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Lesson Plan in Grammar
Teacher Applicant: Lucille Clavero
Date: March 21, 2014
a. Demonstrate appreciation and understanding of Modals through a song
b. View and react critically to the music video presented
c. Expand vocabulary through “word charge” activity
d. Analyze a comic strip
e. Recognize Modals and their functions
f. Compose sentences using Modals
II. SUBJECT MATTER:
a. Focus Skills:Viewing, Listening, Song Appreciation
b. Title: MODALS
c. Target Level of Proficiency: Grade 7-Approaching Proficiency to Proficient Learners
d. Materials: PowerPoint Presentation or Visual Aids, Music Video Clip, Graphic Organizer,
Worksheets, Writing Tools,
Salazar, Alumbro, and Villamin, Skill Builders for English Proficiency Grade 7, Quezon
City, Phoenix Publishing House, Inc. 2013
i. Motivation: MTV Reflection
Have students view the music video (https://www.youtube.com/watch?v=Bug-
hnPxFaY)and ask them the following questions.
1. How did the writer of the song define shouldawouldacoulda?
2. What did the singer put aside for her ambition? Did she regret her
3. Were there instances in your life when you regret your decision? How do
you move on after regretting a decision that you made. Relate them to
People say that together we were both sides of the same coin
That we would shine like Venus in a clear night sky
We thought our love could overcome the circumstances
But my ambition wouldn't allow for compromise
I could see in the distance all the dreams that were clear to me
Every choice that I had to make left you on your own
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Somehow the road we started down had split asunder
Too late to realise how far apart we'd grown.
How I wish I, wish I'd done a little bit more
Now " Shouldawouldacoulda," means I'm out of time
Coz "Shouldawouldacoulda", can't change your mind
And I wonder, wonder, wonder what I'm gonna do
"Shouldawouldacoulda" are the last words of a fool
People ask how it feels to live the kind of life others dream about
I tell them everybody gotta face their highs and their lows
And in my life there's a love I put aside, cause I was busy loving something else
So for every little thing you hold on to, you've got to let something else go
Fool if I would now forsake the opportunities are fate
I know I'm right where I belong
But sometimes when I'm not so strong I..
ii. Vocabulary: Word Charge Activity
Write O if the pair of words are opposite in meaning, S if it is similar in
1. S Possible Probable
2. S Obligation Necessity
3. O Giving permission Requesting permission
4. S Recommended Advised
5. O Advisability Thoughtlessness
iii. Setting Purpose for Teaching
1. Dialogue - Comic strip
Have students analyze the comic strip and find the right answer to the
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QUESTIONS CHOICES ANSWER KEY
1. Where do they go? To the theatre
To the cinema
To the restaurant
to the restaurant
2. How many are they? 5
3. When do they go out? In the afternoon
In the evening
in the evening
4. Will they have lunch? no they won't
we don’t know
yes they will
no they won't
5. What will they eat? Fish
6. What will they drink? Wine
7. What kind of beer will they have? Lager
8. Did they like that restaurant? we don’t know
yes they did
no they didn’t
yes they did
9. Had they made a reservation? we don’t know
no they hadn’t
yes they did
no they hadn't
10. Who pays for the meal? She does
b. WHILE TEACHING
i. Presentation and Developmentof the Lesson
1. Present the lesson (PowerPoint or Visual Aids)
2. Discuss the rules (PowerPoint and Worksheets)
MODALS are special kind of auxiliary or helping verbs. It is a verb that cannot work
without another verb.
These include can, will, must, ought to, may, might, would, could, should and shall.
USES OF MODALS
A. May, can, and could are used in polite expressions that request permission.
In a polite request, could may have a present or future meaning, not past. Can is
used in informal conversation. Can also expresses ability or capability while
may and could expresses possibility.
1.May I borrow your pencil?
2.Could I borrow your pencil?
3.Can I borrow your pencil?
1.Yes, you may.
B. Must, have to, and have got to are used to express stronger necessity. The
expression have got to is informal English.
1. If you want to study in college, you must take a college admission test.
2. If you want to study in college, you have to take a college admission test.
3. If you want to study in college, you have got to take a college admission test.
C. “Don’t have to”, and “need not” express lack of necessity. “Must not”
1. Next week is called Integration Period. We don’t have to go to school for we
are expected to spend the period in reviewing for the final exam.
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He works every weekend, you know. That can't be healthy.
Mark's starting a new school on
It can be very difficult at first.
I am thinking again about what Alison
She may be right.
The roads were very bad this evening. They could have been stuck in the
I can't see your train on the board. It may have been cancelled.
It was a pretty vicious dog. He must have been terrified.
There were no delays. They should have landed by now.
iii. Activity 3: Have students answer Starter 1-10 on page 143 on a ¼ sheet of
Have students answer their SB for English Proficiency Book on page 144, Reinforcer.
Complete the chart. For each situation, compose a polite request and an answer.
SITUATION POLITE REQEUST ANSWER
1. You want to leave
class early. You are
speaking to your
2. You call your cousin.
answers the phone.
3. You want your
brother to answer a
phone call from your
office while you are
4. It is getting late, but
you are still at your
friend’s house. You
want to use the
phone to inform your