The Tense – Modal Auxiliaries – Make Sentences With ‘must’, ‘Ought to’, and Have to Primary 4 and Primary 5 – English Studies

ENGLISH STUDIES

GRAMMATICAL ACCURACY

FIRST TERM

WEEK 2

PRIMARY 4 AND 5

THEME – STRUCTURE AND SPEECH WORK

TOPIC – THE TENSES – MODAL AUXILIARIES 

LEARNING AREA

1. Lesson introduction

2. Making Sentences with

• Must

• Ought to

• Have to

3. Lesson Evaluation and Weekly Assessment (Test)

PERFORMANCE OBJECTIVES

By the end of the lesson, the pupils should have attained the following objectives (cognitive, affective and psychomotor) and should be able to –

1. Hold a conversation or engage in a dialogue involving the correct use of ‘must’, ‘have to’ and ‘ought to -‘.

2. Mention the modal auxiliaries.

3. Write the modal auxiliaries in their exercise books.

4. Use the modal auxiliaries to make a sentences in writing.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Course book

2. Relevant pictures or objects

3. Sentence strips

METHOD OF TEACHING 

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

REFERENCE MATERIALS

Scheme of Work

9 – Years Basic Education Curriculum

Course Book

All Relevant Material

Online Information

CONTENT OF THE LESSON  

INTRODUCTION 

USE OF ‘MUST’, ‘HAVE TO’ AND ‘OUGHT TO’

There are things you have to do or must do. These are known as obligatory. The are moral duties you must must carry out.

Words used to express your duties are ‘must’, ‘have/has to’ and ‘ought to’.

EXAMPLES

1. The assembly will start by 7 o’clock.

So, we must be in school before 7 o’clock.

2. My dad’s car has a mechanical fault.

So, he has to call a mechanic to repair it.

3. Our teacher is carrying many textbooks.

I ought to help her carry some of them.

For more examples,

Reference Book

MacMillan Brilliant Primary English 4

Page 7C, 1 – 3

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;

2. Presents the sentence items in meaningful context using dialogues.

Pupil’s Activities – Make various sentences with your teacher providing different cues.

Pupil’s Activities – Make sentences with ‘must’, ‘have to’ and ‘ought to.

3. Writes the sentences on the board underline the modal.

Pupil’s Activities – Make the sentences orally and then in writing.

4. Summary the key points with exercise.

Pupil’s Activities – Copy as the teacher write and attempt all class exercises.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson

LESSON EVALUATION 

Ask pupils to – 

1. Hold a conversation or engage in a dialogue involving the correct use of ‘must’, ‘have to’ and ‘ought to -‘.

2. Mention correctly the modal auxiliary.

3. Write the modal auxiliaries in their book without looking at the board.

5. Use the modal auxiliaries to make a sentences in writing.

WORKBOOK

WEEKLY ASSESSMENT (TEST)

Copy and complete the sentences with ‘must’, ‘have to’ and ‘ought to.

1. We _______ not make the first move.

2. I _______ be at school tomorrow at 8 a.m. I have an exam!

3. It’s raining hard, the children _______ come indoors.

4. If my brother’s not in Lagos, he _______ be in Abuja.

5. He _______ be over eighty, he was born in 1930.

6. My dad is carrying many loads. I _______ help him carry some of them.