# Session 29: Auxiliary verbs(Have Forms,Do forms, modal verbs)

<div align="left" dir="ltr" id="bkmrk-session-title-auxili"><table style="width: 116.547619%; height: 2222px;"><colgroup><col style="width: 36.309524%;" width="199"></col><col style="width: 63.571429%;" width="434"></col></colgroup><tbody><tr style="height: 45px;"><td class="align-center" style="height: 45px;">**Session Title**

</td><td class="align-center" style="height: 45px;">**Auxiliary verbs(Have Forms,Do forms, modal verbs)**

  
</td></tr><tr style="height: 173px;"><td style="height: 173px;">Objective

</td><td style="height: 173px;">By the end of the session,Students will:

  
- Understand and correctly use have, do, will/shall, may/might, and can/could auxiliary verbs.
- Use have, do, and modal verbs in different contexts (e.g., have for possession or experience, do for questions and negatives, and modal verbs for possibility or ability).
- Build confidence in using these auxiliary verbs in speaking and writing.

  
</td></tr><tr style="height: 125px;"><td style="height: 125px;">Topics/Concept

</td><td style="height: 125px;">- Understanding Auxiliary Verbs and their role in forming questions, negatives, and tenses.
- Introduction to Have/Has/ Had, Do/Did/Does, Use of models
- Application of auxiliary verbs in real life conversations

  
</td></tr><tr style="height: 109px;"><td style="height: 109px;">Material Required

</td><td style="height: 109px;">1. Sentence strip

 2. Board to Chalk

 3. Space for students to move around

  
</td></tr><tr style="height: 109px;"><td style="height: 109px;">Methodology

</td><td style="height: 109px;">- Interactive learning
- Game-based approach
- Peer learning and team collaboration

</td></tr><tr><td>Session Duration

</td><td>90 Minutes

</td></tr></tbody></table>

</div>### Intro Activity (10 minutes)

#####  **Simon says**

- The teacher acts as Simon and gives commands.
- Start each command with “Simon says…”

 Example: “Simon says touch your nose.”

- Students must only follow the action if you say “Simon says.”
- If you say just “Touch your nose” (without “Simon says”), they shouldn’t move.
- Anyone who moves on a wrong command is playfully "out" or gets a gentle reminder.

### Main Topic/ Activity (65 minutes)

##### **Explaining the Auxiliary verbs(35 minutes) 

- Have Forms (have, has, had): Show how these are used for possession, experiences, and forming perfect tenses.
- Do Forms (do, does, did): Explain how these are used for questions, negatives, and emphatic statements.
- Will/Shall: Discuss how these are used for future actions or requests.
- May/Might: Explain the use of these verbs for permission, possibility, and likelihood.
- Can/Could: Teach the difference between ability (can), requests, and possibility (could).

#####  **Verb treasure hunt (30 minutes)**

**Setup**:

- Prepare 10–15 sentence strips with missing auxiliary verbs (e.g., “I \_\_ a pencil,” “\_\_ you like mangoes?”).
- Hide them around the classroom (under desks, behind books, on the door, etc.).

**How to Play**:

- Split the class into small teams.
- Each group hunts for a sentence strip.
- When they find one, they return to their seat and fill in the correct auxiliary verb.
- Once all strips are found and completed, students read them aloud.
- Discuss the answers as a group and correct any mistakes together.

**Why It Works**: Combines movement with grammar, making auxiliary verb usage feel natural and fun.

###   
Follow up Tasks (5 minutes)

 Ask students to write 1 sentences for each auxiliary verbs they've learned in class (have, do, will/shall, may/might, can/could). The sentences should reflect correct usage and should be shared in the next class.

### Review Questions/Assessment/Tasks (10 minutes)

- Write several scrambled sentences on the board or large chart (e.g., "I / swim / can" or "they / will / go / school / tomorrow").
- Call random students and tell them to unscramble the sentence,and write it correctly(e.g., “I can swim” or “They will go school tomorrow)
- If one didn't get the answer encourage other children to help

### Expected Learning Outcome:

**Knowledge building-**

- Students will be able to identify and use auxiliary verbs (have, do, will/shall, may/might, can/could) in context.
- Apply auxiliary verbs with correct subject - verb agreement
- The physical activities will engage students actively, making the learning process more enjoyable and memorable.

 **Skill building-**

- Participate in "Simon Says" to reinforce action verbs and commands.
- Verbally construct sentences with auxiliary verbs during the treasure hunt.
- Engage in peer discussions while unscrambling sentences.