2. To define modal verbs
To identify modal verbs
Learning Outcomes
3. A verb is a word that expresses
an action or a state of being.
VERBS
4. What do we understand by the word
MODALITY?
Defining Modal Verbs
5. What do we understand by the word
MODALITY?
It simply means ‘ways or modes of
expressing(ideas, thoughts, wishes, etc.)’
Defining Modal Verbs
6. A modal verb is a type of verb that is
used to indicates the modality
i.e., ability, permission, possibility,
also order, obligation, request etc.
Definition of Modal Verbs
7. To define modal verbs
To identify modal verbs
Learning Outcomes
How confident do you feel?
8. Modal Verbs
1. She is a good dancer.
2. She can dance better.
Point out the verbs in these two sentences.
9. Introduction to modal Verbs
1. She is a good dancer.
- Is – Helping verb.
2. She can dance better.
- Can – modal verb demonstrating ability
- dance – action verbs
10. Introduction to Modal Verbs
2. She could have
danced better.
-Tense of the sentence ?
-Verbs indicating the
tense?
11. Introduction to modal verbs
2. She could have danced
better.
Tense of the sentence –
Past tense
Verbs indicating the tense
– Could have danced
12. Introduction to Modal Verbs
1. She can dance better.
- Tense of the
sentence- Present
Tense
Verb indicating the
tense – Can dance
2. She could have danced
better.
• Tense of the sentence –
Past tense
• Verbs indicating the
tense – Could have
danced
13. Introduction to Modal Verbs
ABILITY
1. She can dance better.
- Tense of the
sentence- Present
Tense
Verbs indicating the
tense – Can dance
2. She could have danced
better.
• Tense of the sentence –
Past tense
• Verbs indicating the
tense – Could have
danced
14. Introduction to Modal Verbs
ABILITY
1. She can dance better.
- Tense of the
sentence- Present
Tense
Verbs indicating the
tense – Can dance
2. She could have danced
better.
• Tense of the sentence –
Past tense
• Verbs indicating the
tense – Could have
danced
15. Introduction to Modal Verbs
Could you give me some sentences
demonstrating permission and
possibility ?
16. Introduction to Modal Verbs
Could you give me some sentences
demonstrating permission and possibility ?
- You may come in.
- It may rain tomorrow.
- Can this be true?
Can you point out the specific verbs used to
demonstrate permission and possibility in the
above sentences?
17. Introduction to Modal Verbs
- You may come in.
- It may rain tomorrow.
- Can this be true?
18. Positioning of the Modal Verbs
-He should consider the offer.
- They could have sung together.
- You may go out.
- It may rain tomorrow.
- Can this be false?
19. Consider, sung,
go out, rain
Action
verbs
Have, be Helping
verbs
Should, can,
could, may
Modal
verbs
Positioning of the Modal Verbs
20. --He should consider the offer.
- They could have sung together.
- You may go out.
- It may rain tomorrow.
- Can this be false?
In the above sentences can you tell the positioning
of the modal verbs among other two types of
verbs?
Positioning of the Modal Verbs
21. So now can you give me two important
points to identify modal verbs in a given
sentence?
Positioning of the Modal Verbs
22. So now can you give me two important
points to identify modal verbs in a
sentence?
- they express/demonstrate ability,
permission and possibility.
- they’re placed before action and helping
verbs.
Positioning of the Modal Verbs
23. To define modal verbs
To identify modal verbs
Learning Outcomes
How confident do you feel?
Editor's Notes
An overview of the content of the lesson
Must be in the form of a question where appropriate
Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address
Verbs such as to understand / to know / to gain confidence / to learn
Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
1. The outcome changes colour when achieved to the same colour as the objective to demonstrate the connection, progress and what happens next
1. The outcome changes colour when achieved to the same colour as the objective to demonstrate the connection, progress and what happens next
1. The outcome changes colour when achieved to the same colour as the objective to demonstrate the connection, progress and what happens next
Revisit the first outcome and use the polling function to allow students to privately self-assess
You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used
Polling must be used until you can fully assess their confidence to use the chat box and express honesty
If students self-assess as a 4/5, ensure that you are fully confident in their assessment
Ask questions
Ask for examples
Students to ask each other questions
If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding
If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain
If students are ½, go back to the beginning
Always ask students what the gaps are and help them to identify these in order to promote metacognition
Point out the verbs in the sentence and tell their function/role.
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
Revisit the first outcome and use the polling function to allow students to privately self-assess
You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used
Polling must be used until you can fully assess their confidence to use the chat box and express honesty
If students self-assess as a 4/5, ensure that you are fully confident in their assessment
Ask questions
Ask for examples
Students to ask each other questions
If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding
If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain
If students are ½, go back to the beginning
Always ask students what the gaps are and help them to identify these in order to promote metacognition
