B5 English Language · Term 3 Week 1: Modals

Lesson notes

Learning Objectives

Indicator: B5.3.9.1.1 - Use modals to express a variety of meanings

By the end of the lesson, learners can:

Identify at least five different modals (can, may, must, could, would, should, might, used to, have to, ought to, need to) and state the meaning each one conveys.
Use modals correctly to express ability, permission, obligation, possibility, and politeness in at least three different sentence contexts.
Differentiate between modals that express similar meanings, such as may and might for possibility, or must and have to for obligation.
Complete fill-in-the-blank exercises with the appropriate modal based on the meaning required by the context.
Compose five original sentences, each using a different modal to express a specific meaning in a short conversation or role-play.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Grammar and Usage at Word and Phrase Levels (Strand 3)
Sub-strand: Modals (3.9)
Content standard: B5.3.9.1 - Apply the knowledge of modals in speech and in writing
Indicator: B5.3.9.1.1 - Use modals to express a variety of meanings:
Suggested placement: Term 3, Week 1 (Week 25 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: English Language Curriculum (Basic 4-6), 2019, p. 118
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Can: conveys ability: I can drive
- May: asks for permission, expresses politeness, possibility: May I go out?
- Must: obligation or compulsion, necessity
- Shall/will: prediction, intention, determination etc.
- Could: tentativeness, politeness
- Would: politeness
- Might: possibility
- Should: obligation
- Used to: for past activity/event
- Have to/ought to/need to: for obligation
- Introduce these (one or two at a time) in context.
- Use situations and drills to give learners ample practice.