International University – HCMC IE1 Listening & Speaking

Department of English
GRAMMAR 15
MODAL VERBS
The modal auxiliaries in English are can, could, had better, may, might, must, ought to, shall,
should, will, and would. They express speakers’ attitudes. They are always followed by a bare
infinitive.
1. Expressing necessity: When we want to express that it is necessary to do something, we use
must, or have (got) to
NOTE:
Have (got) to suggests that someone else makes something necessary while must suggests
that the speaker himself thinks it is necessary.
Example: I have to take care of my little sister. (My parents asked me to do so.)
I must take care of my little sister. (I think it is my duty.)
The negation of have (got) to means lack of necessity while the negation of must means
prohibition.
Example: We don’t have to go to class tomorrow.
You must not tell anyone about my secret.

2. Giving advice: When we want to give advice or make a recommendation, we often use
should, ought to, or had better.
NOTE:
Had better indicates a stronger advice.
Example: You should talk to your parents about this.
Young people ought to limit their time using the Internet.
You had better take care of the wound soon or it will get worse.

3. Degrees of certainty in present time: When we want to express how sure we are about
something, we can use must, may, might, or could. Must expresses a strong degree of
certainty while may, might, could express a weaker degree of certainty.
Example: Why Dylan doesn’t go to the birthday party?
He must be sick. (95% sure)
He may be sick.
less than 50% sure
He might be sick.

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 International University – HCMC IE1 Listening & Speaking
Department of English
He could be sick.

4. Degrees of certainty in past time: To express how sure we are about something in the past,
we can use must have, may have, might have, or could have.
Example: Why Dylan didn’t go to the birthday party?
He must have been sick. (95% sure)
He may have been sick.
less than 50% sure
He might have been sick.
He could have been sick.

5. Degrees of certainty in future time: To express how sure we are about something in the
future, we can use should, ought to, may, might, or could.
Example: Ben should pass the exam.
90% sure (The speaker is almost sure)
Ben ought to pass the exam.
Ben may pass the exam.
less than 50% sure (The speaker is guessing)
Ben might pass the exam.
Ben could pass the exam.

6. Expressing ability: When we want to say someone or something has the ability to do
something, we can use can for the present and could for the past.
Example: I can swim.
He could swim before he was 5 years old.
NOTE:
- We can use be able to instead of can/could; however, it usually refers to a specific
achievement, particularly difficult and effort requiring one, rather than a general ability.
- Be able to can’t be used when we talk about something that is happening at the moment
of speaking.
Example: Finally, I am able to install the program on my PC successfully.

7. Asking for permission: When we want to ask for permission to do something, we can use
can or could.
Example: Can/Could I have another cup of tea, please?
(Could is used with higher level of politeness)

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 International University – HCMC IE1 Listening & Speaking
Department of English
8. Giving offers: When we want to offer to do something, we can use can, could, shall, should,
or would (you) like.
Example: Can/Could I help you with your luggage?
Shall/Should I arrange a baby cot for your room?
Would you like me to clean your room?

PRACTICE MAKES PERFECT

Practice 1: Choose the best option
1. It is advised that people ___________ go to the hospital to have a health check-up every 6
months.
A. may C. shall
B. can D. should
2. I am definitely out of shape; I ___________ do more exercise in the morning.
A. shall C. am able to
B. must D. might
3. I knew Diana was sick, Jack ___________ very worried about her.
A. must be C. may be
B. must have been D. may have been
4. It was very nice yesterday so I ___________ walk my dog in the park.
A. can C. should
B. may D. could
5. According to my professor, to make my writings better, I __________ make them more concise
and coherent.
A. can C. might
B. shall D. should
6. I was supposed to do my homework but I didn’t because I ____________ understand.
A. could C. can
B. couldn’t D. can’t
7. I always sleep through my alarm clock; therefore, my husband ________ wake me up.
A. should C. may
B. has to D. could
8. _________ you sweep the floor for me, please?
A. Can C. Shall
B. Should D. May
9. Don’t eat too fast, you _________ have a stomachache.
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 International University – HCMC IE1 Listening & Speaking
Department of English
A. should C. will
B. might D. must
10. The medicine __________ be put in the refrigerator immediately.
A. Should C. can
B. is able to D. could

Practice 2: Write sentences to explain each situation. Use the words in parentheses (…) to
make your sentences. Number 1 is done for you.
1. I can’t find George anywhere. I wonder where he is.
a. (he might/ go/shopping) He might have gone shopping.
b. (he could/ play/ tennis) He could be playing tennis.
2. Look! Sue’s going out. I wonder where she’s going.
a. (she may/ go/ to the theater) _______________________________________________
b. (she could/ go/ to a party) _______________________________________________
3. Why didn’t Tom answer the doorbell? I’m sure he was in the house at the time.
a. (he may/ go/ to bed early) _______________________________________________
b. (he might not/ hear/ the bell) _______________________________________________
4. I wonder where Liz was going when you saw her.
a. (she might/ go/ to work) _______________________________________________
b. (she may/go / shopping) _______________________________________________
5. George didn’t come to the party. I wonder why not.
a. (he might/ have/ to go somewhere else) ______________________________________________
b. (he may not/ know/ about it) _______________________________________________

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 International University – HCMC IE1 Listening & Speaking
Department of English
SUGGESTED ACTIVITES
I. Rules in the park
Read the signs in the park. Then match the signs with the people .

Write what the people must or mustn’t do. Use the words in the box
skateboard on the path wear shoes in the restaurant pick flowers drop litter
ride a bicycle on the path walk on the grass let his dog play in the lake
wear a shirt in the restaurant

Example: Tom mustn’t drop litter.

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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 International University – HCMC IE1 Listening & Speaking
Department of English
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

II. Find Someone Who

Instructions:
SS ask each other questions to complete a survey. Copy one sheet per student.
Elicit questions 1 – 10
1 Would you like to be able to travel mere?
2 Will you be able to come to the next class?
3 Could you swim before you were four?
4 Have you been able to speak English outside class this week?
5 Can you park in very small space?
6 Would you like to be able to speak another language?
7 Can you make good cakes?
8 Have you been able to do all the homework this week?
9 Can you ski?
10 Do you need to be able to speak English in your job (or in a job you'd like to do)?
** Make sure SS don't try and ask negative questions for questions 2, 5, 8 and 9.
 Focus on the More information column and elicit follow up questions for questions 1 and 2 to
help SS get the idea, e.g. Where to? Why can't you travel now?
 Demonstrate the activity. Ask a student the first question: 'Would you like to be able to travel
more? Elicit 'Yes, I would: or 'No, 1 wouldn't: If the student answers 'Yes’ write their name in
the column on your sheet, then ask a follow-up question, and write the answer under More
information. If the student answers 'No' then say 'Thank you' and ask another student until
somebody answers 'Yes’
 Tell SS to try to find and write the name of a different student for each question. SS mingle,
asking each other the questions, follow-up questions, and writing in Student’s names and
More information.
 Get feedback to find out who in the class would like to be able to travel more, etc. You may need
to teach nobody.

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International University – HCMC IE1 Listening & Speaking
Department of English