UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA

VICERRECTORÍA ACADÉMICA
INSTITUTO INTERNACIONAL DE IDIOMAS
guía para el desarrollo de clases virtuales

COURSE GUIDE TOPIC GRAMMAR EXPECTED TIME OF

English V 1 MODAL VERBS MODAL VERBS WORK

(weeks 2 and 3) 8 hours

Teacher:

1. OBJECTIVES:
● Use the forms of modal verbs in different contexts.
● Establish a critical position on a current situation by using modal verbs.

2. PRESENTATION:

Dear Student, in this guide you will develop different activities that will motivate and facilitate your learning process,
the theme to be developed is: modal verbs. They are helping verbs that express a wide range of meanings (ability,
permission, possibility, necessity, etc.). Most of the modal verbs have more than one meaning.

You will be able to improve your English by developing this guide. In this process you are the main protagonist and I
will be assisting you in anything that you need. Never hesitate to ask me anything concerning this guide.

2.1. Initial reflection

What do you think these phrases mean?
- May I go to the bathroom? - You should stop smoking.
a. ¿En mayo voy al baño? a. Tú deberías dejar de fumar.
b. ¿May y yo vamos al baño? b. Deberías usar esmoquin.
c. ¿Me permite ir al baño? c. Pararías de ahumar.

Did you know that the underlined verbs are modal verbs?
2.2. Contextualization
What is the function of each modal verb in the sentence? Match column A to column B.
1. Bob can play the piano (___) Advice
2. It may rain tomorrow. (___) Expressing necessity
3. She should break up with him (___) Ability
4. All passengers must present their passports. (___) Expressing politeness
5. Would you please open the door? (___) Possibility

- Read the following text and identify the known vocabulary. Based on the vocabulary you are familiar with,
can you understand what the text is about?
- Underline in a color the modal verbs used in the text.
 A. Superstitions are beliefs that some things can't be explained by reason and that there are certain objects or actions that
bring good or bad luck. Most superstitions are old and people usually have no idea where they came from. We may be
told, for example, that we should never open an umbrella indoors, because. that will bring bad luck. We aren't told why or
what kind of bad thing might happen to us, but few of us are going to try to find out.

B. Everyone knows that 13 is an unlucky number. Other things that can bring bad luck include breaking a mirror, walking
under a ladder or spilling salt. At least when you spill salt, you can avoid bad luck by immediately throwing some of the
salt over your left shoulder with your right hand. Unfortunately, the man sitting behind you at that moment will suddenly
get a shower of salt all over him. Obviously, he must have done something earlier that brought him bad luck.

C. If you ask people why it is bad luck to walk under a ladder, they usually say that it's because something might fall on
your head. It could be a hammer, a brick, a piece-of-wood, paint or water. It is interesting that superstition is explained in
terms of such ordinary things. The origin of the superstition is much darker and scarier. According to the Oxford Guide to
British and American Culture, 'this idea may have developed out of the practice in medieval times of hanging criminals
from ladders:

D. Mare confusing are those superstitions that seem to have different meanings for different people. Some. people will tell
you that it is bad luck if a black cat walks in front of you. Others will say that seeing a black cat is supposed to be lucky.
Other tokens of good luck are a rabbit's foot (not lucky for the rabbit, obviously), a special coin, a four-leaf clover and a
horseshoe. If you hang the horseshoe over your front door to bring luck to your house, you must be careful to have the
open end pointing upwards. If you hang it the other way, your good luck will just drop out through the gap. You can also
wish for good luck by crossing your fingers. You don't have to cross all of them, only the middle finger · over the index
finger.

E. There are special phrases that people use to bring luck. There's 'Good luck: of course. Another expression is 'Touch
wood' or 'Knock on wood’. This is usually heard when people talk about their good luck or when they are hoping that they
will be able to get or do something they want. By using the expression, the speaker tries to avoid having any bad luck that
might be caused. by talking about having good luck. If there isn't anything wooden to touch, some people will tap
themselves on the head as they say 'Touch wood’. However, acting as if you have a wooden head, touching it with your
fingers crossed-and saying 'Knock on wood' all at once won't necessarily increase your luck.
* Taken from: Yule, G. (2008). Oxford Practice Grammar. Advanced Student’s Book with Tests and Practice-Boost CD-ROM. New Edition.
Oxford, United Kingdom: Oxford University Press.

- Choose one of the following as the final sentence of each of the paragraphs A – E above.
1. People will just think you’re very superstitious or possibly crazy. (_____)
2. That explanation makes the superstition much easier to understand. (_____)
3. With your fingers like this, however, it may be hard to nail that horseshoe over your door. (_____)
4. We just don’t open one until we are outside. (_____)
5. Perhaps he had opened an umbrella indoors. (_____)

3. APPROPRIATION
The verbs listed below are called “modal verbs.” They are helping verbs that express a wide range of meanings
(ability, permission, possibility, necessity, etc.).
AUXILIARY + THE SIMPLE FORM OF A VERB
 can Olga can speak English. Can, could, may, might, should, had better, must,
could He couldn’t come to class. will, and would are immediately followed by the
may It may rain tomorrow. simple form of a verb.
might It might rain tomorrow.
should Mary should study harder.
had better I had better study harder. They are not followed by to
must Joe must see a doctor today.
INCORRECT: Olga can to speak English.
will I will be in class tomorrow.
would Would you please close the door? INCORRECT: Mary should to study harder.

AUXILIARY + TO + THE SIMPLE FORM OF A VERB To + the simple form is used with these auxiliaries:
have to I have to study tonight. have to, have got to, and ought to
have got to I have got to study tonight.
ought to Kate ought to study harder.

Most of the modals have more than one meaning.

MODAL EXAMPLES USES

He can find any street in London. Ability
CAN You can take a taxi. Suggestio
Can you take me to Victoria Station? n Request
BE ABLE TO He is able to find any street in London.
Ability
That story can´t be true.
CAN´T Certainty that something is
impossible
I could play tennis when I was Ability
COULD younger. Could you take me to Victoria Request
Station? You could take a taxi. Suggestio
n
It may be quicker to travel by train. Possibility
MAY May I come in?. Formal request

MIGHT It might be quicker to travel by train.

Possibility
You must be back at 10 o´clock. Obligation
MUST Look at the snow. It must be cold outside. Certainty that something is true

HAVE TO You have to study tonight.

Obligation

HAVE GOT TO You have got to study tonight.

Obligation

MUSTN´T You mustn´t drive without a license.

Prohibition

DON´T HAVE TO You don´t have to call a taxi.

Lack of obligation

SHOULD You should drive more carefully

Opinion / Advice
 HAD BETTER You’d better drive more carefully.
Opinion / Advice

OUGHT TO You ought to drive more carefully

Opinion / Advice
*table taken from: https://iesalfonsox.es/wp-content/uploads/2015/07/Modal-verbs.-Theory-and-examples-1.pdf
Characteristics of these verbs:

They do not have a final –s

INCORRECT: He cans swim🗶 CORRECT: He can swim✔
The main verb does not have a final –s or-ing,
INCORRECT She should reads more🗶 CORRECT She should read more✔
They do not use do or does to form the negative or interrogative form.
INCORRECT I don’t can speak French.🗶 CORRECT I can’t speak French✔
INCORRECT She doesn’t must play with matches. 🗶 CORRECT She mustn’t play with matches✔
* have to and have got to are considered as “semimodal verbs” because they do not follow the same
characteristics as the other modal verbs.
INCORRECT: She have to study harder.🗶 CORRECT: She has to study harder✔
INCORRECT: I haven’t to work today.🗶 CORRECT: I don’t have to work today✔

If you want to learn more about this topic:

● Complete Guide to English Modal Verbs - English Grammar Lesson (https://www.youtube.com/watch?
v=4GMU08J98MQ)

4. EXERCISES1

- Add to where necessary. If no to is necessary, write 🗶.

1. I have ___to__ go downtown tomorrow.
2. Tom must _🗶__ see his dentist.
3. Could you please ______ open the window?
4. May I ______ borrow your pen?
5. A good book can ______ be a friend for life.
6. I ought ______ go to the post office this afternoon.
7. Jimmy is yawning and rubbing his eyes. He must ______ be sleepy.
8. I have got ______ go to the post office this afternoon.
9. Shouldn't you _____ save a little money for a rainy day?
10. Poor Edward. He has _____ go to the hospital for an operation.
11. Alex! Stop! You must not ______ run into the street when there's traffic!

- Correct the errors.

1 Adapted from: Azar, B. S. (2003). Fundamentals of English Grammar (3rd ed.). White Plains, NY: Longman.
 1. Can you to help me, please?

2. I must studying for an exam tomorrow.

3. We couldn’t went to the party last night.

4. I am have to improve my English as soon as possible.

5. You shouldn’t to spend all your free time at the computer.

6. My mother can’t speaking English, but she can speaks several other languages.

-Expressing ability: CAN and CAN’T. Complete the sentences with can and can’t.

1. A cat ___________ climb trees, but it __________ fly.

2. A fish _________ walk, but it _________ swim.
3. A dog _________ bark, but it ________ sing.
4. A tiny baby ________ cry, but it _________ talk.
5. You _________ store water in a glass jar, but you _________ store it in a paper bag.

-Expressing past ability: COULD and COULDN’T. Complete the sentences with could or couldn’t.
Example: A year ago I couldn't speak English well, but now I can.

1. When I was a baby, I ____________________________________________,but now I can.

2. When I was a child, I____________________________________________, but now I can't.
3. When I was thirteen, I _______________________________________,but I couldn't do that when I was three.
4. Five years ago, ____________________________________________,but now I can't.
5. In the past, I ____________________________________________, but now I can.

-Expressing ability, possibility, and permission: CAN, MAY, and MIGHT. Complete the sentences with can, may, and
might. Use the negative as appropriate. Identify the meaning expressed by the modals: ability, possibility, or
permission.

1. I can play only one musical instrument: the piano. I can’t play a guitar. (meaning expressed by modals:
ability)
2. Tommy, you may stay up until eight tonight, but you may not stay up past that time. (meaning expressed by
modal: permission)
3. A: What are you going to do this evening?
B: I don't know. I might stay home, or I might go over to Anita's house. (meaning expressed by modals:
possibility)
4. A: What are you going to order?
B: I don't know. I _______________ have the tofu pasta. (meaning expressed by modals: ________________)
5. A: Would you like some more food?
B: No, thanks. I __________________ eat another bite. I'm full. (meaning expressed by modals:
________________)
 6. A: Is it okay if I have a piece of candy, Mom?
B: No, but you ____________________ have an orange. (meaning expressed by modals: ________________)
7. A: Which of these oranges is sweet? I like only sweet oranges.
B: How should I know? I ______________tell if an orange is sweet just by looking at it. _______________you?
Here. Try this one. It ___________________ be sweet enough for you. If it isn't, put some sugar on it. (meaning
expressed by modals: ________________)
8. May I have everyone's attention? The test is about to begin. If you need to leave the room during the
examination, please raise your hand. You _________________ leave the room without permission. Are there any
questions? No? Then you _________________ open your test booklets and begin. (meaning expressed by
modals: ______________)

- Expressing advice: SHOULD and OUGHT TO. Give advice using should or ought to.
1. I'm sleepy. You should /ought to drink a cup of coffee.
2. I'm hungry: _______________________________________________________________________.
3. I’m cold: _________________________________________________________________________.
4. I have a toothache: _________________________________________________________________.
5. I have the hiccups. What should I do? __________________________________________________.
6. I’m hot: __________________________________________________________________________.
7. I have a headache: _________________________________________________________________.
8. Someone stole my bicycle. What should I do? ___________________________________________.
9. I bought a pair of pants that don’t fit. They’re too long. ____________________________________.
10. I always make a lot of spelling mistakes when I write. I don’t know what to do about it. What do you suggest?
________________________________________________________________________.

- Expressing advice: HAD BETTER. Give advice using had better.

1. It’s raining. I need to go out. You’d better take your umbrella.
2. I haven’t paid my electric bill. You´d better pay today.
3. I need to be at the airport at 7 am tomorrow. You´d better get up very early.
4. Camila wants to go to a movie tonight, but she has a test tomorrow. She had better study for her test.

- Expressing necessity. HAVE TO, HAVE GOT TO, MUST. Answer the following questions.
1. What is something you have to do today? ______.
2. What is something you had to do yesterday? ________________________________________________.
3. What is something you’ve got to do soon? _________________________________________________.
4. What is something a driver must do, according to the law? ______________________________________.

- Expressing lack of necessity (DO NOT HAVE TO) and prohibition (MUST NOT). Complete the sentences with
don't/doesn't have to or must not (mustn’t).
1. You must not not drive when you are tired. It's dangerous.
2. I live only a few blocks from my office. I don’t have to drive to work.
3. Liz finally got a car, so now she usually drives to work. She doesn´t have to take the bus.
4. Tommy, you must not say that word. It's not a nice word.
 5. Mr. Moneybags is very rich. He doesn´t have to work for a living.
6. You must not tell Jim about the surprise birthday party. Do you promise?
7. According to the rules of the game, one player must not hit or trip another player.
8. If you use a toll-free number, you don´t have to pay for the phone call.
9. A: Did Professor Adams make an assignment?
B: Yes, she assigned Chapters 4 and 6, but we don´t have to read Chapter 5.
10. Listen carefully, Annie. If a stranger offers you a ride, you must not get in the car. Never get in a car with a
stranger. Do you understand?
B: Yes, Mom

For further practice

● If you want to complement what you have learned in this guide, you can do these exercises online.
o https://www.e-grammar.org/modal-verbs-can-may-must/test1-exercise2/
o https://www.e-grammar.org/modal-verbs-can-may-must/test2-exercise2/
o https://www.e-grammar.org/modal-verbs-can-may-must/test1-exercise1/
o https://www.e-grammar.org/modal-verbs-can-may-must/test3-exercise2/

5. TASKS

1. Send an audio file answering the following questions:

- What are your duties and obligations as a student? What can you do and what can't you do at university?
- What should you do to be a successful student? What should you do to improve your English?
(audio length: 2 minutes)

6. I EVALUATE MY PROCESS

Quality indicator Excellent Good Fair Needs

improvement
1. I pronounce the words correctly.
2. I give my answer naturally and fluently.
3. I use modal verbs appropriately.
4. I use the time required in the audio.
5. I respond to what is requested in the
assignment.

BIBLIOGRAPHY

The different exercises in this guide were retrieved or adapted from:

Azar, B. S. (2003). Fundamentals of English Grammar (3rd ed.). White Plains, NY: Longman.
Yule, G. (2008). Oxford Practice Grammar. Advanced Student’s Book with Tests and Practice-Boost CD-ROM. New
Edition. Oxford, United Kingdom: Oxford University Press.