08_21_14

Coppel Pre-intermediate class

Subject: MODAL AUXILIARIES REVIEW

WARM UP
Listening activity
Play the video. However, students should only listen to the songs, not watch the video.

Modal verbs in songs

https://www.youtube.com/watch?v=mBIawQGe-88

Let`s review modal verbs. Have students answer the following questions, make sure they give clear
complete sentences:

 What is a modal verb?

 When do we use them?
 How many are there?
 What is the most common form of the verb after modal auxiliaries?
 Can we use modal auxiliaries in all tenses?
 Can we use them in negative?
 Please mention a modal auxiliary (Teacher, make sure to elicit one modal aux. per student, if the
student in turn can’t come up with one, move on to the next student. Also, make sure you leave
enough space above each aux., it will be needed).

Have to
Can
Would
Be able to
Need to
Got to
Will
Could
Should
May
Ought to
Might
Shall
Must
Had better
 ENGLISH LANGUAGE RULES:
Let’s determine the concepts that can be expressed with each modal auxiliary and/or give an example.
We will focus in simple tenses ONLY.

TEACHER: Again, each student should come up with the concept associated with one of the modal verbs.

MEANINGS/USES EXAMPLES

CAN
1. I can speak English.
1. Ability
2. Can I borrow your pen.
2. Permission
3. Can you open the window?
3. Request
4. I can come next Monday.
4. Possibility

COULD
1. Could run fast when I was a child.
1. past ability
2. Could you open the window, please?
2. polite request
3. Mary said she could go out tonight.
3. permission in Reported Speech
4. Where’s Mary? I don’t know, she could be in her office.
4. possibility
5. If it didn’t rain, we could go to the park.
5. Second Conditional

WILL
1. Certainty 1. He will definitely come to the party
2. Future: 2a. I will call Mary before she leaves.
- spontaneous decisions 2b. I think the economy will get better soon.
- predictions 3. I will return your money tomorrow.
3. Promises 4. You will do as I tell you.
4. Commands 5. If it stops raining we will play football.
5. First conditional

WOULD
1. Would you like some cheese?
1. Polite offers
2. If I had a car I would change my job.
2. Conditionals
3. On Sundays we would go to the park to play football.
3. Habits in the past

SHALL
1. I shall visit Mary next week.
1. Future
2. I shall help you with your homework.
2. Promise
3. Shall I invite Jim to the party?
3. To ask for advice
4. Shall I open the window for you?
4. Polite offers
5. Where shall I put this box?
5. To ask for instructions
6. You shall go there immediately
6. Order
 MAY
1. I may be able to take a day off.
1. Possibility
2. May I use your phone?
2. Permission
3. May I have some more cake, please?
3. Polite request
4. May I help you?
4. Polite offers

MIGHT
1. We might be able to join you in London next week.
1. Possibility:

SHOULD
1. You should read this book, it’s great.
1. Recommendation
2. Perhaps we should consider a different option.
2. Suggestion
3. They should be at home by now.
3. Probability/Supposition
4. You should see a doctor at once
4. Advice

OUGHT TO
1. You ought to do as you are told.
1. Moral obligation
2. You ought to see the Picasso museum.
2. Recommendation
3. They ought to be home by now.
3. Probability

MUST
1. You must wear protective glasses in the lab.
1. Obligation
2. I must take my medicine.
2. Necessity
3. They left at 8 o’clock, so they must be at home by now.
3. Deduction/supposition
4. You must stay at my house when you come to the city.
4. Invitation

HAVE TO
1. I have to wear safety goggles in the lab.
1. Obligation

NEED TO
1. I need to take my medicine with my breakfast.
1. Necessity

WRITTEN PRACTICE
Let’s practice with modal auxiliaries. The following sentences might have more than one possible
answer, therefore, you must add more information to the sentence in order to justify your answer.

EXAMPLE; This car must not be expensive. It is five years old.

 1. You ______ hurry.
2. I am afraid I ______ help you now.
3. Well, I don't know. He ______ like it.
4. I ______ play the piano.
5. You ______ wash the car today.
6. You must try hard. You ______ give it up.
7. She ______ go out on Monday.

In the following practice, you have to rewrite the sentences using the appropriate modal auxiliary. Be
ready to explain you answers.

EXAMPLE; Original sentence: “I am not sure if she will return tonight.

Rewritten sentence; “She may return tonight.”

As you can see from the above example, both sentences express the same idea.

1. Don't stand up!

2. I'm sure they will finish it in a minute.
3. There is no need to answer the letter.
4. Please, do it for me.
5. I'd like to see your children.
6. I am not good at football.
7. Do your homework!
8. Let's take a taxi.
In the following exercise, you will notice the sentences are all mixed up. Unscramble them and write the
correct sentences.

EXAMPLE; I - ask - may - her ?  May I ASK HER

1. he - not - cook - dinner - need .

2. around - it - the corner - be - must .

3. feel - it - they - can ?

4. we - not - drink - should - milk !

5. able to - the - she - violin - is - play ?

6. invite - he - may - us .

7. wait - must - I - outside ?

8. Jack - can - stay - not - there .

9. I - for - can – the – swim – two weeks. - not - me – doctor - told

Please complete the following sentences with the appropriate modals.

1. There are plenty of tomatoes in the fridge. You ______ buy any.
2. You’re in a hospital. You ______ smoke.
3. He had been working for more than 11 hours. He ______ be tired after such hard work. He
______ prefer to get some rest.
4. I ______ speak Arabic fluently when I was a child and we lived in Morocco. But after we moved
back to Canada, I had very little exposure to the language and forgot almost everything I knew
as a child. Now, I ______ just say a few things in the language.
5. The teacher said we ______ read this book for our own pleasure as it is optional. But we ______
read it if we don't want to.
6. ______you stand on your head for more than a minute? No, I ______.
 7. If you want to learn to speak English fluently, you ______ to work hard.
8. Take an umbrella. It ______ rain later.
9. You ______ leave small objects lying around. Such objects ______ be swallowed by children.
10. People ______ walk on grass.
11. Drivers______ stop when the traffic lights are red.
12. ______ I ask a question? Yes, of course.
13. You ______take your umbrella. It is not raining.
14. ______you speak Italian? No, I ______.

INTRO TO VIDEO ACTIVITY

ALL students should participate actively, either by providing a clear opinion/perspective individually, or
by starting a discussion/debate on the subject

How do we communicate?

What do we need to communicate effectively with people around the world?

Would your life be easy without computers?

Why do we need computers?

How is it that we can communicate with another teacher in China, while we remain in Mexico?

LET’S WATCH THE FOLLOWING VIDEO:

Tim Berners-Lee:

A Magna Carta for the web

TED2014 · 6:43 · Filmed Mar 2014

http://www.ted.com/talks/tim_berners_lee_a_magna_carta_for_the_web/transcript?language=en
 VOCABULARY QUESTIONS:
Students ask questions about the notes they took from the previous activity. The teacher
should explain meaning by;
1. Using context
2. Using synonyms
3. Translation

NOTE!! From this point on, we have to motivate students to understand new or unfamiliar
vocabulary using context. When a student formulates a question about a word or phrase, that
same student should read the portion of the paragraph where the word or phrase is located.
The teacher can help by offering hints. If the student cannot come up with a clear definition
from context, classmates should participate. For example, CERN. A student might know what it
is, and if they say; “it’s an investigation facility”, it is a very appropriate answer. However, in the
event nobody knows what it is, the teacher should read the description below, (memorizing it
would be best).
Try to follow the order described above, always making sure you leave translation as a last
resort.

Helpful information for the teacher about this video:

 CERN is the European Organization for Nuclear Research. The name CERN is derived
from the acronym for the French Conseil Européen pour la Recherche Nucléaire, a
provisional body founded in 1952 with the mandate of establishing a world-class
fundamental physics research organization in Europe.
 KHAN ACADEMY The Khan Academy is an organization on a mission. We're a not-for-
profit with the goal of changing education for the better by providing a free world-class
education to anyone anywhere. Our resources are available to anyone. It doesn't matter
if you are a student, teacher, home-schooler, principal, adult returning to the classroom
after 20 years, or a friendly alien just trying to get a leg up in earthly biology. The Khan
Academy's materials and resources are available to you completely free of charge.

 Magna Carta was the first document imposed upon a King of England by a
group of his subjects, the feudal barons, in an attempt to limit his powers by law
and protect their rights.

READING ACTIVITY:
After all questions have been answered, have each students read a paragraph each, until all the
paragraphs have been read. Assist them only with difficult pronunciation words.
 COMPREHENSION QUESTIONS
(From the transcript)

After all questions have been answered, have each students read a paragraph each, until all the
paragraphs have been read. Assist them only with difficult pronunciation words.
1. Where is CERN located?
2. Why did Tim had to get “permission” to work on this project?
3. What percentage of the world population does not use the World Wide Web right now?
4. What do you believe is the reason?
5. How do you personally use the World Wide Web the most?
6. How would it affect you if the WEB wasn’t open?
7. What countries that you know of are controlling the access to The WEB?
8. Do you know of other countries that are trying to controlling it?
9. What is a Magna Carta?
10. If you were to participate in the writing of The World Wide Web’s Magna Carta, what
would you include?
11. Why do you think Tim is asking the public to “fight it for him?

CLOSING ARGUMENTS/CONCLUSION
Homework; write a story about how your life would be different if we didn’t have internet. Make
sure you include modal auxiliaries and present perfect, as this will help you prepare for your
written exam next Tuesday.

Shall
"Shall" is used to indicate future action. It is most commonly used in sentences with "I"
or "we," and is often found in suggestions, such as "Shall we go?" "Shall" is also
frequently used in promises or voluntary actions. In formal English, the use of "shall" to
describe future events often expresses inevitability or predestination. "Shall" is much
more commonly heard in British English than in American English; Americans prefer to
use other forms, although they do sometimes use "shall" in suggestions or formalized
language.

Examples:

 Shall I help you? SUGGESTION

 I shall never forget where I came from. PROMISE
  He shall become our next king. PREDESTINATION
 I'm afraid Mr. Smith shall become our new director. INEVITABILITY

More Examples of "Shall"

Modal Use Positive Forms Negative Forms You

can
also
use:

shall I shall be replaced by I shall not be replaced will

FUTURE ACTION someone from the New York after all.
office.
(British form) I shall not be there. I
I shall be there by 8:00. have a previous
obligation.

shall Shall we begin dinner? should

SUGGESTIONS
Shall we move into the living
room?

shall I shall take care of everything I shall never forget you. will
VOLUNTEERING, for you.
PROMISING I shall never give up the
I shall make the travel fight for freedom.
(British form) arrangements. There's no
need to worry.

shall Man shall explore the distant Man shall never give up
INEVITABILITY regions of the universe. the exploration of the
universe.
(British form) We shall overcome
oppression. He shall not be held
back.