Home Learning: Modal Verbs

Subject: English | Year: 5

Estimated Time: 10-15 Minutes

Name: _________________________ Class/Set: ____________ Due Date: ____________

The Purpose

Why are we doing this? To practise using modal verbs to indicate degrees of possibility and certainty within your writing.

Instructions

Model: Look at the 'WAGOLL' (What A Good One Looks Like) sentence below. The modal verb is in bold.

• "The explorers might find the hidden tomb if they follow the map." (This shows it is possible, but not certain).

Task A: The Correction Station

Identify: In the sentences below, the chosen modal verb does not fit the context. Rewrite the sentences using a more appropriate modal verb from the word bank.

• Word Bank: must, will, might, can, should.

1. You might brush your teeth every night to keep them healthy.
2. If it stays sunny all day, we must go to the park later.
3. If you do not eat your dinner, you could be hungry later.

Task B: The Certainty Switch

Transform: Change the following sentences to show the opposite level of certainty.

1. Change from 'Uncertain' to 'Certain': "It could rain during the football match."
2. Change from 'Certain' to 'Uncertain': "I will finish my homework before tea."

Success Criteria (Checklist)

• ☐ I have identified the modal verbs in each sentence.
• ☐ I have selected verbs from the word bank that ensure the sentences make sense.
• ☐ I have used a capital letter and full stop for every rewritten sentence.

Challenge / Extension (Optional)

Challenge Task: Creative Composition

Compose: Write two sentences about a trip to Mars. Use the modal verb might in the first sentence to show a risk, and the modal verb must in the second sentence to show a rule for the astronauts.

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⚠ TEACHER’S GUIDANCE & MARK SCHEME (DO NOT PRINT FOR STUDENTS)

🍎 Teacher’s Post-Task Briefing

Pedagogical Note: This task targets the Year 5 curriculum objective of using modal verbs to indicate degrees of possibility. At this stage, students should transition from simple verbs (can/will) to more nuanced academic choices (should/might/must).

1. Model Answers / Expected Outcomes

Task A Answer: The Correction Station

• 1. You must (or should) brush your teeth every night to keep them healthy.
• 2. If it stays sunny all day, we might (or will/could) go to the park later. (Note: 'must' is too forceful here).
• 3. If you do not eat your dinner, you will (or should) be hungry later.

Task B Answer: The Certainty Switch

• 1. "It will (or must) rain during the football match."
• 2. "I might (or could/may) finish my homework before tea."

Challenge Task Answer: Creative Composition

• Example: "The rocket might run out of fuel if the journey is too long. Astronauts must wear their helmets at all times."

2. Common Misconceptions to Flag

• The 'Of' Trap: Students often write "should of" or "might of" instead of "should have" or "might have". Remind them that modal verbs are followed by the infinitive form.
• Over-reliance on 'Will': Year 5 students often default to 'will' for everything. Encourage the use of 'may' or 'might' to show sophisticated uncertainty.

3. Classroom Discussion Starters (The 'Journey')

• The Power of One Word: If I change "You can go outside" to "You must go outside", how does the feeling of the sentence change? Is it still a choice?
• Probability Scale: If 0 is 'never' and 10 is 'definitely', where do the words 'might', 'should', and 'will' sit on our scale?