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Useful Sentence Patterns

Form interesting sentences using modal verbs and useful phrases.

1. Discuss
A. On your own, complete the following.

1. Check the activities you can do.

speak English play an instrument do yoga

play a sport cook delicious food ride a motorcycle

2. Check the activities you want to do.

speak English well travel abroad start a new hobby

ride a motorcycle lose weight start a business
Photo by Nick Wehrli from Pexels

B. Tell your partner the things you can/can’t and want to/don’t want to do.

2. Vocabulary
A. Match the things we talk about on the left to the words we use on the right.

1. ______ ability or permission a. should / should not

2. ______ the future b. might / might not

3. ______ possibility c. do not / did not

4. ______ advice d. want to / don’t want to

5. ______ obligation (strong advice) e. must / must not

6. ______ desire or wish f. can / can not

7. ______ negative (present and past tense) g. will / will not

B. Complete each sentence with the best word from the box.

don’t won’t didn’t mustn’t

must want to can’t should

1. I don’t want to do homework today. 5. I went to the doctor’s office yesterday. She said “You
I play video games instead. do more exercise!”

2. Hey John, you listen to the 6. If it rains tomorrow, I play

teacher. She might be the smartest person here. tennis.

3. You park your car here. There 7. I do homework everyday,

is a parking lot across the road. You can park there. but I do watch TV every night.

4. Finish your dinner! You 8. I do homework last night

waste food! because I watched a movie on TV.

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 3. Making Useful Sentences
A. Review the information about using the present simple tense.
1. We use the simple present tense to talk about the following.

a. Something that is true now or always true. b. Something that happens regularly (a habit).
e.g. He lives in London. e.g. I play football every weekend.

2. The present tense is the base form of the verb.

Subject Modal verb Main verb Object

I * work in London.

3. With the third person singular (he/she/it), add an ~s or ~es.

She * works in London.

B. Read the short exchange with a partner. Change roles and practice again.

A Number 1. Ability or permission.

B I can play tennis. I can’t play tennis.

A Number 2. The future.

B I will play tennis tonight. I won’t play tennis tonight.

C. Read 1-7 from Part 2A to your partner. Your partner should reply using the modal verb and
an activity from Part 1A to form a sentence. Change roles and practice again.

4. Practice
A. Match the pictures to sentences 1-8.

a. c. e. g.

b. d. f. h.

1. ______ You park your car here! 5. ______ I have more money.

2. ______ I see a movie tonight. 6. ______ You be quiet during the test.

3. ______ You smoke cigarettes. 7. ______ You cross the road only when
the light is green.
4. ______ He play tennis very well.
8. ______ I save more money, but I can’t.

B. Complete the sentences above with a suitable modal verb or phrase from this lesson.
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 Useful Sentence Patterns
Level: Elementary: A2
Pre-Intermediate: A2+
Updated: Jan 19, 2022
Language: Function: Talking about daily life.
Forms: Modal and auxiliary verbs.
Teaching time: 60 minutes.
Objective: Modal verbs such as can, must, may, might, will, and should are used with other verbs to express ability, obligation,
possibility, and so on. Modal verbs are unlike other verbs. They do not change their form (spelling) and they have
no infinitive or participle. Students will practice using essential modal verbs and useful phrases to construct
meaningful sentences.

1. DISCUSS games instead.

2. Hey John, you should listen to your teacher. She might be
A. Individually, students check the activities they can do in Number
the smartest person here.
1 and the activities they want to do in Number 2. Answer any
questions students have about vocabulary. 3. You can’t park your car here. There is a parking lot across
the road. You can park there.
B. In pairs, or as a class, have students present the activities they
4. Finish your dinner! You must not waste food!
can/can’t do as well as the activities they want to/don’t want to
do. You might choose to write model sentences on the board for 5. I went to the doctor’s office yesterday. She said “You must
lower level students to refer to: (I can do yoga/I can’t do yoga. exercise more!”
I want to ride a motorcycle/I don’t want to ride a motorcycle.) 6. If it rains tomorrow, I won’t play tennis.
Warm up questions help set the mood for the topic. This is
7. I don’t do homework everyday, but I do watch TV every
a good opportunity to assess students’ ability to generate
night.
language and also to elicit target vocabulary used in this lesson.
Allow a few minutes for students to complete the questions and 8. I didn’t do homework last night because I watched a movie
continue the conversation if something is interesting. There is on TV.
no need to correct mistakes at this point.
3. MAKING USEFUL SENTENCES
2. VOCABULARY
A. As a class, review the information about using the present
A. Read words (1-7) with your students and translate any new simple tense. Discuss examples a-b and answer any questions
vocabulary. Individually or in pairs, students match the words that arise. Students should be comfortable and confident using
on the left to the modal verbs and words on the right. Note that the simple present tense at this level.
‘want to’ is not a modal verb, but it follows the same pattern is
useful for students. Students can compare their matches with B. In pairs, students read the short exchange then change roles and
a partner or check matches with the class and discuss any new practice again.
vocabulary. Use examples on the board if appropriate. C. In pairs, Student A reads 1-7 from Part 2A to Student B as
1. ability or permission in Part 3B. Student B should respond by forming a sentence
f. can / can not using the correct modal verb from a-g in Part 2A and an activity
2. the future chosen from Part 1A. Allow students to check their matches
g. will / will not in Part 2A if they struggle. Students change roles and practice
again. Encourage students to remember the modal verb instead
3. possibility of simply reading from Part 2A.
b. might / might not
4. advice 4. PRACTICE
a. should / should not
A. Individually or in pairs, students match pictures a-h to sentences
5. obligation (strong advice) 1-8. Once completed, check the matches and discuss any
e. must / must not questions that arise.
6. desire or wish 1. f. 2. h. 3. b. 4. e.
d. want to / don’t want to (not a modal verb but fits the
pattern) 5. d. 6. a. 7. g. 8. c.

7. negative (present and past tense)
c. do not / did not
B. Either individually or in pairs, have students choose the
best modal verb to complete each sentence. If completed
individually, have students compare answers with a partner and
discuss any differences. Check answers by asking students to
read their completed sentences. Answers may vary.
1. I don’t want to do homework today. I want to play video
B. Students choose a suitable modal verb or phrase from Part 2A to
complete sentences 1-8. More than one word might be correct.
Have students compare answers with a partner or check by
eliciting answers from the class.
1. You can not / must not park your car here.
2. I will / want to / should see a movie tonight.
3. You should not / must not smoke cigarettes.

© www.esllessonhandouts.com Teaching Notes: page 3

 4. He can play tennis very well.
5. I want to / should / must have more money.
6. You must /should be quiet during the test.
7. You can / should cross the road only when the light is green.
8. I should / must / want to save more money, but I can’t.

© www.esllessonhandouts.com Teaching Notes: page 4