 3-2-1+1 chart below. Answer
on a separate

3 Things You Found 
Out 

2 Interesting Things
You 
Discovered

1 Question You Still
Want
to Ask

1 Issue You have
Discovered from the
Text

Now model your modals!

Below are sentences taken from the article you have just read.
1. A strong family unit has to create a safe, positive and supportive place for all
members to thrive.
2. There must be a structure in a family or it will become chaotic and will not be a
peaceful setting for a family.
3. All members must feel the freedom within the group to express themselves
freely.
4. A person must be able to develop his individuality by gaining support and trust
from the family.

Answer the following questions inside the chart below.

What do the underlined words do
in the statements?
 What do they express?

When do we usually use them?

What are they called?

A modal is a type of auxiliary (helping) verb that is used to express: permission,

obligation or prohibition.
Modals of permission include can and may. They mean something is allowed
and can be done. Cannot and must not on the other hand, are modals used to show
that something is prohibited or is not allowed. Cannot tells us that something is
against the rules. Must not is usually used when the obligation comes from the
person who is speaking.
Let us also take note that modal verbs of obligation have two types: those that
primarily express a firm obligation or necessity (must and have to); and those that
express a recommendation or moral obligation (should and ought to).

Example sentences:
a. Modal of permission: Can I sit anywhere I want?
Passengers can sit anywhere.
May I go to the bathroom?
You may go to the bathroom.

b. Modal of obligation: You must wear a seatbelt when you drive.

She has to take the exam today.
You should call her because she was so worried about you.
He ought to have apologized to his mother.

c. Modal of prohibition: You cannot use your phone during classes.

The chef must not serve me anything with shrimps. I’m
allergic!
 Activity 1
Which is which?

Direction: Identify if the underlined modal is used to express permission, obligation

or prohibition. Write your answer on the blank space provided.
Item number one is already answered to give you an example how to
answer. Answer on a separate sheet of paper.

obligation 1. You should come home immediately, your daughter is crying.

___________

___________ 2. Can I take you to prom?

___________ 3. You must take your medicines with you all the time.

___________ 4. You must not tell mother about the accident or she will be worried.

___________ 5. May I borrow your phone for a minute?

___________ 6. We ought to thank the doctor for saving your life.

___________ 7. Dad, we should tell grandma we are going to the beach!

___________ 8. You may tell the security guard of your intention for visiting the
museum this late.

___________ 9. We cannot stay for another hour because of the curfew.

___________ 10. You ought to have trusted me because I am your best friend.
 Activity 2
Hello Modals!

Direction: Complete the sentence by filling in the blank with the appropriate
modal that is needed. Answer on a separate sheet of paper.

1. Children __________ obey their parents.

2. Parents ___________ respect their children too.

3. Challenges ___________ not keep us from achieving our dreams.

4. We ________ go out now, the rain has stopped.

5. Parents ___________ send their children to school.

6. Before, one talks about an issue, he/she ___________ read about it first.

7. Family members __________ understand that they have important roles to

perform in keeping the family strong.

8. Friends __________ be carefully chosen for the influence they can have.

9. The school, as a second home _________ constantly nurture and protect the
rights of children.

10. Sure! You _____ call me anytime if you need a friend.

 Activity 3
Please be Cautious!
Direction: Look at these signs and write down the rules, regulations and advise they
give using modals. Use the blank space for your answers. Answer on a separate sheet
of paper.

1.

2.

3.

4.
 5.

You might confuse modals with other kinds of verbs at first, but when you
understand the purpose of these special kind of verbs you will definitely enjoy using
them purposefully in your every day conversation.
Below is a chart that you will fill out with your learnings from this module.
Don’t be afraid to express your feelings about the lesson. Answer on a separate sheet
of paper.

What I Learned Today

What I learned today… This is important because…
A picture or diagram about Further questions…
this topic…

Direction: Using the graphic organizer below, give some advice to your friends or
classmates how to cope with anxiety and because of the pandemic that we are facing
right now. You can write as many as you want.

You must… You should..

How to Cope
with Anxiety
because of the
pandemic
You must not.. You can..

Direction: Encircle the answer of your choice. Write your answer on a separate sheet
of paper.
1. What type of modal can be used to express distaste?
a. Obligation b. Permission C. Prohibition D. none of the above
2. What type of modal can be used to express request?
a. Obligation b. Permission C. Prohibition D. none of the above
3. What type of modal can be used to express strong necessity?
a. Obligation b. Permission C. Prohibition D. none of the above
4. Which of the following sentences expresses obligation?
a. I can’t go to the doctor.
b. May I go to the doctor?
c. I have to go to the doctor.
d. You can go to the doctor.
5. Which of the following sentences expresses prohibition?
a. We must go if the traffic light is red.
b. We cannot go if the traffic light is red.
c. Can we go if the traffic light is red?
d. We can go if the traffic light is red.
6. Which of the following sentences expresses permission?
a. You may take your seat.
b. Can you take your seat?
c. You ought to take your seat.
d. You must not take your seat.
7. Which sentence below is NOT correct based on the modal of obligation used?
a. You should respect every religion.
b. We have to keep quiet in the library.
c. You ought to excuse yourself when going to the bathroom.
d. You must stop hanging out with us because you are not smart.
8. Which of the following sentences is CORRECT based on the modal used?
a. I didn’t feel very well yesterday. I may eat anything.
b. I didn’t feel very well yesterday. I must eat anything.
c. I didn’t feel very well yesterday. I cannot eat anything.
d. I didn’t feel very well yesterday. I ought to eat anything.
9. Which of the following sentences is CORRECT based on the modal used?
a. Can you go already? You only arrived an hour ago!
b. May you go already? You only arrived an hour ago!
c. Must you go already? You only arrived an hour ago!
d. Should you go already? You only arrived an hour ago!
10.Which of the following sentences is CORRECT based on the modal used?
a. I think the sign means we may enter the building. Look, there’s a security
guard too.
b. I think the sign means we can enter the building. Look, there’s a security
guard too.
c. I think the sign means we cannot enter the building. Look, there’s a security
guard too.
d. I think the sign means we must not enter the building. Look, there’s a
security guard too.
REFERENCES
https://en.islcollective.com/english-esl-worksheets/grammar/modals/practise-your-modal-verbs-
writing/1523
http://www.essortment.com/family-values-39982.html

http://esl.fis.edu/grammar/multi/modal1.htm

https://www.tes.com/teaching-resource/modals-of-obligation-necessity-and-prohibition-combo-activity-
worksheets-12028086