Jelika marwati

How and when do we use each of the English modal verbs?

Uses of "ought to" (negative: ought not to)

  1. To say what is the right thing to do ("should" is the more common word)
    "In her condition, she ought to quit smoking."
    "I believe you ought to apologize."
    "He was watching TV when he ought to have been studying.
Jelika marwati

How and when do we use each of the English modal verbs?

Uses of "must" (negative: must not, mustn't)

  1. To show that you have to do something, for example because it is very important or because it is a rule
    "You must stop the car when the traffic light turns red."
    "You must pay your taxes."
    "She must stop drinking if she wants to keep her job."
    "I must go now, otherwise I will miss my train."
  2. "Must not" (or "mustn't") is used to show you are not allowed to do something
    "You mustn't steal."
    "He mustn't talk to his parents like that."
    "The fruit of this bush must not be eaten because it is toxic."
  3. To show that something is very logical or very likely to be true
    "He left at noon, so he must be there already."
    "She is not stupid, so she must have known what she was doing!"
    "They must be really rich to live in such a house."
Jelika marwati

How and when do we use each of the English modal verbs?


Uses of "might" (negative: might not)

  1. As a past from of "may"
    "The weatherman said it might rain."
    "She mentioned that she might come."
    "We agreed that it might be dangerous."
  2. To show possibility (it is slightly weaker than "may")
    "He might pass the exam, but I wouldn't count on it."
    "We might fail, but let's not think about it."
    "I might visit on Saturday."
Jelika marwati

How and when do we use each of the English modal verbs?


Uses of "may" (negative: may not)

  1. To show possibility (it is slightly stronger than "might")
    "What he said may be true."
    "It may rain."
    "You may win the race."
  2. To request or give permission
    (this is a formal use, "can" is the informal version)

    "You may sit down."
    "May I speak?"
    "He may not use the car."
Jelika marwati

How and when do we use the English modal verbs?


Uses of "could" (negative: couldnot, couldn't)
  1. As the past form of "can"
    "He said he couldn't come so early."
    "I couldn't remember who he was."
    "They couldn't pass the border."
  2. To make a polite request
    "Could you open the window, please?"
    "Could you turn up the heat?"
    "Could you remind him to call?"
  3. To show possibility ("may" and "might" are stronger)
    "She could be with her parents."
    "It could take you months to find a new place."
    "He could still win, but it's not very likely."
Jelika marwati

How and when do we use the English modal verbs?


Uses of "can" (negative: cannot, can't)

  1. To talk about what you are able to do
    "He is so strong! He can lift that car!"
    "She can't come before four o'clock."
    "Can he teach?"
  2. To talk about a general possibility
    "The weather here can get really bad."
    "These chairs can be folded."
    "Such things can happen."
  3. To say that something is allowed
    "He can borrow my book if he needs it."
    "You can't smoke in here".
    "You can pay with a credit card."
  4. To make a request
    (this is is an informal use, "may" is the formal version)

    "Can you help me with my homework?"
    "Can you make some tea?"
    "Can you be come here, please?"
Jelika marwati
56 Methods in Teaching (part 10)
51.  THUMB TOOL
This simple activity, ask students to measure how well they achieved what was expected by the end of a lesson or session. It might also be used by students as a means of expressing how confident they are.
How does it work?
    a.     After a session, students are asked how confident they are. One of three hand gestures might be used:
·      Thumb up if they are very confidence
·      Thumb sideways if they feel that they have had partial success.
·      Thumb down if they consider that they have made little or no progress.
    b.      If the tool is being used to respond to a specific question from the teacher during the lesson, the following statements might apply:
·   Thumb up if they feel very confident that they know the answer.
·   Thumb sideways if they may know part of the answer.
·   Thumb down if they definitely feel that they do not know the response.
    c.      If the tool is used at the end of session, may explorer issues such as how the objective was met. 
52.  TWO STARS and a WISH
This method can encourage constructive peer assessment amongst individuals or groups of students. This peer – assessment technique will ultimately develop a students’ own ability to evaluate and improve their own work.
How does it work?
    a.      Before commencing this activity, students could review their own work using the two stars and a wish method
    b.      Once a piece of work has been completed, students can rotate in groups to view other peoples’ work.
    c.      Students carry a set of yellow post – it slips. For each piece of work they review, students write down two things they like and express.
    d.      Students then return to their own piece of work to read through and discuss what others have indicated on their post – it slips.
    e.      They then make a list of stars and wishes for their work and indicate in a short written evaluation how they intend to enhance their work next time.
53.    WALKING DEBATES
These activities explore diverse opinions and emotions on issues. They might be used as a lead into a particular topic and to gauge students and base understanding of the issue in question. They require students to take a stance on the issue and allow everybody to have a voice, even if they do not speak out. Students are confronted with ambiguity and grey areas, and it helps them to see that opinion.
This technique need a large space for ease of movement and interaction. Students could be given the four statements on a card (agree, disagree, agree strongly, disagree strongly). Students could hold up a particular card when each statement is read out.
How does it work?
    a.    A range of statements are read out
    b.    Pupils are allowed time to consider their opinion
    c.    Students then move to the corner that best describes how they feel about the statement. Students could be encouraged not to go along with the crowd, as there are no right or wrong answers.
    d.    Statements should evoke a range of responses (e.g. “footballer earn too much money” is better statement to use than “all footballer earn too much money”)
    e.    As students move, they should explain why they are in that corner. Views could be obtained from all corners.
     f.    Subsidiary questions could be used to draw out more complex issues and to refine the initial statement.
    g.    Students are allowed to move during the discussion of each statement if issues arrive that challenge their original opinion.
    h.    If students do switch then they should explain why.
54.    WHEN THE WIND BLOWS
This activity can be used as an icebreaker for new groups, as a means of exploring the similarities and differences between group members or as an introduction to a particular topic. This activity needs a large space for ease movement. If this is not possible, students might show their inclusion in a particular category by rising their hand or by an agreed action.
How does it work?
    a.  Students sit in a circle, with one person ( possibly the teacher) standing in centre of the group.
    b.  The person in the centre calls out a sentence starting. The wind blows all the people who…. Followed by a particular category.
Group Icebreaker:
·The wind blows all the people who have blonde hair.
·The wind blows all the people who wear glasses.
·The wind blows all the people who have two brothers

    c.  Students who fall into the particular category are “blown” to another seat.
    d.  The statements might continue to include more topical or sensitive issues such as:
·The wind blows all the people who know somebody who has been pregnant
·The wind blows all the people who know somebody who has been bullied.

    e.  The statements might also used to find out useful information such as:
·The wind blows all the people who are involved in the drama.
·The wind blows all the people who have a full attendant list.

55.   WORD GAMES
The activities outlined below are a useful and motivating start to a lesson in order to review previous work.
Verbal Tennis are:
  a.    Students work in pairs or three.
  b.    Each groups is given a set of card which they must place face – down on the table.
  c.    Students take it turns to pick a card and say the word quickly.
  d.    Two students might do the activity I front of the whole class with the class acting as referees.
Countdown is
·      Students are given thirty second to unscramble a relevant word.
Pictionary is
·      Students draw a key word on a board as a whole – class activity or an a piece of paper pairs.
Bingo are
·      Students are given a Bingo grid with key words from the topic.
·      Teachers read out a definition of a key word
·      Students mark off the word which matches the definition.
·      The first person with a complete line marked of calls,” Bingo”.
Hangman is
·         Students given the number of letters in a key word and say a letter.
·         Students must guess the word before the man is completely drawn and therefore hanged!
56.   ZONE OF RELEVANCE
This activity allows students to consider what points may be relevant or irrelevant when considering a key question.
How does it work?
  a.    Students can work in pairs or groups.
  b.    Each group is given a set of card with word, phrases or picture which relate to the key question
  c.    Each group is also given the Zone of relevance template
  d.    Student work through the card, deciding whether each one is relevant or irrelevant.
  e.    Group then give feedback on their decision.