Unit 6 Modals of Ability, Possibility, Probability and Advice

Unit 6 Modals of Ability, Possibility, Probability and Advice Introduction Modals are not only special words that add meaning to the verbs that follow them; they are probably one of the most common types of words used in everyday English conversation. People talk about what they can and can t do, what they should or shouldn t eat, what might happen in the future, or the surety they feel about certain thoughts. They also use the modal may to ask or give permission; however, many people today use can instead of may, a change that has been accepted in informal speech. Before you have students open their books, write this conversation on the board: I couldn t go to the movies last night because my mother said I should stay home and study. I might fail the class if I don t, so I must spend more time hitting the books if I want to be able to borrow the family car. I asked, May I borrow the car this weekend? and was told I could but I ought to be studying then too. Ugh! Ask students if they can figure out which words are the modals i.e., which words express ability, advice, possibility, certainty, or asking for/giving permission. Students should be able to identify couldn t, should, might, must, may, could, and ought to. Underline these words as students call them out and ask what each one does to enhance the meaning of the sentence. Student Book pages 88 89 Have students open their books to the Unit Introduction and look at the situations in which modals are used. Discuss each one separately, answering any questions as you go along. 1. to talk about ability Ask a volunteer to read the examples, and then ask the class which modals are used in the present tense and which are used in the past tense. Ask volunteers to create their own examples using can/can t, be able to, or could/couldn t. 2. to ask or give permission When students have finished reading the examples, ask a volunteer to repeat the modals of permission as another volunteer writes them on the board. 3. to give advice Tell students that modals used to give advice are very important in the English language. Parents are always using modals to advise their children; professors use them to instruct their students; doctors remind patients about what they should and shouldn t do; and it goes on in all kinds of human interaction. Have various volunteers create their own sentences giving or soliciting advice. 4. to discuss possibility What are some of the possibilities your students are faced with in the short term and long term? Ask several students to use modals to express what might or might not happen in their lives soon and next year. Remind them that the formula for possibility in the present or future is modal + base form of the verb. 5. to discuss probability or a high degree of certainty Ask students to work in pairs to create sentences with must. Have various pairs share their sentences with the class. When they have finished, tell them they must really understand this because they ve done an excellent job. Modals with Present Perfect Have students read the first paragraph silently. Ask: Are there any questions? Once any questions have been answered, ask which tense is usually used with modals for past actions and why. Students should understand that the present perfect tense implies that the past action still has some effect today. Read the examples together. 1. to talk about ability After students have read the examples, ask one or two volunteers to create a personal sentence using a modal and the present perfect. 2. to ask or give permission Have partners read the example and create a question to ask each other, using the modal could and the present perfect. Ask several partners to share their questions with the class. Tell everyone to listen carefully to be sure there are no errors. 3. to give advice Ask volunteers to give you advice using the modal should or shouldn t with the present perfect. Tell them all advice will be listened to carefully as suggestions for what you should or shouldn t do in the future. 4. to discuss possibility Students should read the examples and then create one sentence to repeat to the class. Have several volunteers write their sentence on the board. 36 Modals of Ability, Possibility, Probability and Advice

5. to discuss probability or high degree of certainty Ask students to create a sentence about a missing term paper, using the appropriate modal plus the present perfect. Invite volunteers to read their sentence to the class. Different Kinds of Modals Have students read the definitions and examples and answer any questions they might have. Student Book pages 90 91 Pronunciation of Modals This box deals with spoken English and reduced pronunciation. Have students read the Modals and Stress examples aloud so everyone can hear the unstressed modals in affirmative statements and the stressed modals and base verbs in the negative statements. It s very hard for English language learners to listen to the rapid speech of Americans because there is so much speech reduction. The best way for students to understand the Reduced Forms of Modals section is to write sentences on the board so they can listen to you as you use the indicated words with reduced language: 1. Can you come to see me after school? (Can sounds like cn. ) 2. I couldn t go last night because I had too much to do. (Couldn t sounds like koon t. ) 3. Could you help me? Would you be able to work on this? If so, will you call me? (Could you sounds like koodja ; would you sounds like woodja ; and will you sounds like wilya. ) Explain that this would not be the way you would talk in class but you might very well speak that way to a friend without even thinking about it. It is called reduced language and probably exists in other languages too. Ask students if they know of any examples from their native language. Explain that one of the reasons we teach reduced language is because newcomers often have a difficult time with words they think they ve never heard before which are actually just reduced versions of words they are really familiar with. Ask several students to read the sentences on the board using reduced language. Pair students and have them practice the sentences together. Then ask more volunteers to read them to the class. n 6-1 Pronunciation Before students begin the activity, model the pronunciation of the phrases in Columns A and B. When they are finished, ask volunteer pairs to role play a few exchanges for the class. Have other students listen for reduced language where appropriate. Answer Key 1. F You [_t_] to take Bus 24. 2. H It s 10:25. 3. G No, I [k_dnt]. I left my book in the classroom. 4. D I don t know yet. I haven t decided. 5. B Sure, here you are. 6. E They re on your head. 7. A Sorry, I [k_nt]. I hurt my back yesterday. 8. C Well, I [k_n] write programs and use Photoshop. n 6-2 Sentence Writing A. Following the example, students should write in the present perfect, talking about things they could have done last year but didn t. Ask three volunteers to write their sentences on the board. Answer any questions for those who had difficulty completing this exercise. B. Suggest that students think about what they d most like to ask you. Now they have the opportunity, using modals of permission. Have several students read their questions aloud and, if possible, answer them. C. As students read the directions, tell them to think about how they, themselves, would have handled a similar situation and turn this information into advice for the brother. Have several students read their sentences aloud, and discuss them as a class. D. This is an opportunity for students to make their dreams come true as they write about what they might do during winter break. Tell them to have fun with their fantasies if they don t already have plans they can write about. E. After students have read the directions, tell them to close their eyes for a moment and to picture what a messed up apartment might look like after a party. That should make it easy for them to put their vision into sentences. Ask volunteers to read their sentences showing probability or high certainty. Make sure some volunteers read negative sentences. Student Book pages 92 93 n 6-3 Description of the Illustration A. As students study the picture, tell them to look carefully at what is going on the expression on the faces of the various students, the activities at the shelves, etc. Their first task is to write five sentences using modals of possibility, explaining why these various people might be experiencing frustration and what problem each might be facing. The example should help students get started. When they have completed their sentences, have volunteers read aloud their sentences about different people in the picture. Creative Grammar Teacher s Guide 37

B. This exercise depends on what students have written in Exercise A, so they simply need to reread their sentences and write five ways the problems they listed in Exercise A could be solved. Ask students who read about the various people in Exercise A to read the particular sentence that responds to how their problem could be solved. C. Here is an opportunity for others to respond to sentences written in Exercises A and B. Those students who haven t read their sentences should have an opportunity to do so now as other classmates offer their solutions too. It might be fun to ask what led students to the conclusions they came to in Exercise A. n 6-4 Communicative Activity A. Ask students if they listen to the radio, and if so, what kinds of stations they usually listen to. Tell them they are now about to prepare their own radio show. With a partner, students should decide who is able to do each of the tasks on the list, using modals of ability. Following the example, students can respond with names of their classmates and why they might be good for those tasks. B. Thinking about what they like to listen to on the radio, partners can plan some other possible ideas for their show, using modals of possibility. Tell them to write as many ideas as they can. They will be presenting them to a future audience (the other students) when they re finished. C. Using their modals of advice, students need to think carefully about what will attract listeners and try to convince the rest of the class of their choices. When as many partners as possible have spoken, ask the class whose radio program they would be most likely to listen to and why. Student Book pages 94 95 n 6-5 Theme-based Discussion Instructor Alert It s extremely important to remind students that these are hot-button issues, or issues that people have strong feelings about. Students need to listen with respect to each other s feelings without making derogatory comments. Each group should choose a spokesperson to report the group s feelings, including feelings that may not agree with the majority. Everyone in the group should help to collect the data for the spokesperson. A. Write the actual questions to be discussed on the board so students focus directly on them: Should people who buy and use drugs be sent to jail or be put in a hospital or rehabilitation clinic? Remind students to make a list of the pros and cons of each solution for the spokesperson to report to the class. After they have completed the exercise, each group should choose two people to move to the group on the right. B. The new group should focus on the debate of same sex marriage and legal protections for same sex partnerships. Students should listen with respect for each other s opinion of the pros and cons of each issue. The chosen spokesperson should report the group s feelings to the class. The two people who didn t move in the first group should now move to the group nearest them on the left. C. Write the questions on the board for students to focus on: Whose responsibility is it to take care of the homeless? Should the taxpayers provide food, shelter, and clothing for them? Should homeless people be encouraged or forced to work for the food and shelter they receive? Be sure groups take note of the various responses to report to the class via the spokesperson. Post-Activity Discussion: This can be a timeconsuming group of exercises, but it gives students an opportunity to think more deeply and to use their modals meaningfully. If there is time, you might want to choose one of the topics and have an open discussion about it, listening to opposing points of view and cutting off the debate while it s still going strong. Compliment students if they have listened to each other respectfully no matter how much they disagree with their ideas. Be careful about expressing your own opinions on these issues. n 6-6 Communicative Activity A. If students have never been disappointed in a relationship with anyone, they can create a scenario about how a person disappointed them. The five sentences that students create in Exercise A will be used in Exercise B, so students might want to read the instructions for both exercises before beginning their writing. B. Read aloud the directions to Exercise B, making sure students understand their discussion with their partner should include what the person could do to gain forgiveness and what the person should do, following the examples given. Partners should listen to each other's essay and offer their own suggestions of what the person should do. 38 Modals of Ability, Possibility, Probability and Advice

Student Book pages 96 97 n 6-7 Cloze A. Suggest that students read through the entire story before completing the cloze. Answer any questions about the subject matter before they begin writing. When students have completed the activity, have different volunteers read each paragraph, filling in the missing modals. If anyone has used a different modal, listen to that, too, and discuss any questions students might have. Answer Key Statues of Chac Mool, a strange human figure, are found in Toltec temples in Mexico and Central America. Carlos Fuentes wrote a story about a man, Filiberto, who bought a Chac Mool statue. A friend was reading Filiberto's journal. Sunday: My friend Pepe knows that I collect statues. He said that I (1) ought to look at a statue of Chac Mool in a little antique shop. The stone doesn t look so old, so the statue (2) may not be authentic. The shopkeeper insists that it is. I suppose it (3) could be real, but I doubt it. I bought it anyway and moved it back to my house. It s in the basement right now, but it really (4) ought to be displayed in the sunlight. Monday: You (5) should have seen the mess in the basement. The water pipes broke last night. I (6) may have left the water running in the kitchen, and now the basement is full of water. The statue is all right, but I (7) could not get to work on time because the plumbers (8) could not get here right away. Wednesday: I (9) couldn t sleep much last night. I heard some strange sounds, and the pipes broke again. In addition, it rained last night, and all the rainwater got into the basement! Thursday: I (10) may have to sell the house if these problems continue. I (11) can scrape moss off Chac Mool because the basement is so damp. I really (12) should move the statue upstairs. Friday: Last night Chac Mool came into my bedroom! (13) Can anybody help me? I (14) can t believe all of this. Saturday: I (15) can t continue living in this house with all the water. I (16) ought to get out of here now B. Students should discuss what they think happened to Filiberto and what they think Filiberto should have done. Post-Activity Discussion: Ask students if any of them are superstitious and discuss some of the things they believe. Tell them about one superstition, for example: If you spill salt, you may have a fight with someone and you should throw salt over your left shoulder to avoid this. Ask if they know of other superstitions in their native culture. Are any of them similar to those in this country? n 6-8 Grammar in Action A. Tell students to validate their answers with their partner. What makes advice good or bad? Be sure they respond to all three situations. B. Students should choose one of the situations in Exercise A and give advice in their notebook, either creating their own sentences or changing any bad advice in the examples to a negative sentence. Have volunteers read their advice read to the class. Be sure to cover all three situations. Student Book pages 98 99 n 6-9 Error Correction Students should read all the sentences first, looking for the mistakes. After they underline the errors they find, they should write the sentences correctly. When they have completed the exercise, have them read their sentences to a partner, making sure they agree on each one. Have the class settle any sentences partners are unsure of. Answer Key 1. If you want to get a raise, you d better start working harder. 2. Would you please turn down the radio? I can t concentrate with that classical music. 3. This weekend, I might go to the beach, or I could go to the museum. 4. Could I speak with Sigmund? 5. Julie is coming from Korea. She may speak Korean. 6. Gultekin may be from Turkey or from Jordan. I m not sure. 7. You shouldn t be quiet about the broken vase. Dad will be very angry. 8. My brother works in an appliance store, so I can get a discount on a microwave. 9. Ty and Mohammed could have been at the movies. 10. Sascha may ask the professor. 11. Will I be able to see the dress? 12. We d better leave early; it s snowing. n 6-10 Sentence Stems Following the example, students should use the sentence stems to write true statements using modals. Remind students that it s important to write negative sentences as well as affirmative ones. Have several students write sentences on the board for discussion as other students read theirs aloud. It might be particularly interesting to hear students responses to numbers 5, 6, 7. Creative Grammar Teacher s Guide 39

n 6-11 Sentence Conclusions Students are familiar with sentence conclusions. They need to write the beginning of the statements using modals of advice, ability, possibility, probability, and permission. Have several students read sentences aloud, making sure to get a variety of affirmative and negative statements. Student Book pages 100 101 n 6-12 The Writing Page A. Students should relate their own personal experiences as they write their eight sentences telling what they can do now that they couldn t do five years ago and what they could do five years ago that they can t do now. Have students read their sentences to the class, and ask how many others wrote of similar experiences. B. Students should use modals of ability, advice, and possibility to tell their friend what he/she should see and do and what he/she shouldn t miss. Tell students to include a variety of things to see and do. C. As students share their paragraph with the class, the class should note who has the best ideas for out-of-towners and why this advice is so good. Make a list of places and things suggested and ask students to create sentences with modals including these places, according to how they personally feel about them. n 6-13 Description of the Photograph Photo alert This photo, called "Reading the Holy Book," was taken in Zagreb, Croatia. A. This is an opportunity for students to use their imaginations to decide what the two men might want help with. They should write a paragraph using modals to tell what the problem might be and why the men might be lighting the candles. B. Working with a partner, students should discuss what they think they would do if they wanted or needed something. Tell students to answer all the questions asked, using as many modals as they can. Student Book pages 102 103 n 6-14 Unit Review Task: Write a three-paragraph essay describing an unsolved or unexplained mystery. Prewriting Using a chart like the one in the book, students should choose an unsolved or unexplained mystery and note their thoughts about it: What explanations for it are possible? What suggestions do they have for solving the mystery? They should list everything they can think of in the appropriate place on their chart. First Draft Suggest that students read the model before beginning their first draft. Remind them that they should use their chart to organize their thoughts into coherent paragraphs, making sure each paragraph reflects what they have noted in their chart. Tell students to remember that their first paragraph should tell what the mystery is. The second paragraph should contain modals of possibility and probability to discuss explanations for the mystery. Finally, the last paragraph must reflect their suggestions for solving the mystery, using modals of advice and ability. It s important that they read through their paragraphs, comparing what they ve written to the notes in their chart. Have they included all that they meant to include? Is their grammar correct? Have they given examples to prove their points? Revision Before they give their essay to their partner, students should make sure the partner can answer all the bulleted questions. Partners should make notes on what they want to discuss with each other so each can make appropriate changes, additions, or corrections. If there are any unsolved questions about a grammar point, the class should hear the problem and decide what the right answer should be. Final Draft Based on their partner s comments, students should revise their final draft to reflect necessary changes and additions. After one last review, they should write or type a final copy of their essay to turn in. Evaluation Read the bulleted points and tell students to be sure they pay attention to them because they are the points you ll be grading them on. Students should proofread one more time to be sure they have checked their essay for the evaluation points. 40 Modals of Ability, Possibility, Probability and Advice

Name Class Unit 6 Writing Task: Write a three-paragraph essay describing an unsolved or unexplained mystery. Rubric Score 1 Score 3 Score 5 Needs improvement Shows progress Good understanding Clarity of main ideas; Main idea not clear; Main idea clear; Main idea clear; level of supporting too few supporting two supporting details three or more details details supporting details Use of modals Two or more errors Only one error in usage No errors in usage referring to in usage present and past Use of appropriate Two or more errors Only one error in usage No errors in usage modals for ability, in usage possibility, advice, probability Creative Grammar Teacher s Guide 41