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

Session Title

Auxiliary verbs(Have Forms,Do forms, modal verbs)

Objective

By the end of the session,Students will:


1.

  •  Understand and correctly use have, do, will/shall, may/might, and can/could auxiliary verbs.


    • 2.

  •  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).


    • 3.

  • Build confidence in using these auxiliary verbs in speaking and writing.

Topics/Concept

1.

  •  Understanding Auxiliary Verbs and their role in forming questions, negatives, and tenses.


    • 2.

  • Introduction to Have/Has/ Had, Do/Did/Does, Use of models


    • 3.

  •  Application of auxiliary verbs in real life conversations

Material Required

-

  1. Sentence strip


-     2. Board to Chalk


 

-     3. Space for students to               move around

Methodology

-

  • Interactive learning


    • -

  • Game-based approach


    • -

  •  Peer learning and team collaboration

Session Duration

90 Minutes


Intro  Activity (10 minutes)

                         

                                “Simon says”

says


  •    The teacher acts as Simon and gives commands.


    • 2.

  •  Start each command with “Simon says…”  

   Example: “Simon says touch your nose.”


    3.

  • Students must only follow the action if you say “Simon says.”


    • 4.

  •  If you say just “Touch your nose” (without “Simon says”), they shouldn’t move.


    • 5.

  •  Anyone who moves on a wrong command is playfully "out" or gets a gentle reminder.




Main Topic/ Activity (65 minutes)



                   1. Explaining the Auxiliary verbs

                                     (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).

       

                        2.Verb treasure hunt (30 minutes)



Setup:

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:Play:

1.

  •  Split the class into small teams.


    • 2.

  • Each group hunts for a sentence strip.


    • 3.

  •  When they find one, they return to their seat and fill in the correct auxiliary verb.


    • 4.

  •  Once all strips are found and completed, students read them aloud.


    • 5.

  • Discuss the answers as a group and correct any mistakes together.



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




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.


- Teamwork and group interaction will be enhanced through group activities and games.


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.  


Knowledge building


   - Recognize the role of auxiliary verbs (have, do, modal verbs) in forming questions, negatives, and tenses


   - Learn the correct forms (have/has/had, do/does/did, will/shall, may/might, can/could).  


  - Construct grammatically correct sentences using auxiliary verbs in different contexts. 


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 



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.  

 


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