English 9

Quarter 1
Week 1 and 2
Modals
 Expressing Permission, Obligation
And Prohibition Using Modals

What’s New

This lesson focuses on different kinds of modals. This also deals with the different
grammatical forms of modals as used in expressing permission, obligation and prohibition. You are
expected to identify the modals used in an article; differentiate the different kinds of modals used in
expressing permission, obligation and prohibition; create dialogues using modals; and convert non-
linear to linear information.

Modals are auxiliary or helping verbs that may express permission (can, could, may),
prohibition (can’t, must not/mustn’t), obligation (have/has to, must) and no obligation (don’t/doesn’t
have to). They are necessary to determine the weight of one’s action to be done or performed. They
also help in understanding the source of permission, obligation and/or prohibition.

What’s In
Learning Task 1: Choose the modal that best completes each statement. Write the letters
of your answers in your notebook.

1. There’s a lot of distractions coming from passing vehicles. _____ Lena close the
door?
A. must B. could C. would D. can
2. Caren _____ start investing now if she wants to retire soon.
A. can B. may C. would D. have to
3. Stanley _____ come to the session but his presence would lighten the mood if he’s
there.
A. couldn’t B. can’t C. mustn’t D. don’t have to
4. Serena can’t get a connection on her gadget. _____ she borrow yours?
A. have to B. may C. can D. would
5. It’s a controlled room. Unauthorized persons _____ come inside.
A. don’t have to B. can’t C. wouldn’t D. couldn’t
6. Jayson _____ be at the airport at least two hours before his flight.
A. has to B. can C. may D. would
7. The invitation says that you _____ only bring two guests with you to the wedding.
A. have to B. can C. may D. could
8. Ethan _____ stay overtime in the office today rather than going and working in the
office this weekend.
A. must B. have to C. could D. would
9. I believe I ____ finish these tasks before the deadline.
A. may B. would C. could D. have to
10. Considering the event’s formality, the winner’s _____ wear their formal attire for
the awarding.
 A. could B. must C. can D. would

Learning Task 2: Read the infographics below from the World Health Organization
(WHO). Identify the modals used in each picture and use them in your own sentence. Write
your answer in your notebook.

1.

2.

3.

Modals are auxiliary or helping verbs. They may be used in expressing permission, obligation and
prohibition.
Examples: I believe I can fly.
Khodhy must call the police after the incident.
Janine has to prepare for her exams.
 Bernadette doesn’t have to secure a permit for her to go out of
her house.

1. Permission is an act of giving consent or authorization. In stating permission, modals to be

used include can, could and may.
a. Can is used to ask for and give permission.
Examples: Can you give me your number?
Can you help me with this?
I can do it if you want me to.

b. Could is also used as a more polite and more formal modal in asking permission (which may
not be given).
Examples: I could possibly ask my mom to cook it for us.
Could I interview the mayor?
Could you lend me your book?

c. May is the most polite and formal modal used in asking and giving permission.
Examples: Medical practitioners affected by COVID-19 may now claim their
financial support from the government.
Teachers may now distribute the modules to the learners.
May I borrow your book, please?

2. Prohibition is the act of disallowing or prohibiting someone in performing or doing

something. Modals showing prohibition include can’t and must not/ mustn’t.

a. Can’t is used in dealing with something against rules, laws and signs. This is used
when the speaker is not the one who sets the rules.
Examples: You can’t go out during the community quarantine. (Quarantine Policy)
The company can’t apply for motion for reconsideration.
(Legal Proceeding)
You can’t buy any alcoholic beverages due to liquor ban.
(Liquor Ban Policy)
b. Must Not/Mustn’t is used in dealing with something that is not permitted. In this
context, it is the speaker who sets the rules.
Examples: You must not turn off your camera during online class. (Teacher-students)
Salome must not tell my secrets to her friends. (Boss to a colleague)
3. Obligation expresses commitment or duty. Modals used in expressing obligation
include have to (has to) and must.
a. Has/Have to is used when obligation comes not from the speaker. The obligation is set
by an authority, rule or law.
Examples: I have to be in the airport before the flight departure.
She has to submit her report on time.
The company has to pay retrenchment benefits to its employees.
b. Must is used when expressing obligation comes from the speaker or from an authority.
Examples: I must call my husband now.
We must finish the report on time.
I must stay away from them.
4. No obligation expresses the absence of commitment or duty as one may do it or not.
Don’t (doesn’t) have to is used to express no obligation.
Examples: She doesn’t have to attend the funeral if she is not feeling well.
You don’t have to come to my office in person. You may
submit it online.
The employees don’t have to come this morning as the
activity will start in the afternoon.

Learning Task 3: Copy and complete in your notebook the dialogue by supplying
phrases or modals + verbs expressing permission, obligation or prohibition whichever
is necessary.

Once Upon a Pandemic

There is no perfect time and age to becoming responsible and well-informed citizens. Anyone
can be especially in this time of crisis.

Anna: I was not born with a golden spoon in mouth, so there is nothing I can’t do to
survive the situation I am in at present.
Andy: Likewise. We both grew up and raised in love, faith, patience, and perseverance. We (1)
________ strong.
Anna: I (2) ________ that we (3) ________ to keep going to survive this pandemic.
Andy: Our government and all of us (4) ________ complacent in trying time like this.
Anna: Though we have our government to support us during this critical time, we(5)
________ completely dependent on our government.
Andy: Yes, you said it right. We (6) ________ resourceful and frugal at times like this.
Anna: I (7) ________ that we (8) ________ planting vegetables in our own backyard or
in any improvised plant box.
Andy: That’s a good idea, Anna. We, as responsible citizens, (9) ________ also ________ our
government surpass this trying time.
Anna: Not only that...we (10) ________ compliant to the rules directed by our government to get rid
of this pandemic the soonest possible time.
Andy: Yeah! I got it right. Let’s go check what we (11) ________ and (12) ________ while
under Enhanced Community Quarantine.
Anna: That is what we (13) ________ in times of crisis. We (14) ________of this pandemic in no
time at all if we will cooperate.
Andy: Come-on, friend! We (15) ________ a difference.

Learning Task 4: Using the infographic below from the World Health Organization,
convert it into a dialogue between two members of a family using phrases or modals
+ verbs expressing permission, obligation or prohibition.
Learning Task 5: Identify the modals used in the sample memorandum of agreement
(MOA) below. Analyze if the said modals express permission, obligation and
prohibition. Write your answers in your notebook.

MEMORANDUM OF AGREEMENT
FOR WORK IMMERSION PARTNERSHIP

This Memorandum of Agreement is entered into this 24th day of August, 2020 in Cainta,
Rizal, Philippines, by and between:

SAN ISIDRO NATIONAL HIGH SCHOOL, a public high school, with principal address
at Gate 2, Karangalan Village, City of Caintaytay, Philippines, represented in this
Agreement by its Principal, Raddel O. Greencross, Filipino, of legal age, and hereinafter
referred to as the SCHOOL;

-and-
PANDA HOLDINGS CORPORATION, duly constituted and registered in the Philip-
pines, with principal address at 205 Lirio St., City of Caintaytay, Philippines, represented
in this Agreement by its Representative, Jennie S. Usana, Filipino, of legal age, hereinafter
referred to as the “COMPANY”,

WITNESSETH:

WHEREAS, the Department of Education of the Philippines, hereinafter referred to as

“DepEd”,is the primary government instrumentality mandated to formulate, implement, and
coordinate policies, plans, programs and projects in the areas of formal and non-formal basic
education; supervise all elementary and secondary education institutions, including
alternative learning systems, both public and private; and provide for the establishment and
maintenance of a complete, adequate, and integrated system of basic education relevant to the
goals of national development;

WHEREAS, the SCHOOL is among those that will offer SHS to students in the community
to carry out DepEd’s objectives for SHS as spelled out above;

WHEREAS, to achieve this objective, the SCHOOL needs to enter into a Work Immersion
Partnership with the COMPANY;

WHEREAS, the COMPANY may avail of the Revenue Regulation No. 10 s. 2003
implementing the tax incentives provision of R.A. 8525 otherwise known as the Adopt-
ASchool Act of 1998;

NOW, THEREFORE, for and in consideration of the foregoing premises, the PARTIES
hereby agree as follows:

I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP

The Work Immersion Partnership has the following objectives:

1. To supplement the formal curriculum of the SHS program with special inputs
coming from the COMPANY experts and practitioners in order to make the SHS
program aligned and consistent with work standards;
2. To develop in the students of the SHS program the knowledge and skills that are
relevant to the needs of the job market in the area
3. To provide SHS students relevant learning experiences by giving them exposure to
the actual workplace setting.
4. To form Work Immersion Partnership between SCHOOL and the COMPANY, the
students, faculty, and staff of the schools concerned will be allowed the use of and
access to the COMPANY workplace and equipment as part of their Work
Immersion Program.

II. RESPONSIBILITIES OF THE PARTIES

A. Joint Responsibilities
 1. They must create a joint working group that will prepare the action plan to
operationalize the partnership.
2. A joint steering committee has to be formed to monitor the progress of the
partnership and to make sure that the provisions of this Memorandum of Agreement
(MOA) are met.
3. Adherence to all laws, memoranda and circulars pertaining to child protection must
be carried out.
4. They may develop the students’ Work Immersion module specifying goals and
objectives, desired outcomes of the program and how these outcomes will be
achieved, also noting the specific knowledge, skills, attitudes and competencies that
the student should acquire after completing the program.
5. They can’t not develop a Work Immersion Daily Schedule of Activities that is not
consonant to the existing guidelines.
6. They have to formulate local school work immersion policies and guidelines on
selection, placement, monitoring, and assessment of students (immersion
participants), in order to ensure that each student is assigned to an immersion partner
matched to his/her desired track, qualifications and aptitude.

B. Responsibilities of the School

1. It must identify and indicate the SHS track/s, strand/s, and/or specialization/s which
will be the subject of the partnership
2. It must not seek for daily wages for its students
3. Students have to make the needed adjustments to contextualize the SHS subjects
based on inputs coming from the COMPANY.
4. It may designate a person who will be in-charge of coordinating with the
COMPANY and supervising the activities of the students for the duration of the
Work Immersion Program.
5. It has to continue to exercise its Special Parental Authority under the Family Code
over the Senior High School student under immersion in the premises of the partner.
6. Work Immersion coordinators have to monitor each student’s progress throughout
the duration of the entire work immersion program so as to make sure that the tasks
assigned to each student are meaningful, challenging, and applicable to his/her par-
ticular programs and are able to maximize the quality of the learning experience.
7. The school must provide the COMPANY an evaluation tool for the students’
immersion performance.
8. A final grade must not be given unless the student has completed the requirements
within a prescribed period.
9. It has to inform the students that they have to adhere to the non- disclosure policies
of the COMPANY as agreed to by the School.
10. Signed Consent forms from the parents as applicable may be provided.
11. The COMPANY may be issued a Certificate of Participation in the SHS program for
whatever purpose it may serve.
12. The school can execute a deed of acceptance as a way of recognizing and
acknowledging the donation/s received from the COMPANY.
13. The school has to review, facilitate and endorse the application of the COMPANY to
avail of the tax incentives/exemption as specified in the R.A. 8525 otherwise known
as The Adopt-A-School Act of 1998.

C. Responsibilities of the COMPANY

1. The company has to assign a competent Immersion Coordinator from the

 COMPANY to liaise with the School and supervise the students without prejudice to
the special parental authority of the school, its administrators and teachers for the
duration of the work immersion program so as to ensure efficient implementation of
all stages of the program.
2. Employees may provide inputs into the curriculum through the discussions or
workshops that DepEd will organize.
3. Employees may lend their expertise by making available the resident resource
persons to provide training to the students.
4. Allow students to be deployed in unsafe sections/departments/project sites of the
COMPANY must not be permitted.
5. It has to agree to the required number of hours of the immersion program set under
the DepEd SHS curriculum.
6. Additional immersion opportunities for students can be provided.
7. The company must provide students with an orientation about the COMPANY, its
line of business, and the work its employees do, and expose them to the various
stakeholders of the community in which the COMPANY operates for the students to
get a holistic understanding of its business.
10. Evaluation of students’ performance in the immersion venue may be provided by
accomplishing provided evaluation tool
11. A Certificate of Completion may be issued to the student trainees upon satisfactory
compliance with all requirements of the program.
12. The company can execute a deed of donation in favor of DepEd for the completed
Work Immersion Partnership.
13. It may submit to the Adopt-A-School Program Secretariat all pertinent documents in
support of the amount specified/claimed for the tax exemption application of the
COMPANY.

III. EFFECTIVITY

This agreement has to take effect for the duration of the Academic School Year and
is renewable every year. The COMPANY and the SCHOOL may submit their intention for
renewal of this agreement through formal notice within thirty (30) days before the expiration
of this Agreement.

The COMPANY and the SCHOOL can terminate their participation in the agree-
ment through formal written notice within thirty (30) days before the effectivity of the
termination. Both parties have to turnover all deliverables agreed thereto in the Work
Immersion Program. Termination must be subject to the mutual agreement between the
parties.

IV. LIABILITY

The school, its administrator and teachers exercising authority and supervision over
the Senior High School Student undergoing immersion in the premises of the partner may be
held accountable for the student’s acts.

The school and the work immersion partner must not be liable and not answer for
losses and damages arising from any accident, act, or omission directly attributable to its fault
or negligence, which may cause death or bodily injury to any persons, or loss or damage to
property, by or on account of the performance of the respective obligations by the parties
pursuant to this Agreement. Such responsibility must not be held both by the school and the
company/partner as pertained by the waiver signed by the parents or guardians of the work
immersion students.

DepEd cannot be liable for opportunity losses of the Company during the duration
and after the termination of this agreement.

This Agreement may be revised, amended or modified only through a written instrument duly
executed and signed by all parties.

FOR THE SCHOOL: FOR THE COMPANY:

Raddel O. Greencross Jennie S. Usana

RADDEL O. GREENCROSS JENNIE S. USANA
School Principal III Representative/HR Supervisor

WITNESSED BY:

Jayson D. Whiteflower Nathaniel S. Sunlife

JAYSON D. WHITEFLOWER NATHANIEL S. SUNLIFE Work
Immersion Coordinator HR Staff

APPROVED BY:

Melitona A. Mikla-Cadbury
MELITONA A. MILKA-CADBURY
Schools Division Superintendent
City Schools Division of Caintaytay

Learning Task 6: You were to hire an applicant for Ethan and Joy Express, an online
shopping business that sells gadgets such as mobile phones, laptops, tables and printers.
Prepare a simple one-year contract between you (as an employer) and the applicant. In
stating the conditions of the contract, use modals that express permission, prohibition and
obligation/no obligation. Write/Place your contract in your notebook. The contract should
contain the following sections:

A. Salary
B. Benefits and Commission
C. Selling Policies
D. Pricing