CHAPTER

9
Modals, Part 1

CHAPTER SUMMARY PRETEST. What do I already know? Page 161.

Time: 5–10 minutes
OBJECTIVE: To review basic modal forms and gain mastery
of their more advanced forms, meanings, and uses. • Give students time to complete the task alone as seatwork.
• Remind students that they may immediately realize that
APPROACH: Modal auxiliaries are used to express a particular phrase is wrong without fully understanding
attitudes, give advice, and indicate politeness. Mistakes why. This is a good thing!
with modals can result in bad feelings or misunderstandings
• Ask students to tell you as best they can why certain
between the speaker and the listener. Because of this,
it is very important to stress that using certain modals sentences are incorrect and/or correct.
connotes a certain degree of respect and politeness. Instruct
students that a minor change in modal usage can signal a
big difference in meaning and understanding and thus, it is EXERCISE 1. Warm-up. Page 161.
important they use the right modal for each situation. Time: 5–10 minutes
Students using this textbook are probably already familiar
with the most common meanings of the modal auxiliaries.
The focus at the beginning of the chapter is on the basic Take advantage of every exercise in this text to
modal forms. The remainder of the chapter takes a semantic get students speaking as often, as spontaneously,
approach, grouping together modals and other expressions and as naturally as they can. By presenting simple
that have similar meanings so that students can learn them questions as student polls and writing on the board,
systematically. Matters of pronunciation, spoken versus you can engage students more fully in topics and
written usage, and formal versus informal registers are noted encourage them to speak more willingly. Even brief
in the charts. warm-ups such as this one can provide opportunities
for students to speak.
The charts in this chapter and in Chapter 10 demonstrate
that modals have many meanings and uses, depending
on the specifics of the situation they are used in. Rather • Ask students to take turns reading the sentences aloud.
than presenting a full summary of all uses of modals, the
• Ask students to decide whether the grammar of each
text splits the study of modals into two chapters. Remind
sentence is correct and also if they agree with the
students that the end of the following chapter includes a
complete summary chart, which will prove a useful reference content of each sentence.
once they have studied all the uses and forms. • Put an impromptu poll on the board for the topics
you find most compelling so that students will have a
If students want to get an idea of how varied the meanings chance to discuss the topics naturally (and need to use
and uses of modals are, refer them to any standard dictionary
modals to do so).
and ask them to look up the meanings of can, could, may,
• Correct students clearly and overtly when they make
etc. Tell students that the lengthy and varied definitions are
presented clearly in the chart at the end of the Chapter 10. a mistake in their attempts at modals, but encourage
them by reminding them of what they do already know.
TERMINOLOGY: The terms “modal” and “modal auxiliary” For example:
are both used throughout this chapter and Chapter 10. Most
modal auxiliaries are single words (must, should ) though Schools should get rid of grades. Do you agree or
some are longer phrases (had better, ought to). Many modal disagree? Why?
auxiliaries consist of two- or three-word phrases with similar Agree? Disagree?
meanings (have to, be supposed to), and these are called Students should study Grades should motivate
“phrasal modals” in some texts. Some grammar books also
just to learn. students.
call these longer modal phrases “periphrastic modals,” but it is
important to help students recognize them as modals, whatever When people study just Students can feel proud
term is used. for grades, they forget of their grades, and this
what they learn. pride should make them
want to study more.

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 CHART 9-1. Basic Modal Introduction. • Use your students’ names to make specific modal
Page 162. Time: 15–20 minutes requests of them and as related to the classroom.
• Write these sentences on the board, and ask students
to go up to the board and underline the modal.
Because most students are familiar with most • Ask students to paraphrase the function of the modal.
modals, you do not need to give them a detailed Is it asking for permission, expressing a suggestion,
introduction to each one at this time. The best etc.?
way to engage everyone in the grammar topic • Have students explain how polite they think the request
is to provide a general overview and, as much is. Compare their impression with the chart information.
as possible, ask students to show you what they For example:
already know about modals in general. Focus on
Would you open the door, Sinam?
basic meaning and use at this introductory stage.
(Elicit from students that would indicates a polite request.)
It will help your students if you highlight some
important points. You should open the door, Nicola. That way, people will
know they can come in.
1) Modals allow for differences in degrees of
(Elicit from students that should expresses advice or an
politeness. Can you open the door for me? is a
request that you would make to a peer or equal. instruction.)
Could you open the door for me? is a more polite You may open the door, Chinami. Thank you for asking.
form of the same request. (Elicit from students that may expresses that permission
2) Use of modals sometimes indicates the specific is given.)
social status of the speaker and the listener. For You could open the door, Mee-Ho.
example, You had better open the door is something
(Elicit from students that could shows a possibility or an
a person in a position of authority may say to
opportunity but not instruction in the indicative voice.)
someone younger or dependent on them, such as a
parent speaking to a child. You’d better open the door, Hassan.
3) There may be differences in levels of formality (Elicit from students that had better shows urgent advice
(for example may vs. can as used for permission). or instruction from a person in a position of authority to
someone younger or dependent.)
The chart explains that each modal has more than
one meaning and more than one use. This is critical • After demonstrating the uses of the modals included
for students to remember in order to grasp the scope in the chart, explain that modals are never conjugated.
of modals. The uses and meanings are presented This means that no final -s, etc., is ever added to the
throughout Chapters 9 and 10 and are summarized modal form. Modals are followed by the simple form of
in Chart 10-11, which students will want to refer to the verb except in the case of ought, which is followed
often. Point out this reference chart to students now by an infinitive.
so that, if they wish to, they can look ahead and • Review the phrasal modals at the bottom of the chart,
begin using it before they have even encountered
and discuss their familiarity with your group of students.
all the modal uses included in these two chapters.
This chart is presented in Chapter 10 and not at the
beginning of Chapter 9 because some students may
find it a bit intimidating. Reminding students that all EXERCISE 2. Looking at grammar. Page 162.
the modals are spread out over two chapters may Time: 10 minutes
make the task of learning modals less daunting. • Have students read through the conversation, taking
To give students an idea of how varied the meanings turns to decide whether a to is required or not.
and uses of modals are, ask them to look up the • When students stumble over a particularly challenging
meanings of can, could, may, might, or any other item, write the whole sentence on the board and refer
modal in a standard dictionary. Point out that the back to the chart. Point out that to is required if the
kind of information included with the dictionary modal in question is a phrasal modal or ought.
definition is included more systematically in
Chapters 9 and 10, and the summary chart included
will be, again, very useful. EXERCISE 3. Warm-up. Page 163.
Students are often unaware that shall and should Time: 5–10 minutes
have meanings as separate modals and are not • Read the direction line aloud.
simply the present and past forms of one modal. Be
• Ask students to be as specific and creative as possible
ready to explain that should + simple form has a
present / future meaning. Only in rare instances in when imagining the contexts for each conversation.
the sequence of tenses of noun clauses does should For example:
represent the past form of shall. (Some dictionaries I’ve got to go is quite informal and could be said to a
only define should as the past of shall, though this friend that you have been chatting with. You would not
use is quite uncommon. end a business meeting or first social encounter with
someone new this way.

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 CHART 9-2. Expressing Necessity: Must, • Stress that there is no past form of must other than had
Have To, Have Got To. Page 163. to. Musted and had must don’t exist.
Time: 15–20 minutes • Go through the chart examples by having students read
sentences aloud, reiterating or writing on the board the
explanatory notes for each example.
This chart contains information about pronunciation,
formal / informal usage, spoken / written forms, and
one past form. Students should note and discuss EXERCISE 4. Looking at grammar. Page 163.
these points. Time: 5–10 minutes
Note especially that must is used primarily with • Have students work with partners to decide which
a forceful meaning. Have to and have got to are sentence is more appropriate based on its modal and
much more frequently used in everyday English than the context of each situation.
must is. • Ask students to explain their decisions. Ask them which
Students should become familiar with and practice specific words in each pair of sentences show the level
the conversational pronunciation of have to and of formality and urgency to require must.
have got to. Because most students don’t know the
International Phonetic Alphabet, it is more useful to
write the sound in the actual alphabet. EXERCISE 5. Looking at grammar. Page 164.
have to = /haeftuh/ Time: 5–10 minutes
has to = /haestuh/
• Ask students to work through this exercise as seatwork.
• Students can read their completions aloud, and other
got to = /gaduh/ students can explain why the modal chosen is the
Make sure that students know the difference appropriate one.
between have got to show possession and have got
to to show necessity.
EXERCISE 6. Grammar and speaking.
Page 164. Time: 5–10 minutes
• Write the heading Must / Have To = Necessity on the • Have students first write questions for each prompt.
board. • Ask students to stand up with their books and questions
• Using your students’ names and experiences and the and circulate around the room, learning what their
context of your classroom, create meaningful example classmates have to do or must do.
sentences and write them on the board, showing that • Have students share what they learned with the class,
must and have to can be used interchangeably. and write some of their sentences on the board.
• Underline the modals in each example. For example: For example:
In order to learn English well, students must speak the After class, Mahmoud has to go to the bank to get money
language as much as possible. for his subway pass. He must buy the monthly pass
In order to learn English well, students have to use the today, or he will have to pay a daily rate.
language as often as they can. Students in our class have to pay attention to phrasal
• Explain that must sounds both more formal and more verbs and prepositions.
urgent to most American English speakers and that Every morning, rain or shine, Marina has to run at least
have to is a more common way of expressing necessity. six miles. She is training for a marathon.
• Tell students that must is seen more frequently in
writing than heard in speaking but that it is often seen in Expansion
legal documents and literature. Before class, write the names of certain occupations
• Demonstrate the difference between must and have to on different index cards. Give each student an index
by writing sentences of more and less formal registers card with the name of their “new” occupation or
on the board. Underline the modals. profession on it. Tell students that they need to get
their classmates to guess what their profession is
Augusto has to get his license renewed before he drives by explaining what they have to do or must do. For
to Montreal. example:
All foreign drivers must carry valid identification and an
I have to get up very early every morning.
international driver’s license.
I have to get to work before 5:00 a.m.
• Introduce have got to as an informal variation of have
I have to wear a uniform.
to. Explain that in some cases, the use of have got to
(rather than simply have to) emphasizes necessity and I have to drive people to work.
is often stressed in speaking. I have to deal with bad weather and often, the bad moods
of the people I pick up.
Noha has got to remember to bring her cell phone with her.
Her husband has been trying to reach her for days now! I have to make many stops.
• Explain that had to expresses past necessity for all of the I must make sure everyone pays his or her fare.
following expressions: have to, have got to, and must. Who am I? (bus / subway driver or conductor)

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 Sample occupations could include: • Review the rest of the chart by having students take
acupuncturist mechanic turns reading sentences aloud.
• Rewrite examples, using specific students’ names and
animal trainer / caregiver nurse
writing explanatory notes for reinforcement.
artist physical therapist
bank teller pilot
bus / subway driver or plumber EXERCISE 8. Looking at grammar. Page 165.
conductor police officer Time: 5–10 minutes
car salesperson politician • Go over the example.
carpenter professional athlete • Give students time to think of the best word to complete
chef each item and then which negative modal to use.
retail worker
• Have students review by reading their completions
child-care provider salesperson aloud and explaining which words helped them decide
cleaner scientist the main verb and modal required.
dentist server (food industry)
doctor singer / musician
driver soldier
EXERCISE 9. Looking at grammar. Page 166.
farmer Time: 5–10 minutes
stock trader
firefighter • Give students time to complete using the appropriate
surgeon
modals.
judge teacher • Have students take turns reading their completions aloud.
lawyer • Write any challenging items on the board.

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:

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 How often do you go to the dentist in your country? He / she / you ought to sit near the person in class.
Once a year? Only if you need to? Twice a year? He / she / you ought to introduce himself / herself /
Many people get nervous when they have to go the yourself to the person.
dentist. Do you? He / she / you should offer to help the person with
Have you ever had a toothache? How painful was it? homework.
Did you have to have your tooth extracted or pulled? • Write had better under the Advisability heading on
Why is a toothache a somewhat urgent situation? What the board.
could go wrong if a toothache is not treated right away? • Explain that had better shows both urgency and
• Ask students to decide which piece of advice from the strength of the suggestion made.
list they would give Amir. • Stress that had better is not used toward someone
• Discuss possible advice as well as advice not included who is in position of authority or is a superior in rank.
in the book. Decide as a group the best advice, given • Explain that had better is used when the negative
the situation. consequences of not taking advice given are clear.
• Invent a situation in which there are obvious and
negative consequences of not acting soon to remedy
CHART 9-4. Advisability/Suggestions: Should, a problem.
Ought To, Had Better, Could. Page 167. • As a class, come up with had better sentences to suit
Time: 15–20 minutes the situation, and write them on the board.
• Possible situations could include:
You are failing a class but need to turn in an assignment
Advice or a suggestion is usually friendly. It is often late.
given by a parent, friend, co-worker, teacher, mentor, Your roommate is very angry that you borrowed his bike
or supervisor and sometimes by complete strangers.
without asking.
Advisability is not as forceful as necessity, and it is
also not as urgent, in general. (Advice can also be You fell on some ice and twisted your ankle, which is now
not-so-friendly, depending on the speaker’s tone of starting to swell.
voice and attitude.) You lost your passport, and you need to travel
Note the special meaning of had better. Had better internationally in just a week’s time.
is used to show that the advice should be followed • Possible had better sentences could include:
in order to avoid negative consequences. It is used
You had better speak to your teacher or professor and
to give advice to a peer or to a subordinate, but it
is not used to give advice to someone in a superior explain why you will need to turn in the assignment later
position or a position of authority. than the due date.
You had better apologize and explain why you borrowed
his bike without even asking.
• Write the heading Advisability on the board and list You had better go to a clinic or emergency room to make
under it should and ought to. sure your ankle isn’t broken.
• Explain that should and ought to can be used You had better call the consulate right away and ask
interchangeably and can show a range of strength, from them to help you get a new passport.
a simple suggestion to a statement about another’s
• Review the chart, having students take turns reading
responsibility.
sentences aloud.
• With your students, select a situation for which advice
• Reiterate and rewrite explanatory notes as needed.
is needed. Pick a probable situation for a student in
your class.
• Together, with your students’ participation, write
sentences advising the person in need of advice. It may
EXERCISE 12. Looking at grammar.
be easiest to give advice in the second person.
Page 167. Time: 10 minutes
• Possible situations could include: • Have a student read the direction line aloud.
• Give students time to complete the exercise as seatwork.
You are homesick in the U.S.
• Correct by having students take turns reading their
You need more ways to practice your English outside completions aloud and discussing why they chose the
of class. modal they did (i.e., what context cues made them
You haven’t managed to meet any native speakers of decide on should, ought to, or had better).
English. • Correct pronunciation and production carefully, quickly,
You have a crush on a classmate. and overtly.
For example:
Optional Vocabulary
Situation killing my feet rotten
A student has a crush on someone in the class. hiccups chills
Advice
He / she / you should find out if the person has a
boyfriend or girlfriend.

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 EXERCISE 13. Looking at grammar. • In the case where both options make sense, have
Page 168. Time: 10 minutes students explain why by describing the specific
differences and what the initial sentence meant.
• Read the direction line aloud and have students work
with partners. Optional Vocabulary
• Discuss the use of could in both situations with sums of money
students, and explain that could is less definite than boarding passes
should or ought to.
• Encourage students to provide alternative advice for
each situation. EXERCISE 18. Warm-up. Page 171.
Time: 10 minutes
Optional Vocabulary
urgent care
postpone This warm-up provides an ideal opportunity for
shuttle students to share and compare cultural and procedural
expectations. If all students in the class are from one
country, ask them if they know countries in which, for
EXERCISE 14. Let’s talk: pairwork. Page 169. example, people are expected to remove their shoes
Time: 10 minutes before entering a home. Encourage students to share
their experiences of others’ cultural expectations.
• Have students continue to work with partners.
• Circulate while students are working, facilitating as
effectively as possible by providing vocabulary help and
• Give students a few minutes to respond to each item.
questions that keep the conversation flowing.
• Discuss as a class.
Expansion • When appropriate, discuss the origin of certain cultural
Have students continue to work in pairs. They should expectations.
come up with a problem that requires advice and the
advice that is most useful. Then pairs act out their
conversation for the class while the class guesses what
CHART 9-5. Expectation: Be Supposed
the original situation or problem is. To/Should. Page 171. Time: 15–20 minutes

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.

• Write the heading Expectation on the board.

EXERCISE 17. Looking at grammar. • Ask students to think about the expectations that others
Page 171. Time: 10 minutes have of them, whether in their family, work, or social
• Lead this exercise. lives. Model on a board sentences related to what your
• Have students take turns reading the initial sentence students know of your life as a teacher. For example:
in each item and deciding which answer (a. or b.) best As your teacher, I am supposed to start your classes on time.
paraphrases it.
I am supposed to know the grammar you are learning
very well.

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 • Then elicit student-generated examples: particular quality and then defend their ranking to other
Juan: I am supposed to present a report on my students who may not agree. Ask students to rank the
academic research in front of the heads of my occupations in this exercise in terms of their difficulties
department. and challenges and then compare this ranking with
other students. They will use modals to justify their
Asha: I am supposed to call my brother and sister-in-law
choices.
once per week.
Jung Seol: I am supposed to score a 90 on the iBT in You can discuss this ranking in class and then assign
order to prepare my law school application. part of the ranking for written homework. For example:
• Explain that to discuss past obligations, only the verb be I think a taxi driver is the most challenging job because
changes. Supposed to is already a past participle form. you are supposed to know how to get to every part of
• Ask students if they have failed to carry out any obligations a city. You have to be patient even when many of the
or expectations in the last week and to formulate people who ride in your taxi are impatient and/or impolite.
sentences from their experiences. These sentences can You are not supposed to be rude to your customers even
also be about their expectations of others. For example: if they are very rude to you.
Sasha: I was supposed to email my sister about my
travel plans, but I forgot. She became very worried.
EXERCISE 22. Looking at grammar.
• Ask students to take turns reading the chart example Page 173. Time: 10–15 minutes
items and explanatory notes aloud.
• Ask students to compare the sets of sentences while
• Discuss how should be is used for expectations as well.
reading through them.
• After each set of sentences is read aloud, students
EXERCISE 19. Let’s talk. Page 172. (either individually or as a group) decide which of each
pair is stronger.
Time: 10 minutes
• Have students work in pairs. Optional Vocabulary
• With a student, practice the speaker roles by asking flashing
and answering the example in the text. blaring
• While students are working in pairs, walk around the
room facilitating the pairwork.
• Review the items and discuss the questions and EXERCISE 23. Warm-up. Page 173.
responses with the group. Time: 10 minutes

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.

• Give students a few minutes to decide whether abilities

EXERCISE 21. Speaking or writing. Page 172. or learned skills are required for each item.
Time: 10–15 minutes • Ask students to explain their responses. For example:
You: Reem, you said that playing chess is a skill. Can
you tell us more about that?
When students are doing a particular task to use a
structure, be sure to allow for natural discussions Reem: No one is born knowing how to play chess. You
that may arise. In this exercise, if students can have to learn to play it.
discuss differing opinions and back up their
viewpoint, they will gain more from the practice
than simply creating modal sentences about the CHART 9-6. Ability: Can, Know How To, and
occupations in the text. Be Able To. Page 173. Time: 15–20 minutes

• Ask students to work in pairs.

Begin by asking students to think about their own
• Have students write down as many sentences as they
abilities and skills. Ask them to be prepared to
can about each occupation, and review as a group. discuss things that they can do that others cannot,
• Review as a class, giving ample time and attention to and also ask students to talk about whether their
any tangents that arise. abilities are something they were born able to do or
represent skills they have learned.
Expansion
A useful technique for engaging students in a Be ready to explain the different pronunciations of can
and can’t. Can’t has two acceptable pronunciations.
language task is to have students rank terms by a

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 • Have students get up out of their seats and move around
Most people in most places in the U.S. pronounce the classroom to discuss the questions with other students.
can’t as /kænt/. Along the northern Atlantic coast, the • Circulate around the classroom and facilitate ongoing
pronunciation may be more similar to that of the word discussion among students.
in British English, /kant/. • Regroup as a class and have students share the
Can also has two pronunciations. Before a verb, the responses of their classmates as a class.
sound is short as in /ken/. In a short answer (Yes, I • Write vocabulary on the board and write some class
can.), the pronunciation is longer as in /kæn/. statistics on the board. For example:
In typical intonation, can’t is stressed and can is not Most students in this class sleep about seven or eight
stressed. hours a night.

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

EXERCISE 24. Looking at grammar.

Page 173. Time: 10 minutes This chart focuses on present possibility and future
possibility using common modals. You will need to
Part I remind students about the impersonal use of you
• Have students rewrite each sentence using be able to. included in this chart. Students should understand
that this impersonal use of you and the general
Part II possibility expressed by using can are common
• Ask students to identify which sentences can be and comprise one way of talking about all possible
rewritten using know how to, and then have them read scenarios for a given situation. It will help your
the sentences aloud. students to understand how this form of can is
used by giving them many examples related to their
current situation.
EXERCISE 25. Let’s talk. Page 174.
Time: 10 minutes
• Write the term Possibility on the board.
• Ask students to think of all the possibilities they have
This set of questions serves as a great example of because they speak English.
how to get students to use discussion questions to • Ask them to share these with you, and explain that
practice a particular target grammar point. These together, you will write these possibilities in sentences
questions are very specific by design. Students using can.
can readily respond to specific questions. It can
be hard to talk about a topic without specific and
personal questions to engage students.

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 • Stress that these sentences with can describe things • Then have each group member write one new sentence.
that are possible in the present because of students’ • Give students board markers to write new sentences on
current level of English. For example: the board (1 per student).
Bengt can travel anywhere more confidently because he • Students at their seats correct the written sentences on
speaks English. the board.
• Discuss any challenging items as a class.
Hyo-Shin can apply for a job in another Asian country
because he speaks English. Expansion
Catalina can talk to her husband’s parents because she Prepare index cards or slips of paper with problematic
speaks English. scenarios on them. Distribute one to each student.
• Next, explain that may and might show future possibility. Students come up with present possible solutions using
Because they are in the future, their degree of possibility can and future possible solutions using may / might
is less than something that is possible right now. If and write 4–5 solutions down. They then present their
students have a hard time grasping this concept, solutions to the class, and the class has to guess (from
simply point out that there are more variables in future the solutions offered) what the original problem was.
possibilities than current ones (as the variables in current
An example problematic scenario and list of student-
possibilities are known). Stress that might and may
generated solutions are included below, along with a list
indicate that there is a chance, but nothing is certain.
of similar situations to copy onto index cards and give
• Ask students to think of things they might or may be able
to students.
to do in the future because they have learned English.
• Write these future possibilities on the board, assisting Problematic Scenario
students in forming the sentences correctly. Nina is very homesick.
Jan might be promoted because he speaks English. Solutions
Mei-Wen might receive a raise because she speaks Present / Near Possibility Using Can
English. She can call her parents and family later.
Sultan may receive a scholarship because he speaks English She can distract herself by going out with her new
• Ask students to take turns reading through items (a)–(d) friends.
in the chart aloud. Future Possibility Using May / Might
• Reiterate the explanatory notes and write more She might return to her country earlier than she had
examples on the board. planned.
• Stress that may / might are for further into the future She may arrange for her sister to visit her here.
and less certain than can.
Problematic Scenarios
A student wants to get in shape for a hiking vacation.
EXERCISE 28. Looking at grammar. A student’s roommate has been borrowing his things
Page 175. Time: 10 minutes without asking.
A student wants to practice his English with native
speakers and outside of class.
An important skill for students to develop is the
A student has a toothache, but she does not have a
sense that a construction simply sounds wrong. This
type of exercise can help students hone that skill. dentist in this country.
Items 2b and 4a should strike students as wrong A student is worried his friend is depressed.
even if they cannot fully explain why. A student wants to attend a fancy wedding but doesn’t
own any appropriate clothing.

• Give students a few minutes to complete the exercise

as seatwork. EXERCISE 30. Warm-up. Page 176.
• Have students cite all items that are correct. Time: 10–15 minutes
• Encourage students to explain why items 2b and 4a are • As with the last warm-up, encourage students to
wrong, but confirm that simply “hearing” that they are consider what simply sounds wrong.
incorrect is valid. • As a class, discuss which combinations are not
• Explain that the reason items 2b and 4a sound wrong grammatically possible.
is that may / might are used for future, whereas can is
only for present and very near future possibilities.
CHART 9-8. Requests and Responses with
Modals. Page 176. Time: 15–20 minutes
EXERCISE 29. Speaking and writing.
Page 175. Time: 10–15 minutes
• Have students work in groups. Because students will have been using modals to
• Ask each member of the group to provide an oral make and respond to requests since early on during
completion to each sentence. their English studies, you should not need to spend

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 too much time on each part of this chart. However, For example:
as much as possible, and because this is review, ask
Could / Would you please lend me your book,
students to explain the modals included here to you
Alessandra?
and their peers.
Can you lend me your book, Alessandra?
General points to reiterate are:
Have students take turns reading items (a)–(g)
Different modals signify different degrees of politeness.
aloud, and reiterate the explanatory notes.
For example: Can you open the door for me? is different
from Could you open the door for me?
As students have already discussed in this chapter, the
use of modals sometimes depends on the relationship
EXERCISE 31. Looking at grammar.
between the speaker and the listener. For example, Page 176. Time: 10 minutes
had better is something said by older people or those • Read the direction line aloud to students.
in a position of authority when speaking to those whom • Have students provide you with all possible modals that
they have authority over. It is appropriate for a parent can correctly complete the requests.
to tell a child You had better call me right away, but it • Correct as a class.
would not seem normal for a child to say this to her
parent.
There are differences in level of formality as well as EXERCISE 32. Let’s talk. Page 177.
politeness. This is best illustrated by the difference Time: 10–15 minutes
that exists between may and could.
• Have students work in pairs.
This chart and the ones that have preceded it in • Remind students that the key to their conversations
this chapter demonstrate that modals have many will be the relative roles of both speakers in each
meanings, depending on the specifics of the situation
scenario.
they are used in. Rather than presenting the full
summary of all uses of modals, the text splits modals • Go around the room while students are working
into two chapters. Remind students that the end of with one another, and provide encouragement and
the following chapter includes a complete summary correction.
chart, which will prove a useful reference once they • Have various pairs “perform” their conversation for
have studied all the uses and forms. the class.
Because Chart 9-8 is review for students, and they
do have experience using modals, ask students
to share how using please and/or a polite modal EXERCISE 33. Warm-up. Page 177.
(could rather than can, for example) does have the Time: 5 minutes
desired effect of making people want to help you • Ask students to read the two conversations aloud.
or meet a request you have made of them. Ask • Have students decide who is going to do the
students to share their own experiences of this. Also,
action discussed, and ask them to tell you which
ask students to share what they usually hear as a
common response to polite requests, e.g., OK. Sure. words in each conversations provided them this
No problem. I’d be happy to. My pleasure. etc. information.
Chart 9-8 presents requests and responses with
modals, first with I as the subject and then with you.
In order to engage students, use their names and the
CHART 9-9. Polite Requests with Would You
common context of the classroom to create sentences Mind. Page 177. Time: 15 minutes
using I as the subject and then sentences using you.
Create relevant sentences to model the different
modals and write these on the board. For example: Explain to your students that Would you mind is a
May I have your email, Shiko? common alternative to Do you mind. It is considered
very polite but not too formal, and students have
Could I please have your email, Amal? probably already heard it many times.
Can I have your email, Rolf?
In casual conversation, the auxiliary and subject
Discuss the relative formality and politeness of these pronoun are often omitted, and a present tense (not
three requests, and have students respond with an past tense) verb is used: Mind if I close the door?
appropriate answer. Make sure students know that I am freezing.
may is not only very polite, but it is also very formal
Another informal response is: No. Go ahead.
and is not commonly used.
Sometimes, people respond without realizing they
Next, discuss modal requests in which you are are responding to Would you mind, and so you may
the subject. Explain that may is not used with the hear the seemingly illogical and affirmative: Sure.
pronoun you. Stress that both could and would are Go ahead. Note that both responses share the
considered very polite. Invent sentences that reflect meaning of “You have my permission to do that.”
the level of politeness and relationship between
speaker and listener. Write these on the board.

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 • Review the explanatory notes and create more
Note that a No response given to Would you mind is examples and responses as needed.
positive. It means “I don’t mind. It’s not a problem.”
In (e), a gerund is used following Would you mind. EXERCISE 34. Looking at grammar.
Gerunds are presented later in this text, but students
at the target level should have some experience of
Page 178. Time: 10 minutes
them. Be prepared to remind students that gerunds • Do this exercise with your students.
are the -ing form of a verb and that they are used • Write the appropriate requests on the board, and have
as nouns. students also supply appropriate responses.
Occasionally, students might hear the form Would
you mind my leaving early? This has exactly the
same meaning as Would you mind if I left early? but it EXERCISE 35. Looking at grammar.
is much less common. Point this out to your students. Page 178. Time: 10 minutes
• Read the direction line aloud to your students, and
emphasize that more than one form is possible in some
• Write the following two headings on the board:
sentences, but the meaning of each will be different.
Asking Permission to Do Asking Someone to Do Ask students to provide all possible forms.
Something Something • Give students time to do the exercise as seatwork.
• Stress that when asking permission to do something, • Correct as a class, putting any challenging items on
I is the subject and the verb used with I is in the past the board.
tense.
• Explain that when asking someone else to do
something, you is the implied subject though the EXERCISE 36. Listening. Page 178.
pronoun you is not used. Time: 10 minutes
• Give students cues to help them ask one another • Be provisioned with the audio and listening script ready
for permission to do something, and write the actual to go.
questions they produce on the board. For example: • Tell students that their main task is to identify whether
Asking Permission to Do Something (Yourself) the speaker wants to do something him or herself or if
(Fernanda is too hot, but Alana is closer to the window.) the speaker wants someone else to do something.
• Model the relaxed pronunciation students may hear by
Fernanda: Would you mind if I opened the window, Alana?
reading the example item aloud.
(Hsien forgot her book. She wants to borrow Alain’s.) • Correct as a class.
Hsien: Alain, would you mind if I borrowed your book?
• Now, using these same requests (or others that better
suit the students in your group), reword them as asking EXERCISE 37. Let’s talk: pairwork. Page 179.
someone else to do something. Time: 10 minutes
• Make sure to write the new requests across from the • Have students work with partners.
originals so that students can see the changes made. • Walk around the room helping students as needed.
Asking Permission to Do Asking Someone Else to • Review possible conversations as a class and
Something (Yourself) Do Something compare them.
(Fernanda is too hot, but (Fernanda is too hot, but
Alana is closer to the Alana is closer to the
window.) window.)
EXERCISE 38. Warm-up. Page 179.
Time: 5 minutes
Fernanda: Would you Fernanda: Would you
mind if I opened the mind opening the • Most students are probably familiar with the phrases for
window? window, Alana? making suggestions used here.
• Have students discuss which activities are the most
(Hsien forgot her book. (Hsien forgot her book.
appealing to them.
She wants to borrow She wants to borrow
• Engage students further in the activity by teaching the
Alain’s.) Alain’s.)
phrases spontaneous, spur of the moment, and planned.
Hsien: Alain, would you Hsien: Alain, would you Ask students how they like to treat a scheduled day off.
mind if I borrowed mind lending me Do they prefer to be spontaneous, or do they prefer to
your book? your book? plan something in advance?
• This chart also provides an ideal opportunity to teach
the differences among lend, loan, and borrow.
• After you have modeled requests for each category
and ensured students know how they are related, ask
students to take turns reading items (a)–(d) aloud and
then (e)–(f).

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 CHART 9-10. Making Suggestions: Let’s, EXERCISE 40. Reading and speaking.
Why Don’t, Shall I / We. Page 180. Page 181. Time: 15–20 minutes
Time: 15 minutes
Part I
It can be useful for students to read aloud as they
gain experience and confidence managing unknown
The three phrases in this chart are followed by the
simple form (i.e., base form of the verb). For example: vocabulary, and hearing themselves helps students
auto-correct pronunciation. However, when you use
Let’s be careful with that. this approach, be sure to give every student just a
Why don’t you come over at 6:00 p.m.? few sentences to read, and ask students to explain
Shall we go to the party together? vocabulary and paraphrase sentences often.
Shall is only used with first person singular or plural, • Have students take turns reading aloud.
so only with I and we. It is not very common, and • Ask frequent vocabulary and comprehension questions.
students should know that shall cannot be used with
second and third person pronouns. Part II
These suggestions are similar to polite requests and • Have students work in small groups.
also may include both the speaker and the listener in • Walk around the room to assist with vocabulary and
the suggested activity. keep the discussion lively and engaging.
• Ask students to regroup and have students talk about
In informal British usage, Don’t let’s is a possible
the responses of others in their small group.
affirmative form of Let’s not. Don’t let’s is
occasionally heard in American English, but it is rare • Ask students to put time-management suggestions on
and nonstandard. the board and vote on which they think would be most
effective.

• Write the heading Making Suggestions on the board. Optional Vocabulary

• Explain that Let’s / Let’s not and Why don’t + base forms incoming hefty
of verbs are common ways of making suggestions for a freshman extra-curricular
plan or activity for the speakers and listeners present. challenging distractions
involves grades may suffer
• Write the following formula on the board:
structured / unstructured manage time
Let’s / Let’s not + base form of verb attendance the key
Why don’t + subject + base form of verb assignments effectively
• With your students and using the context of your blocks (of time) resources
actual class (location, season, sights to see, events to stretches (of time)
participate in), create suggestions for a class trip this
coming weekend using the target phrases.
• Write sentences on the board. For example: EXERCISE 41. Writing or speaking.
Page 182. Time: 15–20 minutes
Let’s go skating. The pond should be frozen.
These prompts can be used for either speaking or
Why don’t we meet downtown and go to the movies?
writing. What often works best is to assign one in class
Let’s not go to the movies. It’s supposed to be sunny. as a speaking exercise and one for written homework.
Why don’t we go for a walk or bike ride or do something • Have students work with partners or in groups.
outside? • Ask students to read through the example and then
• Remind students that shall is only used with first choose one option to work on with their partner.
person pronouns and is quite formal. Make appropriate • Students can either perform for the class or “speak”
suggestions with shall and write them on the board. their sentences aloud while classmates decide which
Shall I wait for you here? scenario they are providing information about.
• Students can choose one of the remaining scenarios
Shall we meet later today?
for written homework.
• Have students take turns reading the example sentences
(a)–(i) aloud while you reiterate the explanatory notes. Optional Vocabulary
renting customs
regulations expectations
EXERCISE 39. Let’s talk. Page 180.
Time: 10 minutes
• Have students complete the conversations EXERCISE 42. Check your knowledge.
autonomously as seatwork. Page 182. Time: 10 minutes
• Walk around the room helping students as needed. • Give students time to complete the exercise as
• Review possible conversations by having students read seatwork, identifying and correcting errors.
their completions aloud. • Students read the corrected sentence aloud and
• Provide immediate and overt correction, and write describe why the original was wrong.
examples on the board as needed.

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 EXERCISE 43. Reading and writing. Optional Vocabulary
Page 183. Time: 10 minutes anxiety cramping
blank mind severe
Part I racing thoughts relaxed
• Have students follow the direction line independently, symptoms preparation
underlining modals. nervous atmosphere
retrieve communicate
Part II
nausea
• Ask students to respond to one of the questions in
writing either briefly in class or for homework.

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.

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