TEACHING MODAL VERBS IN CONTEXT TO HIGH SCHOOL STUDENTS [304132]

UNIVERSITATEA DIN PITESTI

FACULTATEA DE LITERE

TEACHING MODAL VERBS IN CONTEXT TO HIGH SCHOOL STUDENTS

COORDONATOR:

LECT. UNIV. DR. [anonimizat]:

[anonimizat] 1 – Theoretical approaches to modality and modal verbs

General features of modal verbs

Modal verbs in use

Main functions of modal verbs

Analytical subjunctive

Conditional clauses

Chapter 2 – [anonimizat], revising and evaluating modal verbs

2.1 Worksheets including various exercises related to context of modal verbs

2.2 Activities

2.3

2.3 Games involving the functions of modal verbs

2.4 [anonimizat], upper-intermediate and advanced students

2.5 [anonimizat]-intermediate and advanced stages

2.6 Problems encountered in teaching modal verbs

Chapter 3 – Case Study

3.1 Teaching methods presentation

3.2 The application of different methods to teaching modal verbs

3.3 Testing efficiency

3.4 [anonimizat]. Consequently, the aim of this work is to emphasize the importance of modal verbs to the students taking into account their numerous uses and functions that the English speakers have to deal with. I [anonimizat] a novelty to Romanian learners because they do not have a homologous verb category in the Romanian grammar. [anonimizat]. Therefore, [anonimizat].

This work contains besides theoretical information about this morphological category, a [anonimizat], class activities and games that are intended to catch the students’ attention and to benefit them on making progress reaching the advanced level without feeling they have to sail over the rough seas of the educational process. Furthermore, [anonimizat], activities involving formal and informal register and multiple applications integrating all four skills (speaking, reading, listening, and writing). [anonimizat], emphasizing the teaching methods and patterns that help students to make further steps into grammar issues acquisition.

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Chapter 1 – [anonimizat] domain used to express necessity, certainty, probability, possibility, volition, obligation and permission. A “modalised” sentence sites an underlying or “prejacent” proposition (the sentence embedded under the modal verb) even though sentence is obviously not asserted) in the environment of possibilities (the word “prejacent “was first used by medieval logicians).

“Maria might be in the school playground” shows that it is possible for Maria to be in the school playground while “Maria must be in the school playground” indicates that “Maria is certainly in the school playground”.

The equivalent of modality in the temporal sphere should be entitled “temporality”, yet linguists frequently refer to the morphological categories such as tense and aspect as they are the prototype used to express the profane time. Accordingly, modality and temporality have the characteristic of “displacement” (Charles Hockett’s reflection of language) that enables human language to depict or express events and states outside the limitations of here and now.

A wide variety of lexical and grammar categories are used to express modality, what follows next being some of the ways English learners can:

(1) Modal auxiliaries: Maria should/must/ may/could/might/ be in her office.

(2) Semi-modal Verbs: Maria needs to/ has to /ought to/ be in her office.

(3) Modal adverbs: Perhaps/Maybe/Hopefully, Maria is in her office. Maria is probably/certainly/definitely/clearly/obviously in her office

(4) Modal nouns: There is a slight possibility/probability/chance/likelihood that Maria is in her office.

(5) Modal adjectives: It is possible/probable/likely/unlikely far from necessary that Maria is in her office.

(6) Modal idioms: They had better take up jogging. She would rather/would sooner rest today.

(7) Semi-auxiliaries or phrasal modal auxiliary verbs consisting of to be or to have followed by adjectives/ adverbs/ past participles/ prepositions and by the infinitive, including the following: be about to, be able to, be bound to, be going to, be due to, be meant to, be likely to, be obliged to, be willing to, be supposed to, have (got) to, had better: She is going to move house next summer.

(7) Verbs such as beg, allow, guarantee, suggest, forbid, guess, promise, warn: She was forbidden to leave the house.

(8) Conditionals: If the light is off Maria has left her office.

It is common to use modal auxiliaries/semi-modal verbs to give illustrational examples despite the fact that these morphological categories have quite unusual features. Apparently, the modal semantics is just a bit of a natural logical vocabulary and therefore, “elements with modal meanings easily become part of the inventory of grammatical or functional morphemes, which are typically associated with idiosyncratic, nonproductive grammatical characteristics”. (http://web.mit.edu/fintel/fintel-2006-modality.pdf accessed in February 2017))

From a semantic point of view, in making an assertion, many different kinds of modal interpretations have been observed and examined, resulting in a variety of typologies.  One of the many perspectives that modality has been classified is as follows:

“Alethic modality (Greek: aletheia, meaning ‘truth’), sometimes logical or metaphysical modality, concerns what is possible or necessary in the widest sense. We must have a visitor expresses alethic modality when it means "This follows from what we already know" (Trask, 1997). This modality ranges from logical impossibility through possibility to logical necessity.”( http://dinamico2.unibg.it/anglistica/slin/modgloss.htm accessed in March 2017)

“Bouletic modality, sometimes boulomaic modality, concerns what is possible or necessary, given a person’s desires. Boulomaic modality can be paraphrased as it is hoped/desired/feared/regretted that…. It ranges from not-wanting through not-opposing to wanting.” ( http://dinamico2.unibg.it/anglistica/slin/modgloss.htm accessed in March 2017)

“Circumstantial modality, sometimes dynamic modality, concerns what is possible or necessary, given a particular set of circumstances (location, time, participants, etc.).” (http://web.mit.edu/fintel/fintel-2006-modality.pdf accessed in March 2017)“In the mountains pitched roofs must be built (= the circumstances are such that…).The basis for our supposition is not everything we know already (the background for epistemic modality), but circumstances of a certain kind” (http://dinamico2.unibg.it/anglistica/slin/modgloss.htm accessed in March 2017)

“Dynamic modality: (Greek: dynamis 'strength, power') 'is concerned with the disposition of certain empirical circumstances with regard to the occurrence of some event'(Perkins, 1983), 'concerning ability and volition' (Jacobsson 1994: 167 – though here 'volition' seems to contradict the idea of non-subjectivity, see below).The term was firstmentioned by Wright in 1951. Unlike epistemic and deontic modality it is not subjective (Jill can speak Romanian.Tomorrow she will be twenty-five.She’ll come, if you ask her. She has to come tomorrow evening. Palmer (1990) points out that dynamic modality is concerned with the ability or volition of the subject of the sentence and so is not subjective like other modalities, hence it is less centrally modal. Dynamic modality seems less of a unified category than epistemic and deontic modality; it has been subdivided into: (i) ability (I can play football.); (ii) power (Oil will float on water.); (iii) futurity (I will/shall be30 tomorrow); (iv) prediction (Helen will feel better after this tea.), (v) habit (When she has a problem, she will work at it until she finds a proper answer).” ( http://dinamico2.unibg.it/anglistica/slin/modgloss.htm accessed in March 2017)

Deontic modality (in Greek: deon means duty) “concerns what is possible, necessary, permissible or obligatory.”(http://web.mit.edu/fintel/fintel-2006-modality.pdf accessed in March 2017) It means that the speaker “intervenes in the speech event by laying obligations or giving permission” (Downing & Locke, 1992), as in One must look into this matter in detail …, Shall we negotiate peace now? or This experiment should be repeated. Deontic (or intrinsic) modality “can be subdivided into (i) directives (deontic possibility: you may leave; deontic necessity: you must leave), (ii) commissives (promises, undertakings: you shall be rewarded), (iii) imperatives, (iv) others: volitives, evaluatives.” http://dinamico2.unibg.it/anglistica/slin/modgloss.htm accessed in March 2017)

Epistemic modality (in Greek episteme means knowledge) “concerns what is possible or necessary given what is known and what the available evidence is.” (http://web.mit.edu/fintel/fintel-2006-modality.pdf accessed in March 2017) Epistemic (or extrinsic) modality implies that the speaker assesses “the probability that the proposition is true in terms of the modal certainty, probability or possibility” (Downing & Locke, 1992), as in: The phone must be here somewhere. It may be in under your bag. Non-epistemic modality ia a variety of modalities grouped together in relation to the epistemic one, involving a series of semantic notions such as ability, obligation, need, permission related to necessity and possibility.

According to Palmer (1990), “with deontic modality proposition the sentence must always refer to the future, whereas with epistemic modality the sentence can refer to either the present or the future as in He may leave for London tomorrow.” (http://www.sciencedirect.com/science/article/pii/B0080448542002510 accessed in April 2017 )The speaker’s estimations of the truth are grounded in the present time of the utterance, regardless of the time of the referring event which can be marked by the presence of temporal adverb.

The modal auxiliaries (except can) express both attitudes towards the event, one that shows the speaker’s subjective interpretation of the real world, considering the degrees of likelihood regarding the truth and another in which the speakers refer to ability, permission, duty, willingness, intention in relation to the subject, bringing about changes in their surroundings and establishing or maintaining social relations. Therefore, the way we express possibility, certainty and necessity is also used for both permissions and obligations. As in the example: Maria may come tonight, there are two different interpretations. One is that: It is possible that Maria comes tonight. The other is that: Maria is permitted/ allowed to come tonight.

Modal verbs, modal auxiliary verbs, or modal auxiliaries are a category of verbs which have special features in English. They differ from others verbs like work, study, explain, giving further information about the function of the main verb that follows it. And because they have a wide variety of communicative functions, expressing the speaker’s attitudes or opinions like assessment, judgement, intention. Consequently, the usage of modal verbs makes modality the most difficult part for the English language learners due to their complicated semantic functions.

Modal verbs are considered auxiliary verbs due to the fact that they are always combined with other verbs to show complete meanings such as obligation, necessity, certainty, ability, possibility, the lack of necessity, offers, suggestions, requests, logical assumptions, permission, prohibition, advice and criticism.

There are both single-word modals and phrasal modals. The single-word modals are divided into central modals or core modals (can, must, , may, ,could, shall, might, should, will, would ) and peripheral modal verbs (dare, need), the former being more frequent in communication than the latter, while phrasal modals are divided into marginal modals (used to, ought to,), modal idioms – would (‘d) rather, had (‘d) better, have (got) to, would sooner, be to,) and semi-auxiliaries or lexical-modal auxiliaries composed of be or have, usually another element+ infinitive, including the following: be able to, be about to, be bound to, be due to, be going to, be likely to, be meant to, be obliged to, be supposed to, be willing to, have to, have got to. Modal idioms are classified as “modal” because they express advisability (had better involving the meaning of obligation like should and ought to; e.g. “ You had better lock the door.”)), volition (would rather, would sooner meaning would prefer to; e.g. “Wouldn’t you rather live abroad?”), obligation (have got to meaning have to or must; e.g. “Sam has got to leave immediately.”), futurity (be to expressing plans arrangements or schedules; e.g. The concert is to take place in Paris.), whereas lexical-modal auxiliaries are used to express ability (e.g. “I am able to study under pressure.”), obligation (e.g. “He has to work on Saturdays. He is obliged to perform numerous tasks and he is supposed do them fast. He was bound to disagree with his boss.”), futurity (e.g.”He is going to leave his home town next summer. His departure is due in July. He is about to tell his family about it.”), probability (“It’s likely to rain in the afternoon.”), expectation (“The candidates are meant to be /are supposed to be creative. The present chairman is due to retire next month.”), volition (“I’m willing to do this report, but I need more time and I’m not going to postpone it again.”)

General features of modal verbs

The main characteristics of single-word modal verbs such as can, could, may, might, shall, should, will, would, must, need and dare are the following:

a) They are defective verbs (some of their forms are missing).

b) They have no long infinitives and no “-ing” forms. Other expressions are used instead:

I’d love to be able to ski.

I hate having to get up on cold winter mornings.

c) They don’t usually have past forms. Other expressions are used instead:

I had to work hard at school.

d) They are not inflected (they get no “-s” in the third singular person, the Present Simple Tense):

She can play the piano.

Helen must hurry up.

e) They are anomalous (The negative is formed with the help of the negation “not”; in case of can, this negation is written together with the modal verb. The interrogative is formed by inversion.

They cannot speak German.

Can you help me with my homework, please?

May I open this window?

The optional contraction of the negative (which does not apply to may) is commonly used in informal register.

f) The single-word modal verbs are always followed by short infinitives while the majority of the phrasal modals include to: used to, ought to, be going to, be supposed to, be able to, have (got) to:

Helen can translate this text into Italian.

You should keep a healthy diet to lose weight.8ytr

You ought to be more patient.

g) The single-word modal verbs are used in question tags and short answers:

You will apply for this position, won’t you? Well, I might.

h) They do not usually have tenses. They can make reference to both the present and the future:

Tom can come to have dinner with us, if you want. (present)

You must ring me later. (future)

However, there are some modal verbs that make reference to the past:

Ann could read before she went to school. (=general ability)

Other modal verbs are used with perfect infinitives to refer to the past:

You should have told me earlier that you can’t swim. You might have drowned!

Sometimes they need to be changed with other verbs:

Andrew was able to/ managed to find the right way to the station. (Andrew could find the right way to the station.) (=ability/ performance on one occasion)

i) They cannot co-occur, two modal verbs never being used simultaneously.

Tom will can drive a car in two weeks.

j) All modal verbs show meaning. When they are used with a verb, they show someone’s feeling or attitude towards the action or situation that the verb shows.

You should have worked harder in order to pass all your exams. (= criticism)

k) Every modal verb has more than one use and/or meaning:

You must finish your project today. (=necessity)

You must show me your identity card. (=command)

Today is Monday so you must go to school. (=obligation)

l) They are operators in reduced clause:

I can come if you can.

m) We form the modal perfect (for extrinsic modal verbs expressing certainty, possibility, impossibility, logical deduction, prediction, probability, criticism) by adding have + past participle:

Nicky may have taken your umbrella.

He shouldn’t have done that.

n) We form the modal continuous (for extrinsic modal verbs) by adding be+ present participle:

Andrew shouldn’t be acting so confident.

They must be celebrating their anniversary as it’ s 5th oh May.

o) We form the modal perfect continuous (for extrinsic modal verbs) by adding have been+ present participle:

I called but she didn’t answer. She must have been sleeping.

p) We form modal passives with a modal before be or have been+ past participle:

Some things cannot be explained by reason.

People could have been injured by falling branches.

r) Adverbs such as well, easily, obviously, really, just, possibly, probably, definitely, exactly are often used to add emphasis to their meaning, in both present and past time:

You could easily have been killed.

I might well decide to come.

She obviously must have forgotten it.

Modal verbs in use

Each modal verb has at least two distinctly different functions: an epistemic meaning expressing logical reasoning and a deontic function expressing a use related to social interaction. Each modal verb can have more than one use or meaning which depends on the context how and when do we use each of the English modal verbs?

CAN may be used:

To express a present or future physical or mental ability:

My brother can speak two foreign languages.

Helen can help us tomorrow.

To express continuity with verbs of perception (to hear; to see, to feel, to smell, to taste):

I can hear that noise now.

Marti can see that building now.

To express permission in informal English (an informal alternative to may) :

To express the idea of having the permission:

You can park here. (The police allow it. You have a right to park here.

Can I borrow your umbrella?

To express general possibility:

You can ski in Romania as there’s enough snow in winter.

To express possibility when certain circumstances permit:

If my relatives come to my village, we can swim. (There’s a big river near my village.)

If my relatives come to my village, we may swim. (But we may do other things too: we may play in the fields, we may feed the animals or we may go to the forest.)

To express disbelief:

Can Tom make such a mistake?

To express impossibility or to make a logical deduction (can’t) :

It’s only 7 o’clock. They can’t be at school. ( present)

The student can’t have given a better answer than this one. (past)

To express polite requests:

Can we call on you later?

To express prohibition (can’t/cannot)

You can’t/cannot be late for work. (You mustn’t/ must not be late for work.

To make a suggestion:

We can go to concert tonight.

To make an offer:

Can/Shall/Could I give you a hand with the preparations?

To express a negative logical assumption (can’t/cannot) :

It’s Sunday. He can’t/couldn’t be at work.

COULD may be used:

To express a past physical or mental ability:

When she was younger she could skate very well.

With this meaning of capability, can/could may be replaced by “to be able to”:

We can/are able to understand him very well.

She knew the town so well so she could/ was able to advise us what to visit.

But, when the meaning is that of achievement, “to manage to”, “to succeed in”, “to be able to” and not can/could must be used:

I am sure that if you are attentive, you are able to do such a difficult exercise.

Although the driver was badly hurt, he was able to get/ managed to get/ succeeded in getting out of the car before the engine exploded.

However, in the negative both could not and was/were able to are possible:

I don’t know why William could not/ was not able to finish that book.

To express a hypothetical situation:

You could reach the theatre in time if you took a taxi.

To express to polite request:

Could you show me the way to the railway station?

To express possibility :

You could be right. (present)

Why did you throw that stone? Somebody could have been hurt. (past)

To express past occurrences which are no longer possible today:

Before World War II such cars could often be seen in the streets.

To express past possibility depending on certain circumstances:

At the seaside we could buy a lot of souvenirs. (There were a lot of shops near the beach.)

To express past permission:

As we had all our papers in order, we could pass through the customs very rapidly.

To speculate about the past

What could have happened to the Incas?

To express a negative logical assumption (couldn’t) :

It’s Sunday. He couldn’t be at work. (I’m sure he isn’t at work.) (present)

It couldn’t have been Maria you saw in the morning because she is away on holiday. (past)

To make an offer:

Could/ Can/Shall/I give you a hand with the preparations?

To make a suggestion:

We could go to concert tonight.

To express irritation, indignation, reproach, criticism :

You could putt that phone down! (present)

You might have told me you were getting married! (past)

MAY can be used:

To express formal permission:

May I sit down? Yes you may./No, you may not/must not.

With this meaning may can be replaced by “to be allowed to”/”to be permitted to”

You may go to the cinema this week, you were allowed /permitted to go to the cinema last week and you will be allowed/permitted to go there next week, too.

To express possibility, uncertainty:

You’d better call Tom. He may not have read your short text message. (past)

You may know Steve as he lived in the neighbourhood for many years. (present)

It may snow in the afternoon. (future)

In this case may can be replaced by it is possible//maybe/perhaps:

It is possible for you to know Steve.

Maybe/Perhaps you know Steve.

To express prohibition ( especially in official notices):

Candidates may not bring dictionaries into the examination room.

To express doubt, uncertainty:

Who may that old man may be? (archaic form)

To express wish, hope:

May all your dreams come true! (formal)

May good luck attend you! (formal)

In subordinate clauses of concession:

However difficult/No matter how difficult these exercises may be, you must do them all.

In direct object clauses following the verbs “to hope”, “to trust” etc.:

She hopes/trusts that you may find tickets for this performance. (formal)

In subordinate clauses of purpose:

Speak louder so that all of us may hear you! (formal)

MIGHT can be used:

To express permission connected with the past :

Mary understood then that he might go out of the room whenever he wanted.

To express present/future/past possibility. This possibility is a little more remote than the possibility expressed by may:

Grandpa might be in the garden . (present)

My father might be sleeping at the moment as he had a hard day. (present)

Her best friend might arrive on Thursday afternoon. (future)

The tourist thought that he might find the way to the museum by himself. (past)

Their neighbours might have heard some noises when their car was stolen. (past)

The children might have been watching a cartoon at that time. (past)

To express a hypothetical situation:

You might reach the theatre in time if you took a taxi.

If you speak Italian, you might get that job.

To express a persuasive request:

You might come home at once! (Please come home at once!)

To express irritation, indignation, reproach, criticism :

You might look at me when I’m talking to you! (present)

He might have let us know about their arrival in advance. (past)

You might have told me you weren’t coming! (past)

In subordinate clauses of concession:

However difficult/No matter how difficult these exercises might be, you must do them all.

In direct object clauses following the verbs “to hope”, “to trust” etc.:

They hoped that I might give them some good advice.

In subordinate clauses of purpose:

Tom finished his project in the morning so that he might be free in the afternoon.

To express uncertainty:

I wonder who that beautiful woman might be.

You shouldn’t have spoken so loud; she might have heard you.

MUST is used:

To express obligation, command, necessity. In this case its substitute is “to have to”:

Today is Tuesday, so Mike must go to school. He had to go to school yesterday and he will have to go there tomorrow, too. (obligation)

You must show me your identity card! (command)

They must write all the exercises if they want to understand this theorem well. (necessity)

We must get together sometime and talk this over. ( suggestion)

Must expresses an obligation imposed by the speaker. But when the obligation is external, imposed by external authority or circumstances which the speaker cannot control, “to have to” is employed:

You have to wear a uniform on duty, don’t you?

The absence of obligation is rendered by don’t have to, haven’t got to or don’t need to/ needn’t ( there is no obligation to do something):

It’s ok. You needn’t pay for that phone call./ You don’t need to pay for that phone call. You don’t have to pay for that phone call./ You haven’t got to pay for that phone call.

To talk about the past, we use needn’t have to/didn’t need to/ didn’t have to ( it was not necessary to do something):

She didn’t need to/ didn’t have to take a taxi. (It was not necessary so she didn’t.)

You needn’t have bought any bread. I’d already bought some. (It was not necessary but you did.)

To express strong recommendations and advice:

You really must read Sebastian Faulk’s latest book. It’s stunning!

You must do something about that cough! Please go and see the doctor!

To express a positive logical deduction, a logical conclusion, probability:

This must be the place- it’s the only restaurant in the street. (present)

There was a terrific noise last night. It must have been an explosion. (past)

When must expresses probability, it can be replaced by:

I’m sure/positive/certain she is at school now./Certainly/Obviously/Probably she is at school now/ It’s probable/ likely to be at school now.

To express prohibition (can’t) :

You mustn’t/ can’t drive over 35 mph. (=It is forbidden/ against the law. You are not allowed/permitted to drive over 35 mph.

SHALL is used:

To express a “neutral” future event, a prediction about the future (will):

I shall/will go on interesting trip. ( Shall is no longer common in conversation.)

To express determination, resolution:

The enemy shall not pass!

To make a promise:

If you repair this car, you shall have a three days’ holiday.

To express refusal:

As you have not taken care of the book you borrowed, you shall not have another one!

To make an offer:

Shall/Can/Could I give you a hand with the preparations for the wedding?

To make a suggestion:

Shall we visit Grandma this weekend?

Let/s visit Grandma this weekend, shall we?

To make a threat:

If Mary has done such a thing, she shall pay dearly for it.

To express a command:

Yachts shall go round the course, passing the marks in the correct order. (yacht-racing rules)

In less formal English must or are to would be used instead of shall in the above sentence.

To express prophetic utterances :

“But thy eternal summer shall not die.”

To ask for advice:

Which one shall/ should I buy?

Constructions with shall may also occur in that-clauses, as well as in legal documents:

I have decided that she shall go there at once.

Payment shall be made in due time.

WILL is used :

To make a prediction about the future:

The temperature will reach 40° C tomorrow.

Grandpa won’t like this spaghetti; it’s very spicy.

To express willingness, determination:

I will take you to the airport. I have nothing to do tomorrow.

I will pay you as much as you ask for this mobile phone.

To make o promise:

I won’t make such a terrible mistake again!

To express possibility, assumption:

Tom will have plenty of time to get to the railway station.

There’s no point in speaking louder. He won’t understand.

To make a request:

Will you explain this situation to me? =Are you willing/Would you like to explain this situation to me?

To make a spontaneous offer:

I’ll help you with your homework as soon as I reach home.

To give an order:

Will you stop talking for a moment, please?

To make a decision on the spot:

I’ll take this leg of lamb. (a spontaneous decision)

To make an invitation:

Will you have lunch with me tomorrow? ( informal)

To describe a typical behaviour:

Her children will break everything they touch.

To express habits:

A good friend will always help you when you are in need.

To express refusal, unwillingness:

This bank won’t allow me to make international transactions.

Anne won’t answer the telephone if you call her.

To express obstinate insistence, usually habitual. In this context it is never contracted and it is strongly stressed.

If you will keep your watch ten minutes slow it is not surprising that you are always late for your appointments:

In purpose clauses:

Grandma has lit the fire so that the house will be warm when they return.

WOULD is used:

To make polite requests; the requests built up with would are more polite than ones with will:

Would you open the door for me, please?

Would you be so kind to explain this grammar rule to me?

Would you mind repeating your phone number?

To express habitual, repeated actions in the past:

From time to time, he would call her to ask if she wanted to meet for lunch. (= He used to call her…)

Would can be a substitute for used to when there is a time phrase or willingness implied.

To express annoying habits:

Peter would do something like that, wouldn’t he? It’s so typical of him!

To express preferences when it is followed by rather/sooner/like/prefer/love:

I would rather/ sooner watch a comedy than go shopping.

Would you like some tea or would you prefer coffee?

To express probability:

That woman would be her neighbour.

To build up Future in the Past:

Helen’s husband promised he would never lie to her.

To express unreal situations:

It would be nice to live by the sea in Greece.

I would have helped you if you had asked me to.

to express unwillingness:

I took the phone back to the shop but they wouldn’t give me a replacement.

Try as I might the window wouldn’t open.

To express obstinate insistence, usually habitual in the past. In this context it is never contracted and it is strongly stressed:

They tried to stop the old man smoking in bed but he would do it.

In subordinate clauses of purpose:

He changed his name so that his ex-wife wouldn’t know where to find him.

To express a hypothetical situation:

I would help you if I could.

He would have passed the exam if he had worked harder.

SHOULD is used:

To give advice or to make a recommendation:

You should eat more fruit and vegetables to lose weight.

To express supposition:

If he is fourteen years old now, he should be taller than his mother.

To express criticism:

You should have booked a table in advance.

You shouldn’t be sitting here just doing nothing!

To make an assumption:

My parents should get back from the concert before 9 pm.

The plane should have landed by now.

To express surprise in rhetorical questions:

Whom should he meet at the seaside but his former classmate?

To make suggestions:

Shouldn’t we have some spaghetti instead?

To express probability:

It’s Monday today. He should be at work.

To express obligation (duty):

People should treat each other better.

To give instructions:

All visitors should report to reception.

To give warnings:

You shouldn’t go swimming after having a meal.

To express regrets:

I should have been more careful with our money.

To express expectation:

People should be honest and not steal creative work.

In conditional clauses to stress the improbability of the condition:

If you should meet him there, tell him to call me. (=If you happened to meet…)

In subordinate clauses of purpose after : so that/in order that/lest/for fear that:

He changed his name so that his ex-wife shouldn’t know where to find him.

In direct clauses after certain verbs such as to suggest, to propose, to insist, to recommend, to advise etc. that … :

I suggested that he should take a break.

In subject clauses after impersonal constructions such as it is essential/ advisable/ better/fair/important/natural/necessary/right/etc. that … :

It is important that he she should arrive here before getting dark.

OUGHT TO is used:

To give advice:

You ought to eat more fruit and vegetables to be healthy.

To express obligation ( duty):

We ought to protect the environment.

You ought to have finished the project two days ago.

To make an assumption:

The traffic ought to be lighter today.

To express criticism:

You ought to have waited until the lights were green before he crossed the street.

To express probability:

The weather forecast says it ought to be warm and sunny today.

To express unfulfilled expectations:

There ought to have been a lot of people at the match.

To express regret:

I often think that I ought to have studied medicine not pharmacy. (I would be happier now if I had studied medicine.)

The negative of ought to is not common. We usually use shouldn’t or should not instead:

You shouldn’t speak to your father like that. (preferred to You oughtn’t to speak …

The question form of ought to is not very common,being very formal. We usually use should instead:

Ought we to be more worried about the environment?

In speaking, we normally use should as a tag for clauses with ought to:

There ought to be a speed limit here, shouldn’t there? (preferred to There ought to be a speed limit here, oughtn’t there?)

NEED is used as a modal verb mainly in questions and negations or it can occur in affirmative sentences with adverbs such as never, scarcely, hardly, which have also negative implications:

She hardly need mention his name, since everybody knows it.

Need I book at able in advance?

It is used to express obligation or the lack of obligation ( to have to):

He’s retiring. He need never go to work starting from Monday.

To express necessity or the lack of necessity ( to have to/ to be necessary to):

It’s still early so we needn’t rush to the office.

To express the speaker’s authority or advice:

You needn’t write the summary. Just underline the main ideas!

A clear distinction must be made between the two ways of expressing the lack of necessity (needn’t have past participle and didn’t need to… in the past :

Mary needn’t have locked the door as everybody was at home. (but she did)

Mary didn’t need to lock the door since everybody was at home.(so, she didn’t)

DARE as a modal auxiliary, seems to be at the periphery of the modal verbs list , being used in interrogative and negative sentences:

to express indignation, reproach:

How dare you interrupt me?

To express fear, the lack of courage at the moment of speaking:

I dare not call him back as he doesn’t seem to be in the mood for further discussions. (=I’m afraid to call him back…)

When in affirmative sentences, it is part of a repetition or an answer to a previous question:

“He daren’t send that message, dare he?” “Oh, yes, he dare…”

The construction dare say/daresay is used in the first personal singular only, having two meanings:

My husband hasn’t arrived yet, but I daresay he will be back any minute. (= I suppose)

Young man: “I live in this building.”

The police office: “I daresay you do, however you must show me your identity card.” (=I accept what you say.)

Main functions of modal verbs:

Expressing ability

Tony can fix mobile phones. (present)

When he was fourteen, he could/was able to mend his bike. (past repeated action)

Terry was able to climb to the top of the mountains last summer. (managed to do; past single action)

Expressing the lack of ability

Sandra can’t/cannot swim. (present)

She couldn’t/wasn’t able to ride a bike five years ago. (past repeated action)

She wasn’t able to finish the book last weekend. (past single action)

Expressing obligation/duty/necessity

You must attend the Christmas party. (You are obliged to/You have to/You need to/It is necessary.)

You ought to/should respect the elderly.(weaker than must)

Need I buy him a present? (Is it necessary?)

Expressing the lack of necessity

You needn’t /don’t need to/don’t have to get a visa to go to France. (It isn’t necessary)

We went to France and we didn’t need to/didn’t have to get one. (It wasn’t necessary for us to do it.)

You needn’t have written that exercise. (It wasn’t necessary for you to write, but you did.)

Expressing prohibition

You mustn’t be late for work (It’s forbidden/you aren’t allowed to/It’s against the rules/law)

You can’t interrupt while people are talking. (It’s against the rules/It’s bad manners to do that.)

Entrants must be aged 16 to 25 and must not have done any professional modelling.

Expressing certainty

He must be studying for his graduation exam. (positive; I’m sure he is)

He can’t be sleeping as it’s 8 pm.(negative; I’m sure he isn’t)

Expressing probability

He should/ought to be in his room. (He is probably there.)

Expressing possibility

It can get very cold in January. (It is theoretically possible.)

They could/may/might be wrong about the weather. (It is possible.)

He could/might have been attacked. (but he wasn’t)

Asking for permission

Can I ask you a question about living abroad, please? (informal)

Could I ask you a question about living abroad, please? (more polite)

May/Might I ask you a question about living abroad, please? (formal)

Giving/ Refusing permission

You can go with your friends to the cinema today. (informal)

Customers may not enter this area. (formal-usually written)

You can’t/mustn’t use this phone. (informal)

You may borrow any dictionary. (formal-usually written)

Talking about permission

All students can/ are allowed to use the library. (regulation)

I could/ was allowed to go alone to the mall when I was fourteen. (general permission)

I was allowed to go to Helen’s party last Saturday. (permission for one particular action)

Making requests

Can/Will you explain this to me? (informal)

Could/Would you help me with my luggage? (more polite)

Can I have a cup of coffee? (informal)

Could/May I have a cup of coffee? (formal)

Might I have a cup of coffee? (very formal)

Making offers

I’ll help you with your backpack. (I’m willing to help you.)

Shall/Can/Could I send this parcel for you? (Would you like me to/Do you want me to do it?)

Making suggestions

Shall we throw a party next weekend? (Why don’t we…? How about…?.What about…? Lets…)

We can/could visit the Botanical Garden tomorrow. (Why don’t we…? How about…?.What about…? Lets…)

Where shall we go on holiday? (What is your suggestion?)

You might call John Smith.(formal)

Giving advice

You should/ought to avoid eating fast food. (I advise you to.)

You must eat more fruit and vegetables to lose weight. (I strongly advise you to.)

Expressing criticism

You ought to/should have asked me first. (It would have been better if you had asked me first.)

Making predictions

He won’t/ will finish/won’t have done his project by Friday.

We shan’t be back before midnight.

Expressing habits

Tim will just sit watching TV.

I would/used to try stay awake every Christmas to see Santa.

Making logical assumptions

He goes to Italy every summer for his holiday. He must like it.

Where’s Peter? He can’t have left already, can he?

He couldn’t have taken the car by mistake because he didn’t have the keys.

Expressing annoyance

He could at least make an attempt to be polite.

He might have offered to pay the drinks.

Analytical subjunctive

Whereas the Indicative Mood presents the action expressed the main verb as being close to reality, the Subjunctive Mood shows an action being considered as a supposed fact. Thereby, the function of the Indicative is informative as it conveys information about reality, while the subjunctive is evaluative as it evaluates and decides upon actions, expressing a wish/suggestion/supposition/doubt/fear/possibility//unreality/improbability /certainty/necessity/desire/volition/conception etc. The Subjunctive Mood may have either synthetic or analytical forms.

The Analytical Subjunctive is made up of modal auxiliaries (should/shall/would/may/ might/could) followed by the present or perfect infinitive of the lexical verbs. The present infinitive expresses simultaneity or succession to the action in the main clause whereas the perfect infinitive expresses anteriority to the action in the main clause. It may occur both in the main and in the subordinate clause.

Should + infinitive is used both in main and subordinate clauses:

1. in main clauses expressing emotional attitudes, after why and how:

Why should we fight over this? (Why is it necessary for us to fight …?)

2. in main clauses, to express a present conditional:

I/We should like to talk to him.

I/We should have liked to talk to him.

3. in subordinate clauses of condition to denote an unlikely event, underlining the hypothetical nature of the action:

If you should meet Peter, tell him to phone me as soon as possible. (If you happen to meet Peter …)

4. in subject clauses, following impersonal constructions such as:

it is /was + adjective:

it is/was advisable/ fortunate/ important/ impossible/ natural/ necessary/ strange/ surprising/ unusual:

it is /was + noun:

it is/was a pity/ shame/ surprise/ wonder:

It is necessary that he should leave for London at once .

It's a pity that they should leave so early.

5. in direct object clauses, after verbs such as agree, demand, command, insist, offer, order, propose, request, suggest, urge etc., to express obligation, necessity, requirement:

We suggested that the reports should be made at once.

6. in affirmative adverbial clauses of purpose introduced by so that, in order that, that and negative adverbial clauses of purpose introduced by lest , for fear that:

They left me a note in order that I should know where they had gone.

I took a taxi lest I should miss the flight.

7. in adverbial clauses of concession introduced by although, though, whatever, no matter:

No matter how hard it should be, Henry will perform his task.

8. in adverbial clauses of time:

Keep trying until you should make sure you do everything well.

9. in prepositional object clauses, after adjectives such as to be glad, to be anxious, to be pleased, to be sorry etc.:

I am sorry that you should feel so bad.

10. in relative clauses, after nouns such as hint, idea, reason, supposition, thought:

There is no reason why you should behave like this.

May/might + infinitive occur in main and subordinate clauses.

May or might + infinitive can be used when the verb in the in the main clause is in a present or future tense. Only might + infinitive is used when the verb in the main clause is in a past tense.

Use:

1. in main clauses expressing a wish:

May you live long!

May all your dreams come true!

Oh, that she might be here before dawn.

2. in subject clauses after it is/was possible/ probable/ likely:

It is possible that they may visit you tomorrow.

It was likely that Helen might have been there before.

3. in prepositional object clauses after be afraid:

I'm afraid they may/might be late.

Daniel was afraid we might reveal his secret.

4. in adverbial clauses of purpose introduced by that, so that, in order that:

I'll lend you some money so that you may buy yourself a new jacket.

They asked for more information in order that they might fill in the applications.

5. in adverbial clauses of concession introduced by although, though, whatever, however, no matter:

However hard it may be, we must succeed.

No matter how mentally exhausted he might have been, he still had to finish the final test.

6. in direct object clauses, after wish to express an unfulfilled action:

I wish they might have understood me.

Would + infinitive occurs in main and subordinate clauses:

1. in conditional sentences to express a present or a past conditional:

Hector would come to your party if you invited him.

I would have understood you if you had explained everything to me at the time.

2. in direct object clauses, after the verb wish, to complain about an annoying habit or to refer to something the speaker would like to happen:

I wish my children would stop making so much noise at midnight.

Jerry wishes Ann would call him more often.

3. will/would + infinitive may be used in adverbial clauses of purpose introduced by so that:

Mrs. Smith left the man waiting at the door so that she would announce her husband about the visit.( would + infinitive is used when the main verb is in a past tense.)

He volunteers at the homeless shelter so that he will help those in need. (will + infinitive is used when the main verb is in a present, present perfect or future tense.)

Could + infinitive occur in subordinate clauses.

1. can/could + infinitive may be used in adverbial clauses of purpose, after so that, as an informal alternative to may/might + infinitive; could + infinitive implies that the action is viewed as real:

I lent her a good dictionary so that she could translate the article into French. ( could + infinitive is used when the main verb is in a past tense.)

She studies ten hours a day so that she can pass this difficult exam. (can + infinitive is used when the main verb is in a present, present perfect or future tense.)

2. could + infinitive is used in direct object clauses, after wish, to refer to something that is difficult or impossible to accomplish:

We wish they could get in touch with us.

The Synthetic Subjunctive is mainly used in legal documents and journalism. It is more frequently used in American English than in British English.

The Analytical Subjunctive is more used in contemporary British English.

Conditional clauses

Conditional sentences are in the conditional mood (a sub-category of the subjunctive mood), which is used for hypothetical scenarios that are dependent on a certain condition or conditions. They are usually constructed using if to identify the conditions that must be met. There are four “degrees” of conditionals, all of which vary in structure and meaning.

Zero Conditional/ Type 0

A zero conditional sentence uses the present simple tense to talk about what is always or generally true. It is classified as a conditional because it creates a hypothetical situation to describe what would be true each time something happens.

The general structure for the zero conditional is: “If + subject + present tense of predicate verb, subject + present tense of main verb.” For example:

If you throw a ball in the air, it comes back down. (Always true: A ball comes back down every time you throw it in the air.)

If we get up early, we always go jogging. (Generally true: We jog every time we get up early.)

First Conditional/ Type 1

The first conditional is very similar in structure to the zero conditional. We still use if plus the present tenses to create the condition, except that we now use the future simple tense to describe a probable result of the condition.

Thus, the structure is: “If + present simple/ present continuous/ present perfect simple/ present perfect continuous , will + bare infinitive.” For example:

If I win the lottery, I will buy a new car.

If he doesn’t arrive soon, we won’t have time to catch the 9:30 train.

If they are studying, I won’t make any noise.

If she hasn’t cooked dinner, we’ll order a takeaway.

Note: We can use when instead of if to mean something will definitely happen:

If she calls, I’ll tell her the good news. (but she might not call)

When she calls, I’ll tell her the good news. (she will definitely call)

The first conditional expresses a variety of functions :

Commands: If get home late, don’t wake me up!

Offers: I’ll call the hotel if you don’t have time.

Suggestions: Shall we go for a walk tomorrow if the weather’s nice?

Warnings: I’ll call the police if you don’t leave at once!

We can also reorder the sentence to have the future tense clause at the beginning of the sentence, and the conditional clause at the end. Additionally, we can use modal auxiliary verbs other than will (such as must, can, could, may, might, or should) to create different shades of certainty in the future simple tense.

Let’s take a look at some examples:

I will go if he calls me. (Will expresses a certain fact.)

I must go if he calls me. (Must expresses a personal obligation for the speaker.)

I can go if he calls me. (Can expresses either permission from a third party or the fact that speaker is free from other commitments.)

I might go if he calls me. (Might expresses a possible situation.)

I may go if he calls me. (May is similar to might, but it is more formal and the possibility is slightly less.)

I should go if he calls me. (The speaker feels a mild obligation.)

“You should go if he calls you.” (The speaker is recommending that you go or is giving you a personal opinion.)

I can’t go if he calls me. (The speaker is not able or does not have permission.)

I shouldn’t go if he calls me. (The speaker feels a mild obligation not to.)

I might/may not go if he calls me. (We very rarely contract might not in modern English, and we almost never contract may not.)

Interrogative sentences :

To form a question in the first conditional, we invert the subject with the modal auxiliary verb:

If I he calls me, should I go?

Could I leave early if Jake covers my shift?

If I finish my homework on time, may I go to the party?

If I come with you, will you buy me lunch?

Note: To make the conditional pattern more formal, we can omit if and use should before the subject:

Should you be less than delighted with our product, we will refund your money immediately.

Second Conditional/ Type 2

We use the second conditional to speak about a hypothetical situation or outcome resulting from the condition. Unlike the first conditional, we use the second conditional to talk about things that cannot or are unlikely to happen in the present or future.

To create the second conditional, we use the past simple or past continuous after the conditional clause, followed by would + the bare infinitive for the result of the condition.

In addition to would (which we use to describe something we would definitely do), we can also use could for what we would be able to do, as well as might for what it is possible (but unlikely) we would do, meaning “would perhaps”, “would possibly”. For example:

If I went to London, I would visit Trafalgar Square.

If our father didn’t work so hard, we wouldn’t be able to afford this house.

If I didn’t live in London, I could never speak English so well.

If we were earning more money could buy a new house by the sea.

If you had a phone, you could call me every day.

If I was/were* older, I might stay up all night long.

(*Note that in more formal English, it is standard to use were in conditional sentences using the past tense of be, irrespective of it having a singular or plural subject. However, in everyday writing and speech, it is common to use was for singular subjects.)

The second conditional expresses a variety of functions:

Giving advice: If I were you, I would lend some money to Ann.

Polite requests: If you could deal with this matter, I’d be very grateful.

Desires/regrets: If we didn’t have to work so hard, we could spend more time together.

Interrogative sentences :

To form questions in the second conditional, we invert would/could/might with the subject. For example:

If you had a million dollars, would you buy an expensive boat?

Would you travel to South America if you spoke Spanish?

We can also put a question word before would in this form:

What would you do if your family wasn’t so wealthy?

Where might you go if you won the lottery?

If you could have dinner with a famous person, who would you choose?”

Note: We can use should +infinitive or were to+ infinitive in the second conditional to emphasise that the condition is unlikely to happen:

If the washing machine should break down within the first year, we would repair it at our expense.

Third Conditional/ Type 3

Third conditionals are used to establish a hypothetical situation in the past, followed by a hypothetical outcome that did not really happen—typically, the outcome is the opposite of what actually happened.

To form the third conditional, we use the past perfect simple/ past perfect continuous for the conditional clause, and would have + the past participle of the verb for the hypothetical outcome. As with the second conditional, we can also use could or might instead of would. Additionally, we can use should have + the past participle to describe an outcome that ought to have happened. For example:

If I had been more prepared, I would have passed that test.

If he had been listening, he might have heard what I said.

In reality, the speaker was not prepared, and so they did not pass the test. By creating a condition in the past using the past perfect tense, they can articulate how they might have achieved a different outcome if they were more prepared.

Here are some other examples:

Truth: “She was not there and couldn’t help you.”

Conditional: “If she had been there, she could have helped you.”

Truth: “I was late for work yesterday because I overslept.”

Conditional: “If I hadn’t overslept, I wouldn’t have been late for work.”

Truth: “I didn’t know you had a test today.”

Conditional: “If I had known you had a test today, I wouldn’t have let you go to the movies.”

The third conditional expresses a few functions :

Criticism: If you had been driving more slowly, you could have stopped in time.

Regrets: If I had studied harder I could have passed that exam.

Interrogative sentences :

To form a question in the third conditional, we invert would/could/might/should with the subject and add a question word before it (if necessary).

For example:

Would you have come to the party if you had known about it?

What might you have done if you’d arrived sooner?

Where could you have gone if you hadn’t come here?

The Mixed Conditional

There are two common patterns to form a mixed conditional, depending on the meaning we wish to achieve.

a) If it is being used to describe how an unreal situation in the past might have affected an unreal outcome in the present, we use the past perfect tense in the conditional clause and would / could / might+ the bare infinitive of the verb for the result of the condition. For example:

If I had studied more (the condition is in the past), I would be a doctor (the result of the condition is in the present).

If I had been born in Germany, I would be German.

If he hadn’t lost his job, he wouldn’t be unhappy.

b) If the mixed conditional is being used to describe how an unreal condition in the present might have affected an unreal outcome in the past, we use the past simple tense in the the conditional clause and would have / could have /might have + the past participle of the verb for the result of the condition.

For example:

If I wasn’t/weren’t so shy (condition in the present), I would have asked her on a date (unreal outcome in the past).

If she was/were a better driver, she’d have gotten her driving license by now.

If we worked a little harder, we could have finished that project.

Alternatives to “if”:

unless (if …not/only if) to express a negative condition .It is not an alternative in most question and when the negative condition is contrary to known facts:

He won’t catch the train unless he leaves at once.

provided/providing (that), so/as long as, an condition that (only if) to emphasise that the condition is necessary to the result .They are not used with the third conditional:

Expenses will be reimbursed on condition that all receipts are submitted.

You can live here as long as you pay the bills.

suppose/supposing that, what if to talk about imaginary conditions:

Suppose he asked you to go to the cinema with him, would you go?

What if the money doesn’t arrive on time?

in case to imagine a precaution necessary for a situation:

I’ll take the key in case my parents are not at home.

but for + noun phrase to express a necessary condition for something to have happened in the past:

But for the heavy rain, we could have reached the office in time.

whether…or not to express alternative conditions:

They’ll deliver the furniture whether there is someone to receive it or not.

even if to express a condition that is unexpected in the circumstances:

Even if they go down with flu after they have had vaccination, it’s likely to be less serious.

Chapter 2 – Methodological aids and materials used in teaching, learning, revising and evaluating modal verbs

This chapter is meant to give various examples of worksheets including numerous exercises related to the context of modal verbs helping both teachers and students practise. It also contains entertaining activities involving the functions of modal verbs, diagnostic and progress tests for intermediate, upper-intermediate and advanced level, considering the students’ age, personality, interests, preoccupations and needs. In addition to this, I have included examples of games and songs that might be used successfully while teaching, studying or practising modal verbs. Since grammar teaching has often been regarded as a structure based, formal activity, integration of numerous sources, techniques, games and songs, which are mainly based on communicative activities, should be taken into consideration as the more variety we can introduce into teaching, the more likely we are to meet the needs of all the different learners, developing all the four skills: speaking, reading, listening and writing. What is more, as students need to be motivated, exciting and relevant classroom exercises appear to be mandatory if real understanding and acquisition is to take place. For instance, games are activities with rules, a goal to achieve, and an element of fun. Moreover, they seem to be challenging and interesting enough to keep the students eager to complete the task. Furthermore, as they use English for real purposes, they make the students play and learn at the same time. Besides, games help to create a context in which students’ attention is focused on the completion of a task without realising that language items are being practised. Along with games, songs provide a valuable source of authentic language, being useful exercises to teach a variety of language matters such as sentence patterns, structure, communicative functions, vocabulary, spelling, pronunciation, stress, intonation and rhythm. As there are various ways to exploit them in the classroom, for example, classic gap-fill, spot the mistakes, comic strip, order the verses, discussions, translation, write the next verse, it is necessary for teachers to be conscious that when they use songs in their classes they make the activity livelier and much more motivating. As a result, language learning takes place in a context that children can directly relate to, thus games and songs provide a valuable learning experience in which the students practise and revise language according to their styles of learning, interests and needs, thus games and songs have been associated with a move from the teaching of discrete grammatical structures to the promotion of communicative ability.

2.1 Worksheets including various exercises related to context of modal verbs

Intermediate level

Modal verbs practice

I. Choose the correct answer.

1. You …B…do your homework before you watch TV.

A. can't B. should C. shall

2….. I come in? It's rather cold out here.

A. Should B. May C. Must

3. You… water the plants this weekend; they look dry.

A. are able to B. needn't C. ought to

4………. you collect the children from school, please?

A. May B. Will C. Must

5………… you play the piano?

A. Can B. Must C. Should

6. I……… buy some milk. There isn't any left.

A. mustn't B. may C. must

7. When….I call you?

A. shall B. must C. needn't

8. I……swim before I was able to walk.

A. might B. could C. can

9. You ……walk to work. I'll give you a lift.

A. must B. needn't C. may

10. Tim …….be out. There are no lights on.

A. shall B .should C. must

II. Complete the sentences, as in the example. Sometimes more than one answer is possible.

Modal Use

1. …Shall…we go to the zoo? making a suggestion

2. You…………..try harder. giving advice

3. You………take photographs here. expressing prohibition

4. ………….I carry this bag for you? making an offer

5……………you turn off the lights, please? making a request

6. You………. have been more careful. expressing criticism

7………….. I make a phone call, please? asking for permission

8. Tom……….. walk; he's only six months expressing lack of ability

old.

9. Mary…….. send us a card. expressing possibility

10. You……………… wear a seatbelt expressing obligation

while driving.

11. They………. be tired. expressing a positive logical assumption

12. I'm sorry , but you…. go out. refusing permission

13. He…………be French. expressing a negative logical assumption

14. You………. sit here. giving permission

III. Complete each sentence with two to five words, including the word in bold.

1. It is possible that he has spent all the money.

could He could have spent all the money.

2. I advise you to take a course in literature.

should You……………………..in literature.

3. It is possible that the police are questioning him.

may The police……………………him.

4. I'm sure he is lying about his age.

must He ………….about his age.

5. Let's have a break in five minutes.

can We………………………………………………in five minutes.

6. It wasn't necessary for her to give me a lift, but she did.

have She…………………………….. .me a lift.

7. You aren't allowed to throw litter in the park.

mustn't You……………………………….litter in the park.

8. It isn't necessary for Mother to cook tonight.

have Mother………………………………..tonight.

9. It is possible that she has gone home.

could She……………………………….. home.

10. Perhaps Dan is in hospital.

may Dan ……………………………………….. hospital.

Advanced level

Modal verbs practice

Complete texts A-C with an appropriate verb or expression. Use the information in the box to help you. The first one is given as an example (0).

A DESK-TOP PUBLISHING

Ten-week intensive course for people interested in producing small-scale publications. Applicants for this course (0) …must… have good keyboarding skills but are not (1) …….. to have prior publishing experience. If possible, applicants (2) ……. have access to a computer and Microsoft Publisher, but there are a limited number of machines available at the college.

B DESK-TOP PUBLISHING

Learn how to self-publish from the professionals! We offer Desk-top Publishing courses to suit all schedules and budgets, from five-week intensive courses to year-long evening courses. You (3) …….. have your own computer (on our full-time courses) but you (4) …….. have some previous experience in publishing. You (5) …….. be able to use a keyboard. Call us on 01202 867349.

C DESK-TOP PUBLISHING

One-year course. Applicants (6) …….. have previous experience in publishing, as part of the course involves work experience with a local printing company. Equally, you are not (7) …….. to have good computer skills as all basic training is provided. A minimum of three GCSEs is (8) ……… and applicants (9) …….. have a good level of English.

Write four statements making deductions about each picture. Use the words and phrases underneath the pictures. The first one is given as an example (0)

0 (daughter) They must …be waiting for their daughter… >

1 (on/train) She can't ……………………………………………………….

2 (miss/it) She must ……………………………………………………….

3 (child/mother) She must ………………………………………………………..

4 (phone/parents) She can't ……………………………………………………….

5 (rain) It must …………………………………………………………

6 (slip/banana skin) The man must …………………………………………………………

7 (not/wife) She can't …………………………………………………………

8 (ambulance) Someone must ………………………………………………………..

3. For each of the sentences below, write a new sentence as similar in meaning as possible to the original sentence, but using the word(s) given. The word(s) must not be altered in any way.

0. It looks certain that the orchestra's instruments are arriving on later plane.

must …The orchestra's instrument must be arriving on a later plane………………

1. I strongly recommend you to try this sundried tomato bread.

must …………………………………………………………………………………………………………

2. There is no obligation to get an international driving licence for this country.

have ………………………………………………………………………………………………………..

3. It was stupid of the government to try to break the strike.

should ……………………………………………………………………………………………………..

4. I warn you not to chat up my girlfriend again!

had ……………………………………………………………………………………………………….

5. We didn't book the table but it didn't matter as there was hardly anyone in the restaurant anyway.

need ………………………………………………………………………………………………………

6. My hair's much too long. I'll have to get it cut soon.

cutting ………………………………………………………………………………………………………

7. It is essential that you disconnect the gas supply before removing the boiler.

be disconnected ……………………………………………………………………………………………….

8. The management will not permit latecomers to enter the theatre until there is a suitable break.

allowed ……………………………………………………………………………………………………….

9. Why do we have to state ethnic origin on official forms these days?

required ………………………………………………………………………………………………………..

10. There can be no doubt that the solicitor has received the information by now.

must ………………………………………………………………………………………………………

Underline six more mistakes to do with modal verb or expressions from this unit, then correct.

Minutes of Holmefied Neighbour Care meeting

1. Sergeant Dibden reminded us that we don't have to tackle a burglar if one …mustn't…

2. enters our home as this can be very dangerous. He also reminded us that we ……………

3. are supposed by law to inform the police and our insurance companies of all …………..

4. keyholders after a break-in. ………….

5. Mrs Sanders from Twyfield Close reported that she had been burgled two …………

6. afternoons before. The burglar should have got in through an open downstairs ………..

7. window, although at that time of day there must be plenty of people …………

8. around who witnessed the break-in. You'd better report it to the police if you …………

9. saw anything as it's our civic duty. ……….

10. Mr Harrison from Dukes Avenue was concerned that he hadn't taken up an ………..

11. invitation from a security company to assess his house for security risks, but he ……..

12. was relieved to discover from Sergeant Dibden that he needn't have invited ……….

13. them anyway, as the police can do security checks. ………

14. Finally, remember, if you need speak to a police officer, you can call Sergeant ……..

15 Dibden at Holmefield police station at any time. ……….

2.2 Entertaining activities and games involving the functions of modal verbs

The students’ secrets activity – intermediate / upper-intermediate level

This is a speaking activity for modals used to express possibility.

There is a wide variety of forms referring to both the past and the present, making it suitable for students who are practising these structures. Furthermore, the exercise might be used to introduce various forms and tenses. In this manner, the pupils would do the exercise without you drawing their attention to the forms themselves, then analyse. This method can help demystify an area students usually feel uncertain of.

Preparation:

Before the class starts, the teacher must make photocopies of the worksheet for each student in the classroom.

Worksheet- The students’ secrets

What do you think are your classmates’ secrets? Answer the questions below in pairs to find out:

Now check if your ideas were right!

Procedure

Ask the students the following question (If there are pupils who are already famous in the classroom for a certain characteristic, you can make reference to it instead):
'Who do you think could be very sleepy this morning?'

Next, stimulate learners to suggest colleagues and motivate their reasons.

Give out the worksheet and ask students to complete it, working in pairs. If you are teaching a new class, check they know each other's names. When they have finished filling in the sentences, ask students to get up and walk around to check their ideas with the people they have named.

Teacher should give learners time and encourage discussion while monitoring closely.

At the end of the exercise, ask the students how successful they were in knowing their mates and guessing and elicit any interesting answers they want to share.

Abandoned places- upper-intermediate or advanced level

This is a speaking activity practising modals in the past. The objective of this activity is to use modal verbs in order to speculate about the past. It is a good practice for students preparing for Cambridge exams or for those who need to work more on the use of modal verbs. It is based on pictures description.

The Task

Step 1 Choose a meaningful photo and show it to your students. Ask them to say what they see. Next, ask them to imagine about what this place could have been like in the past. Then, draw your pupils’ attention to the meanings and functions of modal verbs used to talk about the past.

may/ might have + past participle (possibility)

could have + past participle (possibility)

must have + past participle (certainty)

can’t have + past participle (impossibility)

The pupils usually realise it is an old building/ house / mansion/ residence/ palace left in ruin. Then they speculate about what it once could/may /might/ can’t/must have been:

It might have been a residence.

The dwellers must have been very rich.

It might have belonged to an important person (a politician, a lord, a businessman etc.)

It can’t have been placed in the centre downtown because it is covered with climbing plants and thick bushes at present.

It must have had a lot of spacious rooms and a big front garden.

It could have been abandoned because it was haunted by ghosts.

Then it is revealed the caption for the picture: “A home abandoned after a fire during World War II”

Step 2 Ask pupils to work in pairs or individually on other pictures of abandoned places, telling them to come up with as many sentences containing speculations using modals in the past as possible.

Step 3 Check and correct your pupils’ sentences with the whole class. Find out which photo is considered to be the most popular and why. Ask whether your learners have ever visited a similar abandoned place or whether there is a similar building in their area. If there is one, ask them what this place might have looked like in the past.

Picture description activity- intermediate/upper-intermediate or advanced level

This is a speaking activity revising both lexical items and structures. It encourages students to develop fluency.

Tips to depict photos or pictures:

The visuals are just an excuse to talk about a specific topic.

Describe what you can see, comparing and contrasting the pictures, making a general description, then give as many details as possible using a wide variety of vocabulary and structures such as modal verbs :

Must: for positive deduction. He must be happy because he’s smiling. The photo must have been taken in the summer as he is wearing light clothes.

Can’t: for negative deduction. He can’t be going to school because he is not carrying a backpack.

May/Might/Could: for possibility. He could be telling her something she doesn’t like. The photo might have been taken in winter as they are wearing winter clothes.

Join your ideas using linking words.

Talk about the topic explaining your opinion with arguments.

Taking into consideration the fact that the pictures usually show different sides of the same issue, tell the class which one you would choose and why.

Ways of speculating:

I think / I guess/ I suppose it is…

I expect/ I imagine it is…

It/he must be….

It /he can't be…

I am not sure but, they could be…

It's not very clear but, probably…

I can't make it out but, perhaps …

Maybe, perhaps they are…

They seem to be working/reading/thinking about…

It can/could/might (not) be …

Probably/Perhaps

Ways of comparing:

In both pictures…

Both pictures depict ..,

In this one … and in the other one…

Both of the photos show…

Neither of them …

Similar to…

The same as …

Like…

In the same way….

Ways of contrasting:

The main difference between the photos is…

In the first picture…whereas the other picture…

Unlike…. this looks like…

In contrast…

Whereas/ While…

On the one hand… on the other hand…

Instead of /Unlike…..

Ways of illustrating

For example…

For instance…

Such as…

Compare and contrast the two pictures:

Speculate about their situation:

Play a detective role- advanced level

This is a speaking activity practising modals in the past to express probability.

Students play a detective role using evidence for the existence of a past situation to work out what happened. You should allow 20 minutes to play this game.

Preparation:

Write sentences containing activities different people must/ can’t have/ might have done in the past.

Procedure:

Step 1: Divide students into groups of 4 or 5 people.

Step 2: Ask pupils to choose one person in each group to be the detective while the rest of the students in the group are the witnesses. The detective sits with his or her back facing the board.

Step 3: Write the first sentence from on the board. The witnesses' task is to provide realistic evidence for the existence of the past situation using modal verbs, without uttering the given words or phrases.

For example: "She must have studied all night"

Mandy looks very tired.

She finished the test very fast. Her eyes are red.

She usually gets good grades.

Her light was on all night.

Step 4: The student who is the detective tries to guess what happened from the provided evidence. The first group's detective who guesses correctly gets a point for his/ her team.

Step 5: Next, the group change detectives while the teacher writes the next sentence on the board.

Step 6: The game carries on until there are no remaining sentences. Finally, the team with the highest amount of points is considered the winner of the game.

Role Plays

Level:  Upper intermediate/ Advanced

Grammar:  Modal Verbs

Skill: Speaking

Procedure: In this activity, students are divided into pairs, and each pair is given a situation.

One situation might be:

"Student A, you want to go to a concert with your friends. Please ask Student B for permission. Student B, you are worried about Student A going to the concert. Negotiate with Student A and command him be home at a specific time."

Another situation might be:

"Student A, you are going to a business meeting in Tokyo with Student B. Please discuss your trip with him and say when you expect the meeting to start and finish, and when you expect to return home. Student B, discuss the trip with Student A, and say that it is necessary for you to be back at a certain time because you have another meeting."

Remember:

The situations chosen should, of course, be meaningful to the students. Modals should be avoided in the description of the situation, but used during the role play itself. The students should be given a couple of minutes to prepare the role play, which is then presented in front of the class. Examples of modals are then taken from the role play, and the students who did not participate are asked to identify what the modals referred to. (For example, "Student A said "We have to be back by tomorrow evening.

NEIGHBORHOODS

Social issue poster and poster presentation

Using will for the future

Objective: Students will create a collage poster about a social issue and give a presentation using will to talk about the future.

Level: Intermediate to advanced

Materials: Paper for the base, any collage materials available (recycled magazines, papers, etc.), pencils, scissors, glue, paste, or glue sticks.

Teacher Preparation: 1.Find local posters to use as examples in Part One.

2. Gather and collect collage materials for students to use.

3. Ask students and other teachers to donate materials such as old magazines, recycled paper ,or scraps of fabric.

Art Options: If collage materials are not available, this can also be completed as a drawing or painting activity. Students can draw or paint a social issue poster instead of using collage materials.

INSTRUCTIONS:

Part one: Social Issue Poster

Break students into pairs or small groups of three.

Bring in examples of local posters to show students, or find poster examples online. Give one poster to each group.

Have students look at the poster and discuss as a group what the purpose of the poster is, what content the poster displays, and the design features of the poster. Does the poster advertise a product or event? Does the poster make a social or political statement? Is the poster used for decoration?

Write the various categories of posters on the board, and have groups decide which category their poster should go under: advertisement, social or political statement, or decoration. Have groups tape their posters under the appropriate category.

Discuss with the class the various categories and determine if groups put their poster in the correct category.

Tell students they will be creating their own posters about an important issue facing their neighbourhood, town, village, city, or school. Show students the Activity Example at the end of the lesson.

Have groups brainstorm possible topics for the poster. Create a list on the board of the groups brainstormed responses. Each group should then pick a topic that is important or meaningful to them. Possible topics might include education, pollution, transportation, or health care. Topics might be more specific, such as trash around the school, bullying, or graffiti on school walls.

If possible, have students research their issue or problem online. Ask groups to investigate whom the problem affects; what people, groups, or organizations are doing to help solve the problem; and what they can do to help spread awareness or help solve the problem. While researching, have one student from each group be the “secretary” and take notes in their journals.

After researching the problem or issue, have groups plan their poster with collage materials. Ask students questions to help them plan what to depict on their poster.

What type of picture, image, or design can you create that relates to your topic?

How will the image grab the attention of people viewing the poster?

Will you use words in your poster? If so, what do you want say? .I not, how can you convey your message without words?

Groups should agree on a plan for their poster before they begin working. Tell students to lightly draw the layout or design of their poster first.

Have students collect materials and make their collage posters. Invite students to bring in any materials from home or outside classroom that might be useful for their collage poster.

Part Two: Poster Presentations, Writing/Speaking Practice

When all groups have finished their poster, tell students they will educate the other students in the class about their social issue or problem by giving a presentation.

Groups should work collaboratively on their presentation. The presentation should have three parts:

Introduce and discuss the problem (groups can refer to their notes from researching the problem earlier.)

Show and discuss the poster the group created (groups should discuss what images and text they used to create their poster and why or how their images and text relate to the problem.)

Discuss the solutions the group came up to help the problem. Groups will need to discuss how they can help solve the problem and what they will pledge to do in the future. Review the use of will to express actions in the future with the class. The language structure is outlined below.)

Review the use of will to talk about things in the future.

WILL for the FUTURE

Form: will + base of the infinitive

Use: To express future actions and predictions or assumptions

Examples: I will (I’ll) be a better student and study more.

I will (I’ll) turn the lights off when I am not in a room to conserve energy.

I will (I’ll) recycle plastic and paper more.

For example, if their poster is about littering, students might brainstorm solutions such as ”I will pick up trash I see around the school, ” or ”I will organize a school clean-up day with my friends.”

To help groups brainstorm solutions to the problem they depicted, ask students the questions below, or write the questions on the board.

How does this problem affect you and your community?

What are some daily things people can do to help solve the problem?

What are some weekly or monthly things people can do to help solve the problem?

What will you do in the future to help solve this issue or problem?

Give students time to practice their presentations.

Have students give their presentation to the class. If possible, invite parents, teachers ,or administrators to come to the class, for the groups presentations.

a) If your classis large, you can have a “poster session” instead of a poster presentation. For a poster session, instruct half of the groups to display their posters around the classroom. The other groups, as well as any invited guests, circulate around the room, talking to the groups about their posters, the issues depicted, the issue, and solutions the groups came up with. After a sufficient amount of time, have the groups switch roles.

8. As a closing and assessment activity, have each student complete a survey about the social issue and problems that were presented.

With permission, display the groups’ posters in the school or other community buildings to show case the work students did and also bring awareness to the various problems or issues depicted.

Was she talking about being certain that something was true? What do you think

Would You Rather… Why?

Would You Rather… Why gives students a chance to express their preferences on a number of different topics. The teacher should remind students of the expression “Would you rather…or…?” as a polite way of posing a question of preference. Students might also benefit from discussing polite responses to the question such as “I’d rather” and “I’d prefer.”

“Player Talk” in Would You Rather… Why?

Cue “Player Talk”

… be a baker, a dentist, I would rather be a baker because I really like cake.

or an accountant? (Simple response)

… visit Ireland, Japan, or Oh, that’s hard, I guess I’d rather visit Hawaii. All three Hawaii? are beautiful islands, but Hawaii is the best one for a vacation because it is always warm there.

(Complex response)

2.3 Song lessons

“I Will Survive” by Gloria Gaynor

“Song background

Gloria Gaynor was born in Newark, New Jersey. She is famous for singing disco music, which was very popular in the 1970s. “I Will Survive”, which was released in 1978, is probably her best known song. It is still very popular in karaoke and dance clubs. It is about a woman whose boyfriend has broken up with her, and it is famous for having a strong female voice.

Grammar background

In this song, you will find many grammar forms that your students have learned about. Before they listen, review these topics:

yes/no questions

simple past

used to

future time with will

imperative

connecting ideas with because

adjective clauses

Vocabulary

This is a list of some of the words you may want to discuss in your lessons.

petrified: very scared

do someone wrong: be very mean to someone

get along: survive, keep going

crumble: fall into pieces

mend: fix or repair

chained up: tied up

drop in: visit unexpectedly

Worksheet 1

While you listen

1. Listen to the song once. How would you describe the singer’s attitude? How does the song make you feel?

2. Now listen again and focus on grammar. Listen for simple past verbs. Write them in a list in the space below.

3. Listen for one yes/no question in the past tense. Write it here.

4. Listen to the song one more time. Listen for future tense and imperative forms. Write them in the chart below.

Future______________________________Imperative

After you listen

Things to think about and discuss

In pairs, small groups, or as a whole class, share your answers to these questions.

● The singer is very angry with someone. What do you think that person did? Why do you think the person came back to see her?

● A karaoke club is a place where people can volunteer to get up and sing their favorite songs in front of an audience. Why do you think this song is so popular in karaoke clubs?

Worksheet 2

Grammar

Look at the lyrics. Did you find all of the simple past forms, yes/no questions and imperative verb forms? Now work with a partner.

Find three adjective clauses. (Remember that relative pronouns used as the object of the verb might be deleted.)

Find one clause that begins with ’cause (the short for of because).

Speaking & Writing

Think of something in the world that you are angry about. It could be something that is happening in your life, in your city or country, or in the world in general.

How would you briefly describe the problem?

What needs to happen to change the problem?

In pairs or small groups, share your answers and discuss ways to solve each other’s problems.

Now, write a paragraph in which you briefly describe the problem and explain what people should do to change the situation. The problem could be small or large. For example, you could write:

My landlord raised the rent last week. I am angry because many of the people in my apartment building can’t afford to live there anymore. The landlord should lower the prices …” (http://www.azargrammar.com/materials/uueg/UUEG_SongLessons.html)

“Could’ve Been” by Tiffany

“Song background

You are going to hear a song from the 1980s. At that time, a type of music called “teen pop” was very popular. Teen pop music is meant for young people from about 9 years old to about 18 years old. These songs are usually very light (not serious) and easy to dance to. The topic of these songs is usually romantic relationships.

Tell students that they are going to hear a ballad, which is a slow, romantic song. A woman sings about her sadness after her boyfriend breaks up with her. She dreams about a life with her boyfriend. That life is not possible now, because she will not see him again.

Grammar background

This song uses the past tense modal could have. Could have + past participle is used to express possibility in the past. Write these examples on the board:

I wish I had taken the job. It could have been a great opportunity for me.

(There was the possibility of having a great opportunity, but you didn’t take it.)

Why did you buy a new dress? You could’ve bought a computer with that money. (There was the possibility of buying a new computer, but you didn’t buy one.)

If I had studied, I could have gotten an A on the test.

(There was the possibility of getting an A, but I didn’t get an A.)

Help students see that could have + past participle means that the situation did not happen. The speaker imagines a different path for his or her life than the one that he or she has taken.

Point out the lines of the song that use “Could’ve been” with no subject. Ask students to make these sentences full English sentences. Remind students that they need to add a subject like this:

My life could’ve been wonderful. / It could’ve been wonderful.

Explain that sometimes in songs and poetry, writers may not use full sentences; they change the structure of sentences to fit the music. In this song, the singer left out the subject because it was clear from the context. This usually only works in music, though. Tell students not to leave the subjects out of their writing.

Vocabulary

These are just some of the words you may want to discuss during your lesson.

linger: remain, stay

get your hopes up: become hopeful about something

faint: barely noticeable

Worksheet 1

While you listen

1. Listen to the song once. Why is the singer sad?

2. Now listen again and focus on the grammar. Listen for sentences with could have + past participle. Write them down.

3. Compare your list to another student’s. Do you have all the same answers? Now listen again and try to hear the answers your partner found (the ones that you didn’t hear).

After you listen

Things to think about and discuss

In pairs, small groups, or as a whole class, share your answers to these questions:

●What things remind the singer of the past?

● Do you think that the singer chose to end the relationship, or do you think that her boyfriend chose to end it? Find evidence for your answer in the song.

Grammar

The singer in this song believes that her life could have been wonderful if her boyfriend had stayed with her. Write three sentences that describe this belief. Use if-clauses and would have + past participle. See the examples below.

If her boyfriend had stayed, she would have had a beautiful life.

If her boyfriend had stayed, they would have been very happy together.

Worksheet 2

Speaking & Writing

In pairs, small groups, or as a whole class, share your answers to these questions.

Have you ever thought about something that could have happened, but didn’t? This can be a good thing or a bad thing. For instance, consider these two examples:

Last year, I was driving my car when I drove over some ice. My car spun around in circles and I went off the road. I could’ve hit a tree or I could’ve died, but fortunately the car just stopped and I was okay.

I was offered a job last year in Australia. It was a really good job, but I didn’t want to live in Australia because it is so far away. I could’ve had a really good career, and I could’ve learned a lot of things, but I was too afraid to take the job.

Think of something in your life that could have happened differently. Share your story with a partner or small group.

Now write one paragraph about the situation that you have told about. Use could have in your paragraph.” (http://www.azargrammar.com/materials/uueg/UUEG_SongLessons.html)

2.4 Testing modal verbs – diagnostic and progress test papers

DIAGNOSTIC TEST

Modal verbs-Intermediate level

I. Choose the correct answer. 45 points

1. 'You….. be late for work'.

'I know. I'm leaving now'.

A. needn't B. must C. mustn't

2.'Jim ….lose some weight. His doctor said so'

'Then he must go on a diet.'

A. mustn't B. can C. has to

3.'I…. go to the bank today. I have enough money.'

A. needn't B. could C. must

4.'Did you deliver that parcel for me?'

'No, I….find the house, so I've come back to get a map.'

A. can B. could C. couldn't

5.'I… clean the house today. It's dirty.'

'I'll help you.'

A. needn't B. must C. mustn't

6.'I… feed the dog at lunchtime. My brother did it in the morning.'

'You can do it this evening, then.'

A. didn't need to B. needn't have C. need

7.'Do you need any help?'

'Yes, I…..open the window. It's stuck.'

A. could B. am able to C. can't

8.'I… swim until I was ten.'

'Well, I didn't learn until I was eleven.'

A. can B. can't C. couldn't

9.'Can I talk to you, please?'

'Sorry, I… go now. I'm late for a meeting.'

A. mustn't B. has to C. must

10. 'Is Tom good at languages?'

'Yes, he… already speak French, German and Italian.'

A. can't B. can C. could

11.'The test was too difficult for me.'

'Oh dear, I…. do it quite easily.'

A. was able to B. can't C. can

12. 'Where's Tom?'

'He's not at work, so he…… be at the library.'

A. must B. can't C. can

13.'……..we go shopping today?'

'No, I'd prefer to go tomorrow.'

A. ought B. Shall C. Will

14.'Sorry Mum. I've broken a plate.'

'You…. be more careful.'

A. may B. should C. might

15.'Where's your father?'

A. might B. can C. mustn't

II. Underline the correct word(s). 30points

1. A: Could/May/Shall you tell me the time, please?

B: Yes. It's a quarter past ten.

2. A: Would/Shall/Will we go shopping tonight?

B: Yes. We need to buy some food.

3. A: May/Should/Would I help you, madam?

B: Yes, please. Can/Shall/Would I have these shoes in black, please?

4. A: Would/Should/Shall I get you another cup of tea!

B: No, thank you. I've had enough.

5. A: Can/Shall/May you post this letter for me, please!

B: Certainly. I'll do it on my way home from work.

6. A: Shall/Would/Could I speak to Jenny, please?

B: I'm sorry, she's not here at the moment.

A. Oh. Must/Shall/Would I call later, then?

7. A: May/Will/Would I have a glass of water, please!

B: Yes, I'll get you one.

A: Could/May/Shall you put ice in it, please?

8. A: Did you call Jane?

B: No, I didn't need to/needn't because I saw he at work.

9. A: Shall/May/Could you help me, please?

B: Yes, of course.

10. A: You mustn't/needn't/couldn't lock the door.

B: Oh, will you do it when you leave?

III. Choose the correct answer.15 points

1. A letter arrived at your house. You are sure it is from Paul.

A. It might be from Paul.

B: It must be from Paul.

C: It may have been from Paul.

2. You have toothache. Your mother gives you some advice.

A: You may go to the dentist.

B: You should go to the dentist.

C: You might go to the dentist.

3. You are looking for your scarf. You think it is upstairs.

A: It can't be upstairs.

B: It should be upstairs.

C: It could be upstairs.

4. Your father told you to do your homework. You tell your friends.

A: I will do my homework.

B: I have to do my homework.

C: I might do my homework.

5. You want your neighbour to babysit for you tonight.

A: Would you babysit for me tonight?

B: Shall you babysit for me tonight?

C: Must you babysit for me tonight?

Marking scheme:

I.15 x 3points = 45 points

Solutions:

C

C

A

C

B

A

C

C

C

B

A

A

B

B

A

II. 10 x 3points = 30 points

Solutions:

Could

Shall

May, Can

Shall

Can

Could, Shall

May, Could

Didn’t need to

Could

Needn’t

III 5 x 3points = 15 points

Solutions:

1. B

2. B

3. C

4. B

5. A

10 points ex officio

PROGRESS TEST

Modal verbs – Intermediate level

I. Match the items in column A to their synonyms in column B. 24points

A B

You should/ought to… a. You aren't allowed to…

You must… b. It wasn't necessary for us to…(but we did)

Shall we…? c. Why don't we…?

You needn't… d. He managed to…

We needn't have… e. It wasn't necessary for us to…

We didn't need to… f. You had better…

You mustn't… g. I'm sure she's….

He was able to… h. Do you mind if I…?

She must be… i. You are obliged to…

He can't be… j. It isn't necessary for you to…

Could I…? k. I'm sure he isn't…

He may be..? l. Perhaps he's…

II. Underline the correct word(s).18 points

Dear Victoria,

I'm writing to tell you about the play I'm going to be in. It's called 'Only for You' , and I've got the leading role. I have a lot of lines and I 1) must/might learn them all before opening night.

We're performing the play for the first time on Friday night. We've been told that a TV company 2) must/may come to film it, so I 3) could/must be on television. I 4) needn't/might even become famous!

We 5) might/have to rehearse the play every night until Friday, because everything 6) must/shall be perfect for the performance. We 7) couldn't/ mustn't make any mistakes. 8) Can/Must you come to see the play, or will you be at work? I hope you'll be able to come. If not, I'll write and tell you how it wet.

I 9) could/must go and learn my lines now. See you soon.

Yours,

Charles

III. Complete each sentence with two to five words, including the word in bold. 18 points

1. Let's have a break in ten minutes.

can We………………………………………………in ten minutes.

2. You aren't allowed to throw litter in the street.

mustn't You……………………………….litter in the street.

3. It isn't necessary for Ann to cook tonight.

have Ann………………………………..tonight.

4. It is possible that Sue has gone home.

could Sue……………………………….. home.

5.Perhaps Peter is in hospital.

may Peter ……………………………………….. hospital.

6. I advise you to have a rest.

should You…………………………………………….a rest.

IV. This is a part of a letter you have received from an English friend.

I want to be more fit and healthy. What do you think I should do? Do you do any type of exercise?

Write a letter to your friend in about 100 words. 30 points

Marking Scheme:

12 x 2 points = 24 points

Solutions:1 f, 2 i, 3 c, 4 j, 5 b, 6 e, 7 a, 8 d, 9 g, 10 k, 11 h, 12 l

9 x 2 points = 18 points

Solutions: 1 must, 2 may, 3 could, 4 might, 5 have to, 6 must, 7 mustn’t, 8 Can, 9 must

6 x 3 points = 18 points

Solutions: 1 can have a break, 2 mustn’t throw, 3 doesn’t have to cook, 4 could have gone, 5 may be in, 6 should have

Task achievement- The letter is completely relevant to the task, fully developing all content points; the format of the letter is fully observed; the purpose of the letter is clearly and fully explained. -6 points

Organisation and cohesion- There is a logical progression throughout; the paragraphs are well built, well extended, the topic sentence is clear; a wide range of cohesive devices is used effectively.- 6 points

Vocabulary- A wide range of vocabulary is used appropriately and accurately; precise meaning is conveyed; minor errors are rare; spelling is very well controlled; the register is appropriate throughout.- 6 points

Structures- A wide range of grammatical structures is used accurately and flexibly; minor errors are rare; punctuation is very well controlled. – 6 points

Effect on target reader- The interest of the reader is aroused and sustained throughout.-6points
10 points ex officio

DIAGNOSTIC TEST

Conditionals – Advanced level

Twelve of these conditional sentences contain a mistake, or may be considered incorrect by most English speakers. Tick () the correct sentences, then find and correct the mistakes. (Be careful! Incorrect punctuation counts as a mistake.)

Example:I would have called you if I knew you were at home.

…………………had known….….……..…

1 It may be possible, if both parties desire it, to reduce the time scale.

………………………………………………

2 If the bill is passed by both parliamentary houses then it becomes law.

………………………………………………

3 Shall we start the decorating at the weekend if we had no other plans?

………………………………………………

4 If you spill even something as innocuous as water on this fabric, it stains.

………………………………………………

5 When you press the ‘record’ button, the green light comes on.

………………………………………………

6 If the museum will charge for entry, a lot of people won’t be able to use it.

………………………………………………

7 Are you unhappy with any of our operatives we will replace them immediately.

………………………………………………

8 If you’re talking some flowers to Julie, I’ll take some fruit.

……………………………………………..

9 If the form has been correctly completed, the transfer will take only two days.

………………………………………………

10 The organizers would respond positively to proposals if they are submitted by 10th June.

………………………………………………

11 If you were to listen more carefully, you might understand a little more.

………………………………………………

12 If I was you, I should try to see a consultant as soon as possible.

………………………………………………

13 If he would have waited a bit longer, we would have given him the result.

………………………………………………

14 The King of Belgium didn’t attend the royal wedding. If he hadn’t been there, he would have witnessed a marvelous spectacle

………………………………………………

15 If the company didn’t want to continue sponsoring us in the future, they wouldn’t renew our contract last week, would they?

………………………………………………………………

16 If the authory had built new homes as planned, we would have fewer homeless people on our streets today.

…………………………………………………………..

17 Shh! I’d be grateful unless you made comments during the concert.

………………………………………………………………

18 Always take a basic medicine kit on holiday in case you fall ill.

………………………………………………………………

19 Even they go down with flu after they’ve had the vaccination, it’s likely to be less serious.

………………………………………………………………

20 Those concerned by the long-term effects of global warming believe that the damage has been done, whether we take remedial steps now.

………………………………………………………………

Marking scheme:

20 x 4.5points = 90 points

10 points ex officio

Solutions

1

2 If the bill is passed by both parliamentary houses, then it becomes law. (Insert comma.)

3 Shall we start the decorating at the weekend if we have no other plans?

4

5

6 If the museum charges for entry, a lot of people won’t be able to use it.

7 If you are unhappy/ Should you be unhappy with any of our operatives we will replace them immediately.

8

9

10 The organizers will respond positively to proposals if they are submitted by 10th June.

The organizers would respond positively to proposals if they were submitted by 10th June.

11

12 If I was/were you, I should try to see a consultant as soon as possible.

13 If he had waited a bit longer, we would have given him the result.

14 The King of Belgium didn’t attend the royal wedding. If he had been there, he would have witnessed a marvelous spectacle.

15 If the company didn’t want to continue sponsoring us in the future, they wouldn’t have renewed our contract last week, would they?

16

17 Shh! I’d be grateful unless you didn’t make comments during the concert. (unless is not an alternative to if not when the negative condition is contrary to known facts.)

18

19 Even if they go down with flu after they’ve had the vaccination, it’s likely to be less serious.

20 Those concerned by the long-term effects of global warming believe that the damage has been done, whether or not we take remedial steps now/ whether we take remedial steps now or not.

LESSON PLAN

TEACHER: Maria Gutu-Cucu

SCHOOL: “Vintila Bratianu” High School

FORM: 9th grade

LEVEL: Intermediate

TEXTBOOK: Going for Gold Intermediate

UNIT: Danger

APPROACH: Communicative

SKILLS INVOLVED: speaking, reading, listening and writing

OBJECTIVES: At the end of the lesson the students will be able to:

use new vocabulary related to danger

talk about their personal experiences involving dangerous incidents or situations

listen for specific information

speculate about different possible/certain situations

make predictions

STRUCTURES:

-modal verbs: may/might/could/will

COMMINICATIVE FUNCTIONS:

expressing personal points of view

expressing agreement/disagreement with other’s opinion

making predictions

expressing possibility/certainty

ASSUMPTIONS: the students are familiar with “will/may/might/could/must” in order to express possible/certain/impossible situations or to make predictions. Furthermore, they know almost all the vocabulary related to the topic.

TEACHING AIDS: – the student’s textbook and workbook, dictionaries, the teacher’s book, laptop, CD, pictures, worksheets, cards

METHODS & TECHNIQUES: presentation, brainstorming, conversation, explanation, written practice, listening practice, pictures description

TIME: 50 minutes

WORKSHEET 1

WORKSHEET 2

WORKSHEET 3 WORD OF THE DAY

The F1 champion Michael Schumacher sustained a serious head ………. .

The entire nation is watching tonight as efforts are made to ……… a little girl trapped in a well.

When travelling in very cold weather, I sometimes wear two pairs of socks to prevent ………… .

The most dangerous thing Tom ever wanted to try to do was to hold a …………. snake.

Everybody in the building felt the  …………………… .

After six days on the desert island, we all thought that there was no chance of ………….

A  ………….. or emergency medical kit is essential for preparing yourself for medical emergencies

For your own …………, never ride in a car with a drunk driver.

WORKSHEET 4

“I was now landed and safe on shore, and began to look up and thank God that my life was saved.  I began to look round me, to see what kind of place I was in, and what was next to be done; I was wet, had no other clothes but those on me, nor anything either to eat or drink to comfort me; I only had one thought: that of starvation or being killed by wild beasts; and that which was particularly painful to me was, that I had no weapon, either to hunt and kill any creature, or to defend myself against any other creature that might desire to eat me. In a word, I had nothing about me but a knife, a tobacco-pipe, and a little tobacco in a box.  This was all my provisions; and this threw me into such terrible agonies of mind, that for a while I ran about like a madman. It seemed I had no escape.”

(Adaptation from The Life and Adventures of Robinson Crusoe,

by Daniel Defoe)

Robinson Crusoe is the name of a man who was stranded on an island many, many years ago. He had many problems to solve as he had to build a shelter, which would serve as his new home and would keep him dry if it started to rain. He also had to search for food because he knew that without food or water he would die. After searching for some time, he found clean water and trees with lots of fruit in them. Little by little he also managed to build different kinds of weapons which helped him to catch wild animals and to fish. He spends his time planting corn, barley, and rice. He learns to make bread. He builds furniture, weaves baskets, and makes pots. Crusoe also raises goats and tends to his little animal family of cats, dogs, and a parrot. One day he noticed some foot prints in the sand. He was very surprised and did not sleep much the following day. He was afraid of what would happen if he found the other person. The next day he took his weapons with him and went to look for that person. He found a man who could not speak his language. Robinson started to call the man Friday as it was on that day that he met him. Bit by bit, the two men started to understand each other and help one another. In the end, after 28 years of living on a desert island, Robinson was rescued and he took Friday with him to civilization.

LESSON PLAN

TEACHER: Maria Gutu-Cucu

FORM: 9th grade

LEVEL: Intermediate

UNIT: IF EVERYONE HAD A CAR

SUBJECT: WHICH ONE WOULD YOU LIKE?

TEXTBOOK: Prospects Intermediate

SKILLS INVOLVED: speaking, reading, listening and writing

AIM: the students will use the English language to communicate orally and in writing about clothes, souvenirs on different occasions

OBJECTIVES: At the end of the class the students will be able to:

express preferences related to clothes items worn in different seasons and situations;

use the new vocabulary in new contexts;

make suggestions regarding buying a present;

use the interrogative pronoun “ which one/ which ones” & the relative pronoun appropriately;

STRUCTURES:

Would/ Should

relative/ interrogative pronouns “one/ ones”

COMMINICATIVE FUNCTIONS:

expressing an opinion/ desires/preferences

asking for suggestions

giving advice

ASSUMPTIONS: the students are familiar with “would/ should” in order to express preferences or to make a suggestion. Furthermore, they know almost all the lexis involved.

TEACHING AIDS: the student’s textbook, the teacher’s book, the language curriculum, worksheets, pictures, CD, blackboard, chalk.

METHODS: presentation, explanation, deductive conversation, role-play, reading & active listening.

TIME: 50 minutes

HANDOUT 1

HANDOUT 2

Listening practice

Listen to Becky talking to her friend about what to wear to a party. What is each person going to wear?

For each question 6-10, write a letter A-H next to each person.

You will hear the conversation twice.

0. Matt C

PEOPLE CLOTHES

6. Becky A swimming shorts

7. Matt’s sister B jumper

8. Mike C jeans

9. Chloe D hat

10. John E dress

F coat

G skirt

H shorts

LESSON PLAN

TEACHER: Maria Gutu-Cucu

FORM: 11th grade

LEVEL: Advanced

UNIT: VOTE FOR ME

TOPIC: FREEDOM

TEXTBOOK: Prospects Advanced

THEMATIC UNIVERSE: Democracy, civism and human rights

SKILLS INVOLVED: speaking, reading, listening and writing

AIM: the students will use the English language to communicate orally and in writing about clothes, souvenirs on different occasions

OBJECTIVES: At the end of the class the students will be able to:

express opinions regarding moral, social and family obligations;

use the new vocabulary in new contexts;

present the fundamental human rights mentioned in” The Universal Declaration of Human Rights”

express opinions about democracy and freedom

STRUCTURES:

Indirect Speech

Modal verbs: Must/Need/Should/Ought to/Cannot

COMMINICATIVE FUNCTIONS:

expressing personal points of view

giving examples and formulating arguments for one’s opinion

expressing agreement/disagreement with other’s opinion

expressing obligations/necessity/prohibition

ASSUMPTIONS: the students are familiar with “must/need/ should/ought to/cannot” in order to express obligation, necessity or prohibition. Furthermore, they know almost all the lexis involved.

TEACHING AIDS: the student’s textbook and workbook, the teacher’s book, the language curriculum, worksheets, dictionaries, pictures, CD, blackboard, chalk.

METHODS: presentation, debate, explanation, deductive conversation, role-play, reading & active listening.

TIME: 50 minutes

HANDOUT 1

DEFINITIONS & MEANING

FREEDOM- “The condition or right of being able or allowed to do, say or think whatever you want, without being cotrolled or limited” ( Cambridge Dictionary

FREEDOM (noun):

freedom of choice

freedom of speech

freedom of information

freedom from ( not affected by something unpleasant)

freedom from poverty

freedom from hunger

freedom from disease

freedom from fear

FREE (adjective) :

1. not costing anything

2. not prisoner or slave

3. not tied or fixed

4.not limited by rules

5. not affected by something bad

6. available for something

7. time with no work to do

OBLIGATION – “the state of being forced to do something because it is your duty or because of a law” (Oxford dictionary)

e.g. to meet/ to perform/ to fulfil obligations

RIGHT – “the fact that a person or animal can expect to be treated in a fair morally acceptable, or legal way, or to have the things that are necessary to life” (Cambridge Dictionary)

e.g. to have/violate rights

HANDOUT 2

The Universal Declaration of Human Rights

Article 1 All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 2 Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no

distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

Article 3 Everyone has the right to life, liberty and security of person.

Article 4 No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

Article 6 Everyone has the right to recognition everywhere as a person before the law.

Article 8 Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.

Article 9 No one shall be subjected to arbitrary arrest, detention or exile.

Article 10 Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.

Article 15 (1) Everyone has the right to a nationality.

Article 16 (1) Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.

Article 17 (1) Everyone has the right to own property alone as well as in association with others.

Article 18 Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief.

Article 19 Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

Article 20 (1) Everyone has the right to freedom of peaceful assembly and association.

Article 23 (1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.

Article 25 (1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.

Article 26 (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

Article 29 (1) Everyone has duties to the community in which alone the free and full development of his personality is possible.

(2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.

HANDOUT 3

HANDOUT 4

Speaking

Listening

Richard and Louise are discussing how they feel about doing these jobs and which three they both think are the worst. Listen to their conversation and decide whether the following statements are true or false. Write T for true and F for false.

Richard does most of the washing up in his family. ____________

Richard’s father makes him clean his shoes. ____________

Louise doesn’t mind shopping for food. ____________

Richard’s grandparents are all still alive. ____________

Louise prefers to wait for her grandparents to visit her. ____________

Louise has to take her dog for a walk every day. ____________

Louise’s father cleans the car himself. ____________

Speaking

Which three do you think are the worst?

Are there any other things you have to do but you don’t like doing things?