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UUEG05 TG CH 09
UUEG05 TG CH 09
9
Modals, Part 1
70 CHAPTER 9
Modals, Part 1 71
72 CHAPTER 9
Optional Vocabulary
EXERCISE 7. Warm-up. Page 165. unexcused encounter
Time: 5–10 minutes absences fulfilling
• Ask one student to be Speaker A and one to be Speaker B.
• Discuss why choice a. is wrong.
• Have students explain in their own words the difference EXERCISE 10. Let’s talk. Page 166.
between the three choices. Time: 5–10 minutes
• Write their contributions on the board. • Write the term effective leader on the board, and
Must not means “not allowed to”; don’t have to means discuss which qualities are necessary, which are
“not necessary to” desirable, and which don’t matter, using must / must not
and has to / doesn’t have to.
• Review as a class, discussing any points of
CHART 9-3. Lack of Necessity (Not Have To) disagreement.
and Prohibition (Must Not ). Page 165. • Have a student choose a different profession or role
Time: 15–20 minutes (teacher, parent, doctor, etc.).
• Write the headings Lack of Necessity and Prohibition • Using the same qualities described in the exercise,
on the board. have students decide again what is required for other
• Ask students to explain, in their own words, what each professions and what is not.
phrase means, and then ask for personal examples of • Encourage and facilitate any discussion that can be
both things they don’t have to do and things they are held using the target grammar. Review the structures
prohibited from doing. If you are in a mixed nationality utilized before moving on.
class, encourage students to give examples that are
Optional Vocabulary
specific to life in their respective countries. You can
flexible financial gain
also encourage students to think of examples related
spouse ignore
to class rules and practices either in your language
program or in schools in general. For example:
Lack of Necessity Prohibition EXERCISE 11. Warm-up. Page 167.
Men and women don’t People must not buy Time: 5–10 minutes
have to do military service. alcohol for those under 18. • Engage students in the topic by writing related
Citizens don’t have to vote. Citizens must not drive vocabulary on the board and asking students to explain
before they are 16. the following words and phrases:
Students don’t have to Students must not pull the cavity extraction
wear uniforms. fire alarm unless there is dental hygiene toothache
a fire. • Ask students further questions to help them give
Students don’t have to Students must not miss advice regarding Amir’s toothache. If helpful, write the
attend every class. more than 25% of their following discussion questions on the board and call on
classes. specific students by name to respond: For example:
Modals, Part 1 73
74 CHAPTER 9
EXERCISE 15. Looking at grammar. While necessity and obligation can both originate
Page 169. Time: 10 minutes from the speaker, generally, expectations are made
of a person from the outside world. The phrase
• Ask students to complete the cloze independently as be supposed to and, in some cases, the modal
seatwork. should, can be used to show external expectations.
• Review as a class, providing quick and clear correction Such expectations are often well-known cultural
after students have taken turns reading completions aloud. expectations or procedures (e.g., A man is supposed
to take off his hat when he enters a church.) as well
as simply meeting an agreed-upon schedule (e.g.,
EXERCISE 16. Reading, speaking, and We are supposed to be at the airport two hours
earlier than our international flight.)
writing. Page 170. Time: 15–20 minutes
• Read the direction line aloud and ensure students (in In prior editions of this text, be supposed to was
described as an obligation; however, expectation better
pairs) know what to do first.
shows that someone (other than the subject) has
• Have students read and discuss the emails included in
set the expectation (be supposed to can be replaced
the exercise before attempting to write their own. by the passive voice phrase is expected to). Also in
• Then instruct each pair to provide advice for another previous editions, this text has included be to (e.g., I am
pair’s problem. Discuss the problems and suggestions to attend three more lectures before I take the exam.)
as a class. as another way to express an external expectation.
• Put key vocabulary words and correct use of modals on Depending on the level of your students, you can
the board. choose to introduce this use or not. If you do teach be
• Students can vote on which advice was most helpful, to to show expectation, be sure to inform your students
specific, and grammatically correct. that this use is growing increasingly uncommon.
Modals, Part 1 75
EXERCISE 20. Looking at grammar. To engage students in the topic, ask them to
Page 172. Time: 5–10 minutes think about the differences between a physical ability
and a learned skill. Even if it seems a bit repetitive
• Read the direction line aloud. or obvious, encourage students to explain their
• Give students a few minutes to complete this as seatwork. rationale.
• Correct by having students read their completions aloud.
76 CHAPTER 9
Could as it is used for possibility will be discussed at Almost every student in this class looks at a screen
length in the following chapter, but while presenting before going to sleep.
this chart, it is helpful to let students know that they
will have to be careful not to confuse the modal
could for future possibility with could for past ability / EXERCISE 26. Listening. Page 174.
past possibility. Time: 10 minutes
Part I
• Write the heading Ability on the board. • Be provisioned with the audio ready before you turn
• Ask students to tell you some of their or their students’ attention to the exercise.
classmates’ abilities, and write the information on the • Have students repeat the pronunciation of can and can’t.
board in sentence form. For example:
Part II
Paulo can juggle four oranges or juggling balls at a time. • Play the audio and have students complete the
Paulo can also ride a unicycle. sentences with the words they hear.
Martine can touch her foot to the back of her head. She • Review as a class, correcting immediately and overtly.
is extremely flexible.
Jean is from Haiti. He can speak Creole and French, and
he can also speak English. EXERCISE 27. Warm-up. Page 175.
Time: 10 minutes
• Ask students to decide which of the abilities listed
represent physical abilities and which represent • Write the phrase general possibility on the board and
learned skills. discuss its meaning with your students.
• Have students take turns reading the example sentences • Have students decide and discuss which of the
(a)–(e) aloud while also referring to the explanatory notes. sentences are “general possibilities.”
• Introduce know how to and be able to in sentences (f)–(j).
Explain that know how to very clearly indicates a learned
skill and that be able to is used for raw, physical ability. CHART 9-7. Possibility: Can, May, Might.
Page 175. Time: 15–20 minutes
Modals, Part 1 77
78 CHAPTER 9
Modals, Part 1 79
80 CHAPTER 9
Modals, Part 1 81
Part III
• If students are comfortable with peer editing, have them
use the checklist included to edit and improve another
student’s work. Alternatively, students can use the
checklist to edit their own work.
82 CHAPTER 9