Mid Term Assessment: Reviewing Modal Verbs English Grammar Primary 4 Examination First Term

English Language Primary 4 First Term Lesson Notes Week 7

Subject: English Language
Class: Primary 4
Term: First Term
Week: 7
Age: 9 years

Topic: Mid Term Assessment
Sub-topic: Comprehensive Review and Assessment of Modal Verbs
Duration: 1 hour

Behavioural Objectives:

• Students will demonstrate their understanding of modal verbs covered in the term.
• Students will apply their knowledge of ‘can’, ‘could’, ‘may’, ‘might’, ‘should’, ‘would’, ‘must’, ‘have to’, and ‘ought to’ in context.
• Students will reflect on their learning and identify areas for improvement.

Keywords: Modal Verbs, Assessment, Review, Test

Set Induction:

• Begin with a brief review of the topics covered so far, highlighting key modal verbs and their uses. Discuss the importance of understanding these verbs in everyday communication.

Entry Behaviour:

• Students should be familiar with the modal verbs discussed in previous weeks and be able to use them in sentences.

Learning Resources and Materials:

• Textbooks: Lagos State Scheme of Work
• Assessment sheets with questions
• Writing materials
• Whiteboard and markers

Building Background/Connection to Prior Knowledge:

• Review previous lessons on modal verbs. Connect the assessment to practical uses of these verbs in conversations and writing.

Embedded Core Skills:

• Critical thinking: Evaluating and applying knowledge in various contexts.
• Writing skills: Demonstrating understanding through written responses.
• Communication skills: Applying modal verbs correctly in context.

Learning Materials:

• Assessment sheets
• Practice exercises from previous lessons
• Visual aids for review

Reference Books:

• Lagos State Scheme of Work
• Primary 4 English Language Textbooks

Instructional Materials:

• Assessment sheets with a variety of questions
• Interactive whiteboard or projector for review

Content:

Assessment Overview:

1. Review of Modal Verbs:
   • Briefly review each modal verb and its use: ‘can’, ‘could’, ‘may’, ‘might’, ‘should’, ‘would’, ‘must’, ‘have to’, and ‘ought to’.
   • Discuss examples and non-examples for each modal verb.
2. Assessment Activities:
   • Multiple Choice Questions: Test knowledge of modal verbs in different contexts.
   • Fill-in-the-Blank: Complete sentences using the correct modal verb.
   • Short Answer: Provide explanations and examples of when to use different modal verbs.
   • Dialogue Creation: Create conversations incorporating various modal verbs.

Examples:

1. Multiple Choice:
   • “You ___ be quiet during the test.” a) should b) might c) would d) could
   • “___ you help me with my homework?” a) Would b) Should c) Could d) Might
2. Fill-in-the-Blank:
   • “She ___ (can/could) swim very well when she was younger.”
   • “You ___ (must/should) wear a helmet while riding a bike.”
3. Short Answer:
   • Explain the difference between ‘should’ and ‘must’ in giving advice.
   • Provide an example of how ‘might’ can be used to express possibility.
4. Dialogue Creation:
   • Create a conversation between two friends using ‘would’ for a polite request and ‘should’ for advice.

Class Activity Discussion:

1. What is the use of ‘must’ in expressing obligation? (Answer: “You must finish your homework.”)
2. How can ‘might’ be used to express uncertainty? (Answer: “It might rain tomorrow.”)
3. Provide an example of a polite request using ‘would’. (Answer: “Would you mind closing the door?”)
4. How does ‘should’ differ from ‘could’ in giving advice? (Answer: ‘Should’ is more direct; ‘could’ is less forceful.)
5. Write a sentence using ‘have to’ to show necessity. (Answer: “I have to go to school every day.”)
6. How do ‘may’ and ‘might’ differ in terms of possibility? (Answer: ‘May’ is slightly more certain than ‘might’.)
7. Give an example of using ‘ought to’ for moral obligation. (Answer: “You ought to help your friends.”)
8. How can ‘could’ be used to describe a past ability? (Answer: “I could swim when I was younger.”)
9. What is the function of ‘would’ in hypothetical situations? (Answer: ‘Would’ is used to describe what might happen in hypothetical scenarios.)
10. How do you use ‘can’ to describe ability? (Answer: “I can play the piano.”)

Presentation:

• Step 1: The teacher reviews the key modal verbs and their uses.
• Step 2: The teacher administers the assessment, explaining each section and answering any questions.
• Step 3: Students complete the assessment and submit their answers.

Teacher’s Activities:

• Review modal verbs with students.
• Distribute and explain assessment sheets.
• Monitor students during the assessment and provide support as needed.

Learners’ Activities:

• Participate in the review session.
• Complete the assessment sheets.
• Engage in discussions and provide responses.

Assessment:

• Review and grade assessment sheets.
• Provide feedback on student performance and areas for improvement.

Evaluation Questions:

1. What is the use of ‘must’ for expressing obligation?
2. How can ‘might’ be used in a sentence about possibility?
3. Provide an example of ‘should’ used in advice.
4. Explain the difference between ‘could’ and ‘can’ in terms of ability.
5. Create a sentence using ‘would’ for a polite request.
6. Describe a situation where ‘may’ is used for permission.
7. How is ‘ought to’ different from ‘should’ in expressing obligation?
8. Use ‘have to’ in a sentence showing necessity.
9. What does ‘would’ imply in a hypothetical situation?
10. Give an example of ‘could’ used for a past ability.

Conclusion:

• Review and discuss the results of the assessment with the class.
• Provide additional support and resources for students who need further assistance.
• Announce the break and explain any upcoming activities for the next term.