To explore modal verbs

Key Stage 2

English

Grammar Practice

English grammar

T4: Grammar Practice

﻿Hello everyone, my name is Ms. Madden. And in today's lesson, we are going to do some quick revision on spelling and then focus on grammar. Let's get started. We will start off in this lesson with a spelling warmup. Then we will revise word class. Next we will develop our knowledge of modal verbs and finally apply our knowledge of modal verbs. In this lesson, you will need some paper or a book to write in. A pencil or a pen to write with and your brain to think with. Press pause and get those things now. Let's start with our spelling warmup. Please choose the correct spelling from each group. It might be helpful to write down what you think the correct spelling is. Happier. I was happier when the sun came out. Closer. Please move closer to me. Recommend. I would like to recommend you a book. Hotter. It is hotter today than it was yesterday. Temperature. I wonder what the temperature is. Embarrass. He's going to embarrass me. Now, press pause and write down the correct spellings. Okay, let's have a look together. Happier. You might've noticed that we had quite a few comparative adjectives. Happier. You may have remembered some of your rules for spellings when we add the suffix -er. Because happy, the root word happy, ends in a y, we take away the y and add ier. Happy, it's got the double P in the middle. Closer. Because the root word close ended in an e, when we add the suffix -er, we take away the e and just add, er, closer. Recommend. This is a tricky word, we just have to know. It's got one c and two Ms. What helps me remember this, is if I remember that re, R-E, is a common prefix that helps me realise that there's only going to be one c, because the root word commend, I commend you. It would be very strange to start with a double c. That never really happens in the English language. And that's how I remember the recommend only has one c but it does have two Ms. Hotter. Of course, the root word hot has one t. But when we add the suffix -er, because it's a short vowel, a, a, that's how we know we have to double the consonant, hotter. Temperature. This is a tricky word we just have to learn. What's hard, is that we can't really hear that "a" in the middle of it, the er. It sounds a bit like temperature. But actually, it's temperature, temperature. It's got that tricky er in the middle. And finally, another one, embarrass. I don't want to be embarrassed that I don't know how to spell embarrass, another very tricky one. Because how many doubles are there? There's a double r and a double s. Embarrass. Embarrass. Please write down any of these that you didn't know so that you can practise them later on. Now let's do some revision of word class. What is a noun? Is it a person, place or thing, or a describing word. A person, place or thing or a describing word. Point to the correct answer. Person, place or thing. A PPT, a person, place or thing. What is an adjective? A doing or a being word or a describing word. Point now. Yes, an adjective is a describing word. It describes a noun. It tells you what it's like. What is a verb? A doing or being word, or something that describes a verb. That one's not too hard, is it? Of course, a verb is a doing or a being word. If you do it or you are it then the word is a verb. What is an adverb? A doing or a being word, or it describes a verb? Yes, adverbs describe verbs. And there's that clue, because they both have the word verb in it. In them. So, let's test your knowledge now. Remember the word class of a word depends on what it's doing in a sentence. For example, in this sentence, what kind of word class. Which word class does the word "steep" belong to? The women ran down the steep hill. Which word class is it? Say it aloud. Yes, it was an adjective. And we can tell because "steep" is describing the hill. It's describing the noun. It's telling us what it's like, steep. It means a steep incline. As you may well remember, the same word can be more than one word class. It depends on the sentence. So here we have the word "present". Please write two sentences using the word "present". The first sentence I want you to use present as a noun. And the second sentence please use present as a verb. Press pause and do that now. I'm going to show you my examples. He was delighted with his present. That's where my present is a noun. A person, place or thing. And this is a present that you can touch. My second sentence. She had to present to the class. So to present, presenting, that's doing something. That's performing. I am presenting to you. You will have had different sentences but were you able to use it as a noun and then a verb. Now, let's see if the word in bold is an adjective or an adverb. Remember our definitions. Adjectives describing noun. Adverbs describe a verb. The dog was very friendly. The man shouted loudly. Our flight was early. I'm trying to trick you here because all of these words end in ly. But it could be an adjective or it could be an adverb. Press pause and say, which is which. Lets check. The dog was very friendly, is an adjective. It's describing what the dog was like. The man shouted loudly is an adverb. It's describing how the man shouted. Our flight was early is an adjective. It's describing our flight. Okay, are you warmed up? Now we're ready to explore modal verbs. These can be quite tricky. So don't worry if it takes a bit of time to understand. What is a modal verb? Now, modal verbs are words that change the meaning of other verbs. Modal verbs tell us whether something is certain, likely, possible or impossible. That is the job of a modal verb. The boy must bring his bag, or he may get into trouble. Can you spot the modal verbs in this sentence? Remember, they adjust the meaning of the verbs. So you'll find the modal verbs next to the verbs. Press pause, and say it aloud now. Okay, must was a modal verb and it was altering the meaning of bring. The boy must bring. And then our next modal verb was may. Or he may get into trouble. Let's try again. I'll read the sentence and see if you can identify the modal verbs. Remember, it can tell you whether it's certain, possible or impossible. The girl could watch the television, but she should do her homework. Press pause and say the modal verbs aloud. The girl could. Could is our modal verb. It's to the verb watch. She could watch the television. There's the possibility, but she should, that's our other modal verb, do her homework. That's obligation. She should be doing her homework. Okay, I buy a new pencil case. What modal verb could you add in between the word I and buy? I mm buy a new pencil case. Pause and say your new sentence aloud now. How has your modal verb changed the meaning? Pause and try and explain how your meaning has been changed. Remember, you might use the word possible, impossible certainty, advice, or obligation. How has the modal verb changed the meaning? Here's some examples. I might buy a new pencil case. That shows some possibility. I might do it. I have the ability to, I might. I will buy a new pencil case. That means I will. I'm rather certain about it. I will buy a new pencil case. I should buy a new pencil case. That's a sense of obligation. My mum gave me some money and told me to buy a pencil case. So, I should buy a new pencil case. These are some examples of modal verbs you could have used. I could buy a new pencil case. I have enough money, so, I could buy a new pencil case. That shows that I have the ability to. It's possible because I have enough money. I could buy a new pencil case. I can buy a new pencil case. Again, that shows I have the ability to. I can buy a new pencil case, but I won't. It doesn't mean it's definitely going to happen. It just means I have the ability. I can buy a new pencil case. These are all modal verbs you could have used. I must buy a new pencil case. That's a strong obligation, isn't it? I must buy a new pencil case. I hope the shop is open. Let's now apply our knowledge. Can you identify the modal verbs in these four sentences? Press pause after I have read them and write down the modal verbs. I would like to read that book. We will speak later. I shall look forward to it. You could contribute to the present. Press pause and write down the modal verbs. Let's check together. I would like. Remember the modal verbs are often linked to the other verb. We will speak. I shall look forward. You could contribute. Don't worry if you didn't get it right. Now you've had a chance to see more examples of modal verbs. Hmm, sometimes we have to think about modal verbs and decide which events are more likely. So let's have a think about these six modal verbs; can, may, must, will, should, can't. Where would you put them on the scale from impossible, possible to certain. This task is a little subjective. We won't all have exactly the same answers. But can you decide. You can draw yourself a line on your paper and then place each word onto it. Press pause and do this task now. Okay, should we see where I put them? Remember, it might not be exactly the same. I can. I can mean something is possible. It doesn't mean it's definite. Remember, I can buy a pencil case, doesn't mean I will, but it's possible. I will buy a pencil case feels a bit more certain. I'm really going to do that. I will buy a pencil case. I haven't put it exactly at certain because I will buy a pencil case. I might get to the shop and it's closed. But it's more certain than can. I may buy a pencil case. May is still possible. I should buy a pencil case. It's possible. There's a sense of obligation, but it's not definite it's going to happen and it's not impossible. That's why I put it in that possible range. I must buy a pencil case. It feels a bit more likely, although it's not certain. I can't buy a pencil case. Can't, cannot, suggests that that is not possible. You may have had yours, slightly to the left or to the right, but it's a helpful way to think about modal verbs. Let's have another task to test our understanding of modal verbs. Is the modal verb in each sentence showing certainty or possibility. I'll read them out, and then you pause and say whether each one is certain or possible. You'll have to identify the modal verb first. Her team could win the league. It will and new year in January. I might go to the park later. We shall get the train. Press pause, identify the modal verb, and then decide if it shows a certainty or possibility. Her team could win. It's possible but not definite. It's possibility that it's showing. It will be. Will be shows certainty. I might go to the park. Might go shows possibility. We shall get the train shows certainty. We could ask you a different kind of question like this. Out of the four sentences below, which event is most likely? The modal verb will help you decide. He said he could meet later. You should get a new jacket. We shall go to the park. I would like to buy a new pen. Press pause, read these to yourself and decide which event is most likely. We shall go to the park. Remember, shall suggests certainty. Let's try another example. You can cut your hair. They might buy a cake. We might get into trouble. We will bring that with us. Press pause, say them aloud and decide which event is most likely. We will bring that with us. That suggests certainty. That's most likely. Congratulations, modal verbs are not easy. You did a spelling warmup and really did some good remembering about spellings. You might have some spellings that you've written down to practise later. We revised word class, then, we developed our knowledge of modal verbs and applied that knowledge in some tricky questions. Congratulations, you have completed your lesson.

To explore modal verbs

To explore modal verbs

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UnitEnglish / Grammar Practice

English

UnitEnglish grammar / T4: Grammar Practice

English grammar