Course Outline of Chapter 4 Topic Content: Notions and Functions (Modality)

1. Modals: Forms 2. Modals: Meanings

Behavioral Objectives: When you have completed studying this chapter, you will be able to: 1 to use a variety of modals and their functions,

2. to use several new functions for the modals that you already know, 3. to uses the past forms of modals for a variety of functions, 4. to use passive and progressive forms after modals, 5. to understand question formation for modal constructions. Methods of Teaching and Activities:

1. Dividing students into groups studying the teaching material in chapter 4. 2. Having students read the text about living in England to see how they can

work. (Warm up) 3. Teacher explaining the forms and meanings of modals. (Presentation) 4. Having students do oral drills from additional worksheet (Practice) 5. Discussing in a small group and students drawing a diagram. (Practice) 6. Students summarizing what they have learned. (Wrap up) 7. Doing exercises for homework. (Production)

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Teaching Aids: 1. Transparencies

2. Diagram 3. Teaching material e.g. additional worksheet 4. Exercises

Measurement and Evaluation: 1. Observing the students’ interests and their participation in discussion. 2. Evaluating from the students’ responses and monitoring their doing exercises in the classroom. 3. Checking and correcting students’ homework.

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Chapter 4

Notions and Functions (Modality)

Learning English modality plays an important role because it often used in both spoken and written English and each modal can convey many meanings for example “can” can be used in expressing ability (I can eat a whole chicken.) Moreover, in some sentences it is used as asking for permission (Can I use your phone?), or it can be used as possibility like “Studying abroad can be fun.” Therefore, the non native speakers should learn how to use them properly.

Read the text below and find modal verbs as many as you can. 'One of the best things about studying in the UK is the student discounts. You can live inexpensively in the UK, but your money goes a lot further when you’re an international student. You’ll find student discounts on everything from books, music and fashion to movies and eating out. '

http://www.educationuk.org/bc/Thailand/BCArticle/ArticleLink/International-student-discounts

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Working in the UK This section describes most of the categories available to migrants who want to work in the UK. Each category has different requirements, so you should read the eligibility requirements for your chosen category in full before you apply. If you are a UK employer and you want to employ migrant workers, go to the Employers and education providers section. If you are coming to the UK for a short time as a businessperson, sportsperson, entertainer or special visitor, see the Business and special visitors section to find out how to apply. For highly skilled workers, investors, entrepreneurs and recent graduates from UK universities You do not need a job offer when you apply to enter or stay in the UK in these categories, but you will need to pass a points-based assessment. For skilled workers If you have been offered a skilled job in the UK and your prospective employer is willing to sponsor you, you can apply to come or stay here to do that job. For temporary workers If an employer in the UK is willing to sponsor you, or if you are a national of a country that participates in the youth mobility scheme, you may be eligible for temporary entry permitting various types of work here. For workers from the European Economic Area and Switzerland Most European nationals are free to come to and work in the UK - but if you are a national of a country that has recently joined the European Union, you may need to register with us or apply for our permission before you begin work. http://www.ukba.homeoffice.gov.uk/workingintheuk/

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The term modality refers to a speaker’s or a writer’s attitude towards, or point of view about, a state of the world. In particular, modals are used to say whether something is real or true, or whether it is the subject of speculation rather than definite knowledge (Carter and McCarthy, 2006).

Modal Verbs: Form

There are many verbs which are used to express modality in English. These verbs are used to express different attitudes to an event or situation (McLeod & Wood, 1990, Carlisi & Steer, 1991, Beaumont & Granger, 1998, Azar, 1999, Emmerson & Vince, 2003, Carter & McCarthy 2006, Yule, 2006, Cullen & Hopkins 2007, Duckworth, 2009). In the way they are used structurally, i.e. the way they are used to form sentences, they can be divided into three types, as follows:

Central modals Marginal modals Semi-auxiliaries can could may might must ought to should will would etc.

need etc.

be able to have to etc.

Central modals

The characteristics of central modals are as follows:

(a) There are no non-finite forms. For example, there is no form.

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*maying, mayed, to may

*musting, musted, to must, etc.

There is only the bare infinitive for may, must, should etc.

(b) They combine with other verbs in a sentence in the following way:

modal + bare infinitive

Look at these examples:

A separate check must accompany each application.

This could be worse than school.

Medical costs can be expensive.

(c) The negative is formed by placing not after the modal.

For examples:

You cannot/can’t be serious.

Applications may not be withdrawn.

People must not/mustn’t approach the wild animals.

(d) The interrogative is formed by subject-modal inversion.

For examples:

Could you close the window?

Must we finish it tonight?

(e) There are no complete tense forms.

On some occasions an action involving can in the past can be expressed with could.

Marginal modals

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The terms marginal is used as these verbs share some characteristics of central modals and also characteristics of main verbs. The most often used marginal modal is need.

The characteristics of marginal modals are as follows:

(a) They display the characteristics of the central modals.

For examples:

You needn’t tell him.

Need I go there today?

(b) They sometimes display the characteristics of main verbs.

For examples:

You don’t need to tell him.

Do I need to go there today?

Warning box

Need also exists as a lexical verb in its own right.

For example:

This car needs a new engine.

Semi-auxiliary

The characteristics of semi-auxiliaries are as follows:

(a) They can behave like main verbs in the following ways:

They have non-finite forms.

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For examples:

To have to.

Being able to.

They form the negative with auxiliary do.

For example:

He doesn’t have to.

They can make an interrogative form.

For examples:

Do you have to?

Was he able to?

They have all tense forms

(b) They can be preceded by another modal verb.

For examples:

They must be able to.

You might have to.

He shouldn’t have to.

(c) Because to is contained in the semi-auxiliary modal, these modals are followed by the bare infinitive form.

For examples:

I’m not able to see him tomorrow.

They have to be here by nightfall.

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For the use of past forms and the use of the modal +perfect infinitive (have + past participle), must have been.

Modal verbs: Meaning

Modal verbs are used in two ways to express various attitudes towards a situation or event. These are known as the primary use and the secondary use (McLeod & Wood, 1990, Carlisi & Steer, 1991, Beaumont & Granger, 1998, Azar, 1999, Emmerson & Vince, 2003, Yule, 2006, Carter & McCarthy 2006, Cullen & Hopkins 2007, Duckworth, 2009). Many of the verbs are used to express more than one meaning.

Primary Use

Primary use is concerned with fact or reality and expresses the following moods:

(a) Ability (says what you are able to do).

Can is used to express ability (or inability) to do something.

For examples:

There are ways in which you can help.

We have found a hotel you and your boss can agree on.

You can’t hypnotize anyone who doesn’t want to co-operate.

You miss a lot, if you can’t speak the language.

In this case it is possible to replace can by be able to.

There are many ways you are able to help.

The past form is expressed by could or was able to.

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There were ways in which you could (were able to) help at the

hospital.

They reach out to people they couldn’t reach before.

(b) Advisability (expresses what it is best to do).

The advisory mood is a means for giving advice.

For examples:

You should use first-class post.

You ought to follow the instructions for agents.

(c) Certainty (expresses a general certainty).

Will is used to show certainty about general situation or event. In these cases, will contains the idea of volition, i.e. a willingness or unwillingness to do something.

For examples:

Take the form to your doctor, who will complete it.

Dishwashers won’t wash everything.

Will is sometimes used to indicate a habit, which the speaker finds irritating

or frustrating:

He will come late!

She will use the most expensive way to post the mail!

(d) Exemption (indicates what is not necessary). Exemption (shows that it is not necessary for you to do something or that you are not obliged to do something). It is expressed through need not or don’t have to.

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For examples:

You needn’t pay in advance.

You don’t have to book early, but it helps.

(e) Necessity (indicates what is necessary, but not obligatory).

Necessity is expressed with need or have to:

All you have to do is cut out this voucher.

All you need do is cut out this voucher.

All you need to do it attach a recent photograph.

You need to earn at least $20,000 a year.

(f) Obligation (tells you what is obligatory).

Obligation is expressed with must.

For examples:

Applications must be received by 15 October.

You have to complete this form for membership.

You should complete and sign box 7.

(g) Permission (expresses what you are allowed to do).

For examples:

Applications may be made only by persons over 18.

You can withdraw $200 whenever you wish.

May I check the answers?

Can we stay longer?

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Can and could are both used to ask permission:

Can I borrow 1000 Baht?

Could I borrow $ 1000?

Can is more direct, whereas could is more tentative.

In granting permission, only can is used:

Can I go now? Yes, you can.

Could I go now? Yes, you can.

May is also possible in granting permission, but could is in appropriate.

(h) Prohibition/refusal (expresses what you are not allowed to do). For examples:

Once made, applications may not be withdrawn.

You must not leave your car for any reason.

Can we stay longer? No, you can’t. There’s work to be done.

Can’t is used to express strong prohibition. The same rules apply as with

granting permission:

Can I borrow 1000 Baht? No, you can’t.

Could I borrow $1000? No, you can’t.

You can’t enter without a tie.

Children over 5 can’t be members of the playground.

(i) Request (when you ask someone to do something).

For examples:

Can you lend me some money, please?

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Could you close the window, please?

Would you mind handing me that cup?

Secondary use

Secondary use is concerned with beliefs based on facts. The speaker is

saying that he condition exist for this situation or event, but it my not occur.

Look at these examples:

Holidays abroad can be fun.

Here the speaker is saying that it is possible to enjoy a holiday abroad, but it

is not always the case.

So begins seven days alone on a desert island with my parents. This

could be worse than school.

Here the speaker is saying it is possible for his period of seven days to be

unpleasant, but he’s not certain.

Secondary use expresses the following moods:

(a) Certainty/likelihood (when you are certain that you have guessed

correctly).

For examples:

From the sound of the footsteps, that’ll (will) be John.

That picture would look nice in your room.

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Will is used when the speaker makes an educated guess about an immediate situation from the evidence available. If it is six o’clock in the evening and the telephone rings. Ann might say, for example:

That’ll be Marilyn. She said she would ring at six.

Anne is guessing. But from all the evidence she has, she is certain what the person phoning is Marilyn.

(b) Near Certainty (when you are almost certain, but not quite sure).

When you are predicting an event that you believe is almost certain to

take place, you use should/could/might.

For example:

She’s coming by train and should/could/might arrive just after

midday.

(c) Possibility (when it possible theoretically). For example:

Holidays abroad can/may/might be fun.

For this kind of modal, Celce-Murcia & Larsen Freeman (1999) point out

the meaning of possibility in different degrees:

Someone’s knocking at the door.

weak inference: That could/might be Mary.

stronger inference: That may be Mary.

strong inference: That should be Mary.

very Strong inference: That must be Mary.

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(d) Impossibility (when the evidence makes you believe it is not true).

For examples:

Mrs. Smith, you cannot (can’t) be serious!

It really couldn’t be easier.

(d) Probability (when you think something is very likely from you what you know of the situation).

For examples:

As you’re a doctor, you must/should know such a lot about

viruses.

That’s a loud knock on the door. It could be Jane.

For this kind of modal, Celce-Murcia & Larsen Freeman (1999) point out

the meaning of possibility in different degrees:

(possible) weak, outside chance: It could/might rain tomorrow.

(perhaps) stronger chance: It may rain tomorrow.

(probably) even stronger chance: It may very well rain tomorrow.

(very likely) very strong chance: It will very likely rain tomorrow.

(certainly) certainty: It will rain tomorrow.

Summary

Primary use

Ability Permission Request Prohibition/refusal

Present

Past

can be able to could

can may

could

can

could

can’t may not

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was able to

Obligation Necessity Exemption Prohibition

Present

Past

must have to had to

need have to needed had to

needn’t don’t have to didn’t need to didn’t have to

mustn’t

Obligation Advisory Near certainty

Present

Past

should should ought to should have ought to have

should ought to should have ought to

Secondary use

Possibility Impossibility

Present

Past

general can

specific could may might could have + past participle

more certain can’t can’t have +past participle

less certain couldn’t couldn’t have +past participle

Probability

Present

Past

Must

Must have + past particle

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Modal verbs: idioms

Both of the modal idioms would rather and had better behave like the central modals. Their characteristics are as follows:

(a) They have no non-finite forms. For example, you cannot say:

*to rather/to have better

*rathering/having better

(b) They are followed by the infinitive without to:

I’d rather be (not *I’d rather to be)

You’d better check (not *you’d better to check).

(c) There are no other tense forms.

In the example, I’d rather have been, the change in tense is with the

infinitive be.

(d) On only two occasions (see below) do they have a negative form:

You must say: I’d rather not be. (Here the negative not belongs to be.)

You cannot say: *I wouldn’t rather be.

You must say: You had better not check. (Here the negative not

belongs to check.)

You cannot say: *I hadn’t better check.

Would rather

The idiom would rather expresses a preference and has the same meaning as would prefer.

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Look at this example:

I’d rather be a hammer than nail.

In this popular song, the singer is saying what he would prefer to be.

Would rather can be used to express a choice about plans or ideas.

For example:

The British people have said they would rather have a good Health

Service than get back money in lower taxes.

The interrogative form is also used to show what choices there are for the person being asked.

For example:

Would you rather have a government that raised taxes to pay for

services you might not want, or a government that cut taxes and let you

decide what you want?

Both the interrogative and negative forms are used to make suggestions.

Would you rather stay home tonight?

Wouldn’t you rather stay home tonight?

The negative form strengthens the suggests, almost as if the speaker were trying to persuade the other person being asked. It is often used when the other person has planned to do something different.

For example:

Let’s go to the cinema!

Oh, wouldn’t you rather stay home tonight?

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When the idiom is followed by a clause, it follows the same pattern as wish and the verb in the clause is in a Past tense.

For example:

I’d rather you did it.

Had better

Had better is similar in meaning to should. It is used to give advice.

For example:

If you are thinking of changing from the government pension scheme to

a personal one, you’d better check that your employer is willing to

contribute more than the minimum.

The idiom is often used to convey a warning or threat.

For example:

You’d better get the report finished before you leave.

The implication here is hat if the report isn’t finished, the person spoken to will be in trouble.

In an informal situation, the interrogative form is usually used, not to ask a question but as a means of giving advice. Usually the negative interrogative form is used. In this case, the advice is very strong and may be considered a warning.

For example:

Hadn’t you better check that your employer is willing to contribute

more than the minimum?

Here the speaker isn’t asking a question, but giving strong advice.

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To sum up modal auxiliaries generally express speakers’ attitudes. Modals can express that a speaker feels something is necessary, advisable, permissible, possible, or probable; and, in addition, they can convey the strength of those attitudes. Each modal has more than one meaning or use. Summary chart of modals and similar expressions. AUXILIARY USES PRESENT/FUTURE PAST

may (1) polite request (only with I or we)

May I borrow your pen?

(2) formal permission You may leave the room.

(3) less than 50% certainty

-Where’s John? He may be at the library.

He may have been at the library.

might (1) less than 50% certainty

-Where’s John? He might be at the library.

He might have been at the library.

(2) polite request (rare)

Might I borrow your pen?

should (1) advisability

I should study tonight.

I should have studied last night, but I didn’t.

(2) 90% certainty (expectation)

She should do well on the test. (future only, not present)

She should have done well on the test.

Ought to (1) advisability

I ought to study tonight.

I ought to have studied last night, but I didn’t.

(2) 90% certainty (expectation)

She ought to do well on the test. (future only, not present)

She ought to have done well on the test.

Had better (1) advisability with threat or bad result

You had better be on time, or we will leave without you.

(past form uncommon)

Be supposed (1) expectation

Class is supposed to

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to begin at 10:00.

(2) unfulfilled expectation

Class was supposed to begin at 10:00, but it didn’t begin until 10:15.

must (1) strong necessity

I must go to class today.

(I had to go to class yesterday.)

(2) prohibition (negative)

You must not open that door.

(3) 95% certainty

Mary isn’t in class. She must be sick. (present only)

Mary must have been sick yesterday.

Have to (1) necessity

I have to go to class today.

I had to go to class yesterday.

(2) lack of necessity (negative)

I don’t have to go to class today.

I didn’t have to go to class yesterday.

Have got to (1) necessity

I have got to go to class today.

(I had to go to class yesterday.)

will (1) 100% certainty

I will be here at 6:00. (future only)

(2) willingness

-The phone’s ringing. I’ll get it.

(3) polite request

Will you please pass the salt?

Be going to (1) 100% certainty (prediction)

He is going to be here at 6:00.

(2) definite plan (intention)

I am going to paint my bedroom. (future only)

3) unfulfilled intention

I was going to paint my room, but I didn’t have time.

can (1) ability/ possibility

I can run fast.

I could run fast when I was a child, but now I can’t.

(2) informal permission

You can use my car tomorrow.

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(3) informal polite request

Can I borrow your pen?

(4) impossibility (negative only)

That can’t be true!

could (1) past ability

I could run fast when I was a child.

(2) polite request

Could I borrow your pen? Could you help me?

(3) suggestion (affirmative only)

-I need help in math. You could talk to your teacher.

You could have talked to your teacher.

(4) less than 50% certainty

-Where’s John? He could be at home.

He could have been at home.

(5) impossibility (negative only)

That couldn’t be true!

That couldn’t have been true!

Be able to (1) ability

I am able to help you. I will be able to help you.

I was able to help him.

Would (1) polite request

Would you please pass the salt? Would you mind if I left early?

(2) preference

I would rather go to the park than stay home.

I would rather have gone to the park.

(3) repeated action in the past

When I was a child, I would visit my grandparents every weekend.

(4) polite for “want” (with like)

I would like an apple, please.

(5) unfulfilled wish

I would have liked a cookie, but there were none in the house.

Used to (1) repeated action in the past

I used to visit my grandparents every weekend.

(2) past situation that no longer exists

I used to live in Spain. Now I like in Korea.

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shall (1) polite question to make a suggestion

Shall I open the window?

(2) future with “I” or “we’ as subject

I shall arrive at nine. (will=more common)

Conclusion: In order to master in English, ones need to understand notions and functions (modality) and know how to use them correctly and properly. We need to bear in mind that the more we practice in using them communicatively, the better we will be.

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Exercises Exercise 1. Modal verbs.

Directions: Using the chart below, identify the meanings expressed by the use of the modals in the following sentences. 1. I can’t imagine any of our best writers agreeing to work for such people. 2. This page could put you on the map. 3. Hostellers camping in the grounds can do their own cooking. 4. You will be unable to avoid cancellations this week. 5. All you are able to see is a mountain. 6. Forty mothers and their babies can stay in this hospital. 7. You could say cheap cars made Henry Ford’s fortune. 8. Before he came here, he couldn’t even write his name. 9. You can have your salary monthly or weekly, whichever is more convenient for you. 10. Could you drive me to work tomorrow?

Ability Permission Request Prohibition/refusal Possibility Impossibility

Exercise 2. Modal verbs. Directions: Using the chart below, identify the meanings expressed by the use of the modals in the following sentences. 1. You don’t have to pay the whole amount in advance. 2. That must be Charlie. He said he would be here about now. 3. A separate check must accompany each application.

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4. You need to add some more sugar to that. 5. You mustn’t walk on the grass! 6. You’ll have to be there by 9.00, if you want to be sure of a seat. 7. As a senior official, you must have great influence over the committee’s decisions on appointments. 8. You needn’t wait for me. 9. You don’t need smallpox vaccinations any more for anywhere. 10. Books must be returned on or before the date stamped below. Obligation Necessity Exemption Prohibition Probability

Exercise 3. Modal verbs. Directions: Give advice to the following situation. An example has been written for you. Example: A child runs across the street and is nearly run over. Advice: You should stop and look both ways before crossing the road. 1. You friend is always having difficulty starting his car. 2. A friend has complained of having headaches and not sleeping. 3. There’s a very popular play which you and your friend want to see. 4. The train a colleague plans to travel on is known to be crowded on every journey and she wants a seat. 5. A friend who is very lazy has criticized colleagues for their work. The friend is now under attack. 6. A colleague has lost some very important documents, which he fears may have been stolen.

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7. A friend who doesn’t like violence plans to see a film, which you know is very violent. 8. Your friend is interested in India. There is a new book about India, which has been highly praised. 9. Your child always gets up late and is late for school. 10. A friend needs to pass an examination to get promotion in her job, but she goes out a lot and does little work for the exam.

Exercise 4. Polite requests Directions: Complete the polite requests with your own words. Try to imagine what the speaker might say in the given situation. 1. Jack: What’s the trouble, Officer? Officer: You made an illegal U-turn. Jack: I did? Officer: Yes. May I see your driver’s license. Jack: Certainly. It’s in my wallet. Officer: Would you please remove it from your wallet? 2. Waiter: Good evening. Are you ready to order? Customer: No, we’re not. Could………………………………………. Waiter: Certainly. And if you have any questions, I’d be happy to tell you about anything on the menu. 3. Sally: Are you driving to the meeting tonight? Mike: Uh-huh, I am. Sally: Could……………………………………………………….? Mike: Sure. I’ll pick you up at 7:00. 4. Mr. Penn: Something’s come up, and I can’t meet with you Tuesday. Would you mind………………………………………………………?

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Ms. Gary: Let me check my calendar. 5. Mechanic: What seems to be the trouble with your car? Customer: Something’s wrong with the brakes, I think. Could………………… ……………………? Mechanic: Sure. Just pull the car into the garage. 6. Clerk: May………………………………………………………..? Customer: Yes, please. Could……………………………………………….? Clerk: Surely. Do you have a particular color in mind? 7. Shelley: Are you enjoying the movie? Mike: Yeah, you? Shelley: Yes, but I can’t see over the man in front of me. Would you mind…. ………………………………………………………….? Mike: Not at all. I see two empty seats across the aisle. 8. Carlo: I have to leave now, but I’d like to continue this conversation later. May……………………………………………………………? Anne: Of course. My phone number is 555-1716. I’ll look forward to hearing from you. Exercise 5. Polite requests. Directions: For each situation, make up a short dialogue between two speakers. The dialogue should contain a polite request and a response to that request. Example: Names of the speaker: Jane and Sara Janet doesn’t have enough money to go to a movie tonight. She wants to borrow some from Sara, who is her roommate and good friend. Possible dialogue: Janet: There’s a movie I really want to see tonight, but I’m running a little low on money right now. Could I borrow a few dollars? I’ll pay you back Friday.

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Sara: Sure. No problem. How much do you need? 1. Names of the speakers: Mike and Elena. Mike is walking down the hall of his office building. He needs to know what time it is. He asks Elena, a co-worker he’s seen before but has never met. 2. Names of the speakers: Larry and Matt Larry is trying to study. His roommate, Matt, is playing a CD very loudly, and this is bothering Larry, who is trying to be polite even though he feels frustrated and a little angry. 3. Names of the speakers: Kate and Jason Kate is phoning her friend Tom. Jason answers and tells her that Tom is out. Kate wants to leave a message. 4. Names of the speakers: Ms. Jackson and a friendly stranger Ms. Jackson is in the middle of the city. She’s lost. She’s trying to find the bus station. She stops someone on the street to ask for directions. 5. Names of the speakers: Paul and Jack Paul just arrived at work and remembered that he left his stove on back in his department. His neighbor Jack has a key to the front door, and Paul knows that Jack hasn’t left for work yet. Anxiously, he telephones Jack for help. 6. Names of the speakers: your name and your partner’s name One of you has a minor problem that requires the other’s help. Exercise 6. Modal verbs. Directions: Write a new sentence with the same meaning, beginning as shown. 1. Running is not allowed on the stairs. There is a danger of accidents. Running is not allowed on the stairs. You could/might have an accident. 2. You’d better not use this ladder. Look at it! I’m sure it’s not safe. You’d better not use this ladder. Look at it! It…………………………………….

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3. I think I know how this window got broken. I’m sure someone kicked a ball against it. I think I know how this window got broken. Someone…………………………… 4. Unless you follow instructions, it’s possible for a gymnasium to be a dangerous place. Unless you follow instructions, a gymnasium…………………………………….. 5. I’ve turned off the electricity. I’m sure it’s save to touch this wire now. I’ve turned off the electricity. It………………………………………………….. 6. Ouch! Why didn’t you tell me that piece of metal was hot! Ouch! You……………………………………………………………………….. 7. Where are the fire fighters? I expect them to have arrived by now. Where are the fire fighters? They………………………………………………. 8. I’m sure you didn’t clean this bowl properly. You…………………………………………………… I can see stains on it. Exercise 7. Modal verbs. Directions: Complete this dialogue with these forms. Will I’ll I’m going to I’d would shall you’ll I was going to won’t would have It’s 7.30 a.m. on Thursday morning. Pam and Jim are awake, but still in bed. The phone rings. Pam: Oh, that (1)……………….be for me. Hello? Mum: Hello dear. I was hoping it wasn’t too early for you. I have to come into town today and I was wondering if you (2)…………..be able to meet me for lunch. Pam: Oh, (3)……………love to, Mum, but (4)………….get my hair done at lunchtime. I (5)………………..been free, but Janet called yesterday and changed my appointment from Friday to today. (6)……………get it cut on

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Friday so that it would be nice for Dad’s birthday this weekend. Mum: Ah, the birthday party! That’s why I have to come to town. (7)…………….we just have a coffee later? Where do you think (8)………………be finished at the hairdresser’s? Pam: Oh, she (9)……………….have finished before 1.30 or 2. And then I have to get back to the office. Mum: It’s okay. I understand (10)……………..talk to you later. Exercise 8. Modal verbs. Directions: Correct the mistakes in these sentences using may, might, can or could. Example: It was a bad accident. We can have been killed. could 1. They can be going to increase airport fees to pay for increased security. 2. Don’t turn off the computer yet. Someone can still be using it. 3. In late 18th century Scotland, you may be hanged for stealing a sheep. 4. These people can have a lot of money, but it doesn’t make them interesting. 5. By Friday I can have finished the book, but if I get too busy, I can not. 6. May someone tell me where the main office is? 7. We know he doesn’t tell the truth, so we really might not believe any of his stories. 8. He asked me last night if you may be willing to talk to Margaret for him. 9. According to the forecast, the weather can be a bit warmer today. 10. This switch isn’t working. May the children have broken it? Exercise 9. Modal verbs. Directions: Chris is going to Carstairs College in Scotland. Miranda is already studying there. Cross out the modal verb forms that are wrong. Chris: Can I/Do I can ask you a few questions about Carstairs? Miranda: Of course. (1) You should/You ought to get as much information as

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possible before you go. Chris: Do (2) I must/I have to wear a uniform? Miranda: No, but (3) you must/you have dress smartly. You can’t wear jeans. Chris: (4) Should I/Had I take my laptop computer with me? Miranda: No, (5) you don’t ought/you don’t need to! You have to write all your essays by hand! Chris: What? Will (6) I be possible/I be able to use email? Miranda: No, I’m afraid not. Carstairs is very old-fashioned. Anyway, when are you leaving? Chris: (7) I managed/I could to get ticket for the train this evening. (8) I should/I must have reserved a seat, though. (9) I can/I may have to stand all the way to Scotland. Miranda: (10) Should I better/Had I better give you a ring later and see how things are going? Chris: Sure. Can I use my mobile phone at college? Miranda: Yes, don’t worry. But (11) you need/you must switch it off during the school day. Chris: OK. Can you give me any more advice? Miranda: Yes. (12) You must/You ought visit the lake near the college. It’s beautiful. Exercise 10. Modal verbs. Directions: Four friends are in a café. If the underlined modal verb forms are wrong, correct them. If they are right, put a tick (). Tim: Is that your phone ringing, John? John: Yes. It can be ( ) must be ………….Dave. He said he would ring about now. No, wait a moment, it can’t be ( )… …Dave. That’s not his number. I wonder who it is.

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Phil: You’ll have to (1)………….answer it if you want to know! Who’s that by the window. Tim? Is it Alice? Tim: It needn’t be (2)…………. She’s in New York. She must (3)………..go there on business last Monday. Phil: Then it must be (4)……………..her sister or something. John: That was someone called Louise on the phone. I don’t know her… Phil: But she should have (5)…………….your number! John: … and she says she’s in the café with us. By the window. Tim: Really? Well, she could be (6)…………the girl who looks like Alice. John: Shall I (7)…………………..speak to her? Phil: You don’t ought (8)……………..to, because she’s coming over now. Lois: Hi, John. I’m Alice’s cousin. She gave me your number. John: Have a seat. Can I (9)………….get your coffee? Exercise 11. Modal verbs. Directions: Read the following sentences and fill in the missing words with the appropriate modal idiom had better or would rather. 1. ……you…..book the taxi early? They may be busy. 2. The government…………you had a personal pension. 3. You………..invest that money in something safe. You might lose it if you speculate. 4. Although it’s not comfortable and often very cold, Yousoufa…………live in Canada than in his own country. 5. I………….have good health than a small fortune. 6. The Football League………….do something about the hooligans, or England won’t play any more World Cup games. 7. ……..you………..travel by train? Such a long journey is exhausting by car. 8. He…………..not know the truth about the accident. He’s afraid it will upset him.

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9. He…………..improve unless he wants to lose his job. 10. ………..you……..agree to their plan? They could be very difficult people. Exercise 12: Modal verbs. Directions: Explain the semantic difference between the two sentences in each of the following pairs: 1. It must be nightmare. It must have been nightmare. 2. Will you help me with this problem? Would you help me with this problem? 3. I was able to go to the library last night. I could have gone to the library last night. 4. The ground is wet. It may have rained The ground is wet. It must have rained last night. last night. 5. You should do your homework. You had better do your homework. Exercise 13. Modal verbs. Directions: Test your ability to apply what you know. Students of yours have made the following errors. In each case explain the nature of the error and state what activities you would provide to correct it. 1. *You will can go there. 2. *May you cash this check, please? 3. *We should study a lot for that class last term. 4. *They could be easily to reach the goal. 5. *I must to speak English. 6. *This action will good for workers. 7. *?Excuse me, Mr. Smith, you gotta give us our homework back. 8. *Would you please close the window? *Of course I would.

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Exercise 14. Modal verbs. Directions: Explain what is the difference in each of the following pairs of sentences? There may be differences in the presuppositions of the speaker. 1. Could you tell me how to get to the bus stop? 2. Would you tell me how to get to the bus stop? 3. Sam should introduce the guest speaker. 4. Sam is supposed to introduce the guest speaker. 5. The principal said Joe may go. 6. The principal said Joe may have gone.

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References

Beaumont, D., & Granger, C. (1998). The Heinemann ELT: English Grammar. Oxford: Macmillan.

Carlisi, K., & Steer, J. (1991). The Advance Grammar Book. Boston: Heinle & Heinle. Carter, R., & McCarthy, M. (2006). Cambridge Grammar of English: A

Comprehensive Guide Spoken and Written English Grammar and Usage. Cambridge: Cambridge University Press.

Celce-Murcia, M., & Larsen-Freeman, D. (1999).The Grammar Book: An ESL/EFL Teacher’s Course (2nd ed.). Boston: Heinle & Heinle.

Cullen, P., & Hopkins, D. (2007). Cambridge Grammar for IELTS. Cambridge: Cambridge University Press.

Emmerson, P., & Vince, M. (2003). Intermediate Language Practice: English Grammar and Vocabulary. Oxford: Macmillan.

McLeod, N., & Woods, E. (1990). Using English Grammar: Meaning and Form. New York: Prentice Hall. Yule, G. (2006). Oxford Practice Grammar. Oxford: Oxford University Press. http://www.educationuk.org/bc/Thailand/BCArticle/ArticleLink/International-student-discounts