teaching resource

Modal Language Matching Activity

  • Updated

    Updated:  04 Mar 2024

Have students explore high modality and low modality language with this matching game to use during your persuasive writing unit.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  3 - 5

Curriculum

  • VC2E3LA02

    Understand how the language of evaluation and emotion can be varied to be more or less forceful <ul> <li>recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts</li> <li>exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events, for example ‘The wizard was cunning, expert, inventive’</li> </ul>

  • VC2E5LY08

    Explain characteristic features used to meet the purpose and audience in different types of texts <ul> <li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li> <li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li> </ul>

  • VC2E5LA03

    Describe how different types of texts use language features and are typically organised into characteristic stages and phases, depending on purposes <ul> <li>becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, argument, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose</li> <li>recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts, for example the differences between paragraphs in a narrative, an argument and a procedure</li> <li>describing the stages and phases, and purposes, of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems</li> </ul>

  • VC2E4LY08

    Identify the characteristic features used in different types of texts to meet the purpose and audience of the text <ul> <li>identifying how authors use language to create imaginary worlds</li> <li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li> <li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li> </ul>

  • VC2E4LA03

    Describe how different types of texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes <ul> <li>identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose</li> <li>understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports</li> <li>recognising that poems have different purposes that influence the organisation of the text into characteristic stages, for example poems that tell stories, poems that describe and poems that reflect on aspects of life</li> <li>recognising the difference between a text’s form (such as a poster, email or list) and its organisation into stages, depending on its social purpose</li> </ul>

  • VC2E3LY09

    Identify the purpose and audience of different types of texts through the use of language features and/or images in the texts <ul> <li>identifying words, phrases and images intended to persuade listeners, viewers or readers</li> <li>identifying features of advertisements that target children</li> <li>identifying the purpose of a narrative text; for example, identifying the purpose of a fable</li> </ul>

  • VC2E3LA09

    Understand how modal verbs indicate obligation, probability and possibility <ul> <li>exploring how modal verbs (for example, ‘must’, ‘might’ and ‘could’) indicate degrees of probability or obligation</li> </ul>

  • VC2E3LA03

    Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li> </ul>

  • Modal Language Matching Activity teaching resource
teaching resource

Modal Language Matching Activity

  • Updated

    Updated:  04 Mar 2024

Have students explore high modality and low modality language with this matching game to use during your persuasive writing unit.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  3 - 5

Have students explore high modality and low modality language with this matching game to use during your persuasive writing unit.

Match High Modality and Low Modality Language

When writing a persuasive text, high modality language is a must! It is much more convincing to use words such as ‘must,’ ‘will’ or ‘is’ than words such as ‘may,’ ‘can’ or ‘could.’ Students need to learn how to weave high modality language into their statements so that their persuasive writing is as powerful as possible!

The high modality and low modality matching card game has been designed by our expert teacher team to enhance your students’ understanding of this key persuasive writing technique. It contains 18 low modality statements (labeled with the numbers 1 to 18) and 18 high modality statements (labeled with the letters A to R). Students are required to match the low modality statement with the corresponding high modality version of the same statement. For example:

We probably won’t go to the zoo next month. (Low modality)

There is no chance we are going to the zoo next month. (High modality)

This resource contains:

  • Instruction page
  • 36 matching cards
  • Answer key

This resource downloads as a full-colour PDF or editable Google Slides file. It is recommended that you print the resource on cardboard as this will enhance the durability of the resource. Place the cards into a large envelope or ziplock bag and hey, presto! You have a fully prepared, hands-on activity for your next lesson on modal language!

Multiple Uses for These High and Low Modality Matching Cards

There are many engaging ways these modal language matching cards can be used in your persuasive writing lessons. Here are a few suggestions you might like to try:

  1. Speed Matching Game – Set up a timer and challenge students to match the high modality and low modality statements as quickly as possible. This adds an element of competition and excitement to the activity.
  2. Creative Writing Prompts – Choose a selection of the high and low modality cards and ask students to incorporate these statements into a persuasive text or speech. This activity encourages them to think critically about the impact of language.
  3. Gallery Walk – Display the high modality and low modality statements around the classroom. Allow students to walk around, read the statements and match them. This movement-oriented approach keeps students engaged.

Remember to adapt these ideas based on the age group and preferences of your students. The goal is to make the learning experience enjoyable while reinforcing their understanding of modality in language.

Download to Match High and Low Modality

Use the download button above to access the easy-print PDF of the editable Google Slides version of this modal language matching game. (Note: You will be prompted to make a copy of the Google Slides template on your personal drive before accessing it.)

This resource was created by Caitlyn Phillips, a Teach Starter collaborator.

More Examples of Persuasive Writing Techniques

Are you looking for more persuasive writing resources to complement your English planning? Click below for a great sample of teacher-made resources!

Image of Modality Word Wall With Information

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Modality Word Wall With Information

Immerse your students in high, medium and low modality words with this set of 56 word wall cards.

Teach Starter Publishing27 pagesYears: 3 - 6
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Persuasive Devices Worksheet Pack

Explore persuasive language techniques with your students using this nine-page worksheet pack perfect for your persuasive writing unit.

Teach Starter Publishing13 pagesYears: 3 - 5
Image of Persuasive Devices Teaching Slides

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Persuasive Devices Teaching Slides

Explore persuasive language devices with your students using this detailed and age-appropriate slideshow perfect for your persuasive writing unit.

Teach Starter Publishing29 pagesYears: 3 - 5

Curriculum

  • VC2E3LA02

    Understand how the language of evaluation and emotion can be varied to be more or less forceful <ul> <li>recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts</li> <li>exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events, for example ‘The wizard was cunning, expert, inventive’</li> </ul>

  • VC2E5LY08

    Explain characteristic features used to meet the purpose and audience in different types of texts <ul> <li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li> <li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li> </ul>

  • VC2E5LA03

    Describe how different types of texts use language features and are typically organised into characteristic stages and phases, depending on purposes <ul> <li>becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, argument, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose</li> <li>recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts, for example the differences between paragraphs in a narrative, an argument and a procedure</li> <li>describing the stages and phases, and purposes, of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems</li> </ul>

  • VC2E4LY08

    Identify the characteristic features used in different types of texts to meet the purpose and audience of the text <ul> <li>identifying how authors use language to create imaginary worlds</li> <li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li> <li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li> </ul>

  • VC2E4LA03

    Describe how different types of texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes <ul> <li>identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose</li> <li>understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports</li> <li>recognising that poems have different purposes that influence the organisation of the text into characteristic stages, for example poems that tell stories, poems that describe and poems that reflect on aspects of life</li> <li>recognising the difference between a text’s form (such as a poster, email or list) and its organisation into stages, depending on its social purpose</li> </ul>

  • VC2E3LY09

    Identify the purpose and audience of different types of texts through the use of language features and/or images in the texts <ul> <li>identifying words, phrases and images intended to persuade listeners, viewers or readers</li> <li>identifying features of advertisements that target children</li> <li>identifying the purpose of a narrative text; for example, identifying the purpose of a fable</li> </ul>

  • VC2E3LA09

    Understand how modal verbs indicate obligation, probability and possibility <ul> <li>exploring how modal verbs (for example, ‘must’, ‘might’ and ‘could’) indicate degrees of probability or obligation</li> </ul>

  • VC2E3LA03

    Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li> </ul>

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