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Unit 7

This document discusses modal verbs, including their categories, characteristics, and uses for expressing probability and obligation. It defines modal verbs as expressing modality, or a speaker's subjective attitude, and groups them into epistemic, deontic, and dynamic categories. The document also covers modal verbs of probability in the present/future and past and other less common uses of modal verbs.

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0% found this document useful (0 votes)
174 views29 pages

Unit 7

This document discusses modal verbs, including their categories, characteristics, and uses for expressing probability and obligation. It defines modal verbs as expressing modality, or a speaker's subjective attitude, and groups them into epistemic, deontic, and dynamic categories. The document also covers modal verbs of probability in the present/future and past and other less common uses of modal verbs.

Uploaded by

vazllo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Modal Verbs

[7.1] How to study this unit?

[7.2] Introduction to modal verbs

[7.3] Modal verbs of probability

[7.4] Modal verbs for obligation

[7.5] Other uses of modal verbs

[7.6] Bibliographical references

7
UNIT
Scheme

UNIT 7 – Scheme
Modal Verbs

Introduction to modal Modal verbs of Modal verbs for Other uses of

2
verbs probability obligation modal verbs

Characteristics Modal verbs of Modal verbs of


of modal verbs probability in the probability in the
present and future past

© Universidad Internacional de La Rioja (UNIR)


English Grammar

Pay attention to…

7.1. How to study this unit?

In order to study this unit you should read:

Hewings, M. (2005). Advanced Grammar in Use. Cambridge: Cambridge University


Press. (p.30, p. 34, p. 36, p. 38).
Available at the virtual campus under the art. 32.4 of the Spanish Intellectual Property
Law.

In this unit we are looking at modal verbs and the ways they are used to express
probability, obligation, permission, and ability, among others.

» Firstly, we will explain the categories and characteristics of the modal verbs.
» Secondly, we will focus on the two most common uses of modal verbs:
probability and obligation.
» And finally we will discuss a selection of less frequent modal meanings, such
as request, willingness, and promise, among others.

7.2. Introduction to Modal Verbs

Modality is a semantic category. Modal verbs express a wide range of meanings, such as
permission, ability, obligation, etc. The speaker/writer can use modal verbs to evaluate
a particular action or event in terms of possibility, probability, obligation, etc. Thus, we
can say that modal verbs reflect the subjective attitude of the speaker/writer towards a
given situation. Rodney Huddleston and Geoffrey K. Pullum group them in three main
families according to their meaning (see figure 1).

UNIT 7 – Pay attention to… 3 © Universidad Internacional de La Rioja (UNIR)


English Grammar

Modal verbs

Epistemic Deontic Dynamic

Figure 1. Modal verbs main families (Huddleston, R. & Pullum, G. K., 2005)

Table 1 shows the contrast between epistemic and deontic modality according to
Huddleston & Pullum.

Epistemic modality Deontic modality

Meanings relating to what is necessary or Meanings relating to what is required or


possible. The term derives from the Greek permitted. The term derives from the Greek
word for “knowledge”. word for “obligation”.

Example: He must have overslept. Example: He must apologize.

The example reflects the limitations of the The example refers to obligation. It has to do
speaker’s knowledge. with authority rather than knowledge.

Table 1. The epistemic vs deontic contrast. Adapted from Huddleston, R. & Pullum, G. K., 2005, p. 54.

Epistemic
Necessity, possibility Deontic modality
modality

Necessity and possibility


Necessity and possibility
relate to whether or not
relate to whether something
something is the case or is
happens or is done.
true.

Figure 2. The link between epistemic and deontic modality.


Adapted from Huddleston, R. & Pullum, G. K., 2005, p. 54.

The third family, according to Huddleston & Pullum, is the dynamic modality, which is
interpreted as the use “concerned with properties or dispositions of persons or
other entities involved in the situation”, like in She can speak five languages
(Huddleston, R. & Pullum, G. K., 2005, p. 55, bold and italics in original).

In their work English Grammar: A University Course (2006), Downing & Locke
establish a similar grouping. They define modality as “the semantic category by which

UNIT 7 – Pay attention to… 4 © Universidad Internacional de La Rioja (UNIR)


English Grammar

speakers express two different kinds of attitude towards the event” (p. 379) and divide
modal verbs into three groups (see figure 3).

Modal verbs

Epistemic Deontic (intrinsic)


Dynamic modality
(extrinsic) modality modality

Figure 3. Modal verbs according to Downing & Locke.

Table 2 shows the attitude of the speaker expressed by epistemic (extrinsic) modality
and deontic (intrinsic) modality, according to Downing & Locke (2006).

Epistemic (extrinsic) modality Deontic (intrinsic) modality

Assessing the truth of the proposition or the


Speakers intervene in the speech event, by
potential occurrence of the event in terms of
laying down obligations or giving permission.
modal certainty, probability or possibility.

Example: You must go now; the others may


Example: The key must be here somewhere.
stay.

Table 2. Epistemic (extrinsic) modality and deontic (intrinsic) modality.


Adapted from Downing, A. & Locke, P., 2006, p. 379.

For Downing and Locke, “closely related to these meanings are those of ability and
intrinsic possibility as in We can take an early train. This is known as dynamic
modality” (2006, p. 379, italics in original).

Downing and Locke distinguish between the syntactic class of modal auxiliaries
(shall, should, will, would, can, could, may, might, must, ought to), semi-modals
(need, dare, and used to), and other realizations of modal meanings.

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English Grammar

Other verbs expressing modal


Other means of expressing modality
meanings
The lexical-modal auxiliaries composed of be Modal adverbs such as probably, possibly,
or have + another element + infinitive. certainly, hopefully, thankfully, obviously.

Lexical verbs such as allow, beg, command, Modal adjectives such as possible, probable,
forbid, guarantee, guess, promise, suggest, likely, used in impersonal constructions such
warn. as He is likely to win.

Modal nouns such as possibility, probability,


The verbs wonder and wish, which relate to
chance, likelihood, as in There is just a chance
non-factual meaning.
that he may win.

Table 3. Other realisations of modal meanings. Adapted from Downing, A. & Locke, P., 2006, p. 380-381.

In the present chapter, we focus on the syntactic class of modal auxiliaries: shall,
should, will, would, can, could, may, might, must, ought to. Modal verbs are organized
in three groups, according to their meaning. We should bear in mind that some modal
verbs have more than one meaning, depending on the context, hence they can belong to
more than one semantic area. The choice of this broad division of the meanings of the
modal verbs into three groups (see figure 3) is closely related to the decision to opt for
an approach that favors practical use over theoretical interpretation of their meanings.

Modal verbs

Modal verbs of Modal verbs for Other uses of modal


probability obligation verbs

Present and
Past
future

Figure 3. Modal verbs grouped in three categories based on their use

Characteristics of modal auxiliary verbs

» There is no -s in the 3rd person singular in present simple tense.

You must study and he must study, too.


She should buy a new handbag for her sister’s wedding.

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English Grammar

To form questions we do not use do, does, or other auxiliary verbs.

May I open the window?


Can you help me solve this problem?

» Modal verbs are followed by an infinitive without to.

Some Might Say, (Gallagher, 1995)

Some might say that sunshine follows thunder.


Go and tell it to the man who cannot shine.
Some might say that we should never ponder.
On our thoughts today ‘cos they hold sway over time.
Some might say we will find a brighter day.
Some might say we will find a brighter day.

» Ought to is an exception from the rule.


What you ought to know about modal verbs is included in this introduction.

» Modal verbs do not have gerund or infinitive forms. Other verbs are used instead.
(1) I can sing.
(1a) I’d love to be able to sing at La Scala.
(1b) I look forward to being able to sing at La Scala.

They have different forms to express an action in the past, depending on the context.
(1) You must work hard.
(1a) You had to work hard.
(1b) You must have worked hard.

6.3. Modal verbs of probability

When used to express probability modal verbs display different degrees of likelihood
and show to what extent the speaker is confident about the proposition.

When we are a hundred per cent sure about the proposition, we do not use a modal
verb, e.g. It is raining at the moment. This is an example of a statement, where the

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English Grammar

speaker perceives the situation as a fact. The sentence It might be raining in Paris
right now means the speaker is not sure about the truthfulness of the proposition.

All modal auxiliary verbs can be used to show degrees of probability. In what follows,
we will examine the most common structures to express probability in the present,
future, and past.

Modal Verbs of Probability in the Present and Future

The examples bellow show the way in which the speaker can choose to use a certain
modal auxiliary verb to indicate a degree of probability. We use the following structure
to express probability in the present and future: modal auxiliary verb + infinitive
without to.

will
must
could
He may be at home now.
might
can
can’t
shouldn’t

Astronaut, (Bouvier, P., Comeau, C., Emery, J. & Irvin, J., 2011)

I'm deafened by the silence


Is it something that I've done
I know that there are millions
I can't be the only one who's so disconnected
It's so different in my head
Can anybody tell me why
I'm lonely like a satellite?

Compare the following sentences:

I can't be the only one who's so disconnected: strong degree of conviction,


negative form.

UNIT 7 – Pay attention to… 8 © Universidad Internacional de La Rioja (UNIR)


English Grammar

I must be the only one who's so disconnected: strong degree of conviction,


positive form.

In these two sentences, we can see that the negative form of the modal auxiliary verb
must when used to express probability is not mustn’t, but can’t.

I might be the only one who's so disconnected: mild degree of conviction.

Instead of infinitive without to in the above mentioned structure, we can use


progressive infinitive: modal auxiliary verb + progressive infinitive. Here is example:

must
Mary may be having lunch at the moment.
can’t

» Will and won’t (will + not) express an assumption or prediction, based on


experience or knowledge.

—There is someone at the door.


—It’s 11 o’clock. It will be the postman.

—There is a parcel for you.


—It will be the book I bought on Amazon.

» Must and can’t (can + not) express what the speaker sees as logical interpretation
of a situation. They imply strong conviction.

—I won a thousand dollars on a scratch-off lottery ticket.


—You must be joking.

Although he is popular with students, he can’t be trusted.

» Should and ought to suggest a medium degree of certainty or what the speaker
expects to happen. Ought to is less frequent than should.

Sometimes it is difficult to interpret the meaning of should and we need further


information to distinguish between should used to express probability and should
used to express mild obligation.

UNIT 7 – Pay attention to… 9 © Universidad Internacional de La Rioja (UNIR)


English Grammar

My brother should be studying. He has an English exam next week.

It is often used when the speaker wishes the action to happen.

He should be able to play football again after the operation.

» May, might, and could suggest weaker conviction. Might and could have similar
meanings and the speaker is slightly less certain when they use could and might
than when they use may.

He might work as a Department Manager before his retirement.


The bright red dress might suit her better than sky blue one.

Some people in the audience may find it difficult to understand his message.
He got up at the crack of dawn, so he could start the journey early in the
morning.

In some cases there is little or no difference between these three modal verbs. In the
example below they are interchangeable:

I may be late for the party.


I have to make an important phone call. I might be late for the party.
I could be late for the party.

We do not use couldn’t to express future possibility. The negative of could in this
case is might not.

(+) He could be given the benefit of the doubt.


(-) He might not be given the benefit of the doubt.

Although to be bound to is not a modal auxiliary verb, we can use it to express


probability.

This lecture is bound to improve your use of modal verbs.


You are bound to pass the exam.

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English Grammar

Modal verbs of probability in the past

To express probability in the past, we use the following structure:

modal auxiliary verb + perfect infinitive of the main verb.

Notice that the change is not in the modal verb but in the type of infinitive we place
after the modal verb. The same modal verbs are used to express probability in the
present and future and probability in the past and they still indicate degrees of
certainly/confidence of the speaker.

Look at Jon! He is wearing a wedding ring. He must have got married.


He should have arrived by now. He might have had trouble finding the way to
the hotel.

will
must
could
He may have decided to buy this car.
might
can
can’t
shouldn’t

» Could + perfect infinitive of the main verb is often used to speak about an
action in the past that didn’t occur.

Be careful! You could have broken that Persian vase.


I could have visited the British museum, but I didn’t have enough money to
go to London with my friends last year.
I could have missed the last train home, but I didn’t.

» Might + perfect infinitive of the main verb is used in a similar way as the
above mentioned structure with could.

She might have told me about the job vacancy.


I might have heard his name before. I’m not sure now.

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English Grammar

» Should + perfect infinitive of the main verb. In the following example from
Somerset Maugham’s short story The Force of Circumstance, should + the perfect
infinitive of the main verb, should have gone, has a similar meaning to could have
gone or might have gone, i.e. unrealised action in the past. Should in this sentence
can also be substituted by would: I think I would have gone mad, if I hadn’t, or else
taken to drink. The structure of this sentence is that of the third conditional (see unit
5). In this sense, the speaker expresses a hypothesis about the past based on
deduction.

“Wait a minute, I haven’t finished yet, I wasn’t in love with her, not even at the
beginning. I only took her so as to have somebody about the bungalow. I think I
should have gone mad if I hadn’t, or else taken to drink.” (Maugham, S., 1967, p.
144).

» Should + perfect infinitive of the main verb can be used to criticize someone
for not doing something.

You should have studied at the weekend.


You should have got up at 7. Now you are late for school.
You should have congratulated your friend on her promotion.

In the structure modal verb + perfect infinitive, which we use to express probability
about the past, the perfect infinitive can be substituted by perfect progressive
infinitive if we want to put an emphasis on the duration of the action.

You look tired. You must have been working in the garden all day.

» Must + perfect infinitive of the main verb. We will use a song by Roxette as an
example of this structure.

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English Grammar

It Must Have Been Love, (Gessle, 1987)

Lay a whisper on my pillow,


leave the winter on the ground.
I wake up lonely, there's air of silence
in the bedroom and all around.

Touch me now, I close my eyes and dream away.

It must have been love but it's over now.


It must have been good but I lost it somehow.
It must have been love but it's over now.
From the moment we touched 'til the time had run out.

7.4. Modal verbs for obligation

Modal verbs are used to express different degrees of obligation that vary from strong
obligation to advice or non-binding obligation. To this end, we use not only the modal
auxiliary verbs: must/mustn’t, should/shouldn’t, and ought to, but also have to/don’t
have to. Have to is not a modal auxiliary verb, but its use to express obligation and
necessity will be explained and illustrated together with the modal verbs that express
this meaning. Angela Downing and Philip Locke consider have (got) to a lexical-modal
(2006, p. 387), however, we will focus on the use of have (got) to in context, rather
than on the terms adopted to refer to it.

Both must and have to express obligation. The main difference between them is the
source of obligation.

» Must is used when the obligation comes from the speaker and the speaker has
authority over the addressee. For Downing and Locke, “The force derives from the
fact that (a) in certain cultural contexts such as school, family, the Armed Forces, the
speaker has authority over the addressee, who is the subject ‘you’; (b) the speaker
takes the responsibility for the action carried out; and (c) the verb is agentive and in
active voice” (2006, p. 387). Compare the following sentences:

You must hand in your paper by the end of the week: Said by the teacher to
his students.

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English Grammar

You have to hand in your paper by the end of the week: Said by one of the
students to his classmate. The speaker does not have authority over the addressee.

The passive form must be done is used is often used to give instructions and does
not have the force of a command.

All documents must be sent freight prepaid.


The contract must be written with clarity.

Must is also used when the obligation comes from the speaker. This use is
sometimes called “internal obligation”.

I must hurry up or I will miss the last train.


Which film must be seen first?
I must do exercise every day.

» Have to is used to express external obligation, such as a law or a rule.

Children have to wear uniform in this school.


I have to leave now. My mum worries about me.
The past form of both must and have to when they are used to express obligation is
had to, which means that the speaker cannot indicate external or internal obligation
and the addressee has to rely on the context to interpret the meaning of had to
properly.

I had to change my iPhone due to damage.

The Scientist, (Berryman, G., Buckland, J., Champion, W. & Martin, C., 2002)

Come up to meet you, tell you I'm sorry


You don't know how lovely you are
I had to find you
Tell you I need you
Tell you I set you apart
Tell me your secrets
And ask me your questions
Oh, let's go back to the start.

UNIT 7 – Pay attention to… 14 © Universidad Internacional de La Rioja (UNIR)


English Grammar

As seen before, the past form of must depends on its meaning: obligation (intrinsic) or
probability (extrinsic). In a similar way, must has different negative counterparts,
depending on its meaning.

Positive Negative Meaning

You must go now. You needn’t go now. You are not obliged to go.

You must go now. You don’t have to go. You are not obliged to go.

You must go now. You mustn’t go. You are obliged not to go.

Table 4. Must used to express obligation. Adapted from Downing, A. & Locke, P., 2006, p. 389.

Positive Negative Meaning


It must be true. It can’t be true. It’s not possible that it is true.
It must be true. It needn’t be true. It’s not necessarily true.
It must be true. It doesn’t have to be true. It’s not necessarily true.

Table 5. ‘Must’ used to express probability. Adapted from Downing, A. & Locke, P., 2006, p. 389.

We can examine the negative counterparts from a different perspective, focusing on the
form.
The negative form of must is must not (mustn’t). It is used to express obligation not to
do something.

You mustn’t think that you are always right.

Mustn’t can also mean prohibition.

You mustn’t park here.

This meaning can also be expressed by using can’t.

You can’t park here.

The negative form of have to is don’t have to. It means lack of obligation.

You don’t have to work on Sunday (not obligatory)

UNIT 7 – Pay attention to… 15 © Universidad Internacional de La Rioja (UNIR)


English Grammar

The same idea can be expressed by using needn’t, like in:

You needn’t work on Sunday.

It is important to remember the difference between didn’t need to do something and


needn’t have done something. We use didn’t need to do something to say that it wasn’t
necessary and it wasn’t done, while needn’t have done something is used to say that it
wasn’t necessary, but it was done.

You didn’t need to take your umbrella.


You needn’t have taken your umbrella.

Should/shouldn’t and ought to are used to express non-binding obligation or


advice.

You should invite your friend to the party.


I don’t think you should accept their proposal.
You should examine the alternative before deciding what to do.
You ought to get your kitchen cabinet painted white.

7.5. Other uses of model verbs

Permission

Can, could, and may are used to ask for permission.

Can I leave the office earlier today? I don’t feel very well.
Could I leave the office earlier today? I don’t feel very well.
May I leave these books on your table? Mine is too small.

The answer to a question with may can be positive or negative.

» Positive: Yes, you may.


» Negative: I am afraid not. (This is not the only possibility, but quite a common
one).

UNIT 7 – Pay attention to… 16 © Universidad Internacional de La Rioja (UNIR)


English Grammar

May is used to give permission.

You may use a ballpoint pen to write notes.


You may bring your girlfriend to the party.

Other form to express permission is by using to be allowed to. This structure is often
used for permission in the past.

We weren’t allowed to use our mobile phones at school.


I was allowed to go to the disco as long as I passed all my exams.
We couldn’t interrupt a teaching session to ask a question, all questions were asked
in the break.

Compare these two sentences:

We were not allowed to interrupt a teaching session to ask a question.


We couldn’t interrupt a teaching session to ask a question, all questions were
asked in the break.

In this case the opposite of couldn’t + infinitive is was/were not allowed to + infinitive.

Could is also used for permission in the past, often in indirect speech.

My mother said we could go to the cinema on Sunday.

Ability

Can, could, be able to, managed to (in the past).

I can speak five languages.


Can you play the piano?

To express ability in the future, we use be able to, like in:

My son will be able to swim in three months.


After the training course I will be able to use the program Salesforce.

When the syntactic structure requires gerund, we use be able to.

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English Grammar

Banks concerned over being able to meet EU data protection deadline


(Financial Times, 2017)

For the Present perfect tense, for instance, we use be able to, like in:

He hasn’t been able to see the advantages of living in Paris.

To express ability in the past we can use could (used for a general ability in the past) or
was/were able to (commonly used for particular occasion in the past). For a
particular occasion in the past, we can also use the structure managed to +
infinitive.

I could play the violin when I was five.


I was able to decipher his secret message.
The thief managed to escape through the window.

This rule is not so strict in the negative and with verbs of senses. In these two cases
could is preferred to was/were able to.

I could smell the scent of roses in the attic.


I could see the light coming from the house and I could hear my heart beating.
Willingness

Will/won’t and would/wouldn’t. The negative form expresses refusal.

If you will wait for a moment, I will take to the headmaster’s office.
I told the hotel maid that my room was dirty, but she wouldn’t clean it.

It can also be used to express a promise: I will love you forever.

Requests

Requests can be conveyed by using can/could, will/would.

Can I have an ice cream, please?


Could I speak to the general manager, please?

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English Grammar

We can also use indirect questions like:

I wonder if I could speak to the general manager.


Do you think I could speak to the general manager?

Will you please help me carry the shopping bags?


Would you please help me carry the shopping bags?

Would you mind + gerund is often used for requests.

Would you mind feeding the cat for me while I am away?


Would you mind taking me to the airport?

Note: We can also use the structure do you mind + gerund to express requests.

Do you mind feeding the cat for me while I am away?


Do you mind taking me to the airport?

Would you mind if (Do you mind if) + subject + predicate.

Would you mind if I left early today?


Do you mind if I leave early today?

Characteristic behavior

To talk about a characteristic behavior, either in the present or in the past, we use will
and would.

He will come to class late, sit in the last row and stare through the window while
the teacher is explaining the grammar rules.

Annoying habit in the present.

When I was at university, I shared a flat with a friend for 2 years.


She would throw parties every weekend and her friends would stay up late and
dance all night.

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English Grammar

Annoying habit in the past.

My teacher would keep forgetting my name for years.

Annoying habit in the past.

My brother would always take me to school and wait outside until the classes
started.

Nostalgic look into the past.

Each Monday my grandma would take me to the nearest bakery and buy me a
carrot cake.

7.6. Bibliographical references

Berryman, G., Buckland, J., Champion, W. & Martin, C. (2002). The Scientist. In A
Rush of Blood to the Head. UK/USA: Parlophone/Capitol.

Bouvier, P., Comeau, C., Emery, J. & Irvin, J. (2011). Astronaut. In Get your Heart On!
US: Lava.

Downing, A. & Locke, P. (2006). English Grammar: A University Course. London &
New York: Routledge.

Gallagher, N. (1995). Some might say. In (What’s the Story) Morning Glory? UK:
Creation.

Gessler, P. (1987). It must have been love. In Christmas for the Broken Hearted. UK:
EMI.

Huddleston, R. & Geoffrey, K. (2005). A Student’s Introduction to English Grammar.


Cambridge: Cambridge University Press.

Maugham, W. S. (1967). The Force of Circumstance. In C. Dolley (ed.) The Penguin


Book of English Short Stories. London: Penguin Books.

UNIT 7 – Pay attention to… 20 © Universidad Internacional de La Rioja (UNIR)


English Grammar

Specially recommended

Master class

Modal Verbs

The master class offers a brief overview of the classification of modal verbs and their
most important characteristics. It focuses on their practical use rather than on the
different theories behind the categories of modal verbs. The master class offers a brief
description of a variety of meanings and uses, which are organized around three broad
groups: probability, obligation, and other uses.

This class is available in the virtual classroom

UNIT 7 – Specially recommended 21 © Universidad Internacional de La Rioja (UNIR)


English Grammar

Watch out!

Modal verbs: must, can, would, should, might, will, could, shall, may

This short video provides an overview of the meaning of nine modal verbs. The author
proposes an easy way to remember these modal verbs as 3 Ms (must, might, and may),
2 Ws (will and would), 2Cs (can and could), and 2 Ss (shall and should) and then
explains how and when to use them.

Access to the video through the virtual campus or the following website address:
https://www.youtube.com/watch?v=BT3JbwlpQxU

UNIT 7 – Specially recommended 22 © Universidad Internacional de La Rioja (UNIR)


English Grammar

Be sure you read…

The study of modal verbs from a pedagogical perspective

Durán, R., Alonso, P. & Sánchez, M. J. (2007). The Study of Modal Verbs from a
Pedagogical Perspective: An Analysis of Textbooks and Grammars. Revista de
Lingüística y Lenguas Aplicadas, 2, 29-37.

In this article, Ramiro Durán, Pilar Alonso and María Jesús Sanchéz examine some
examples of traditional presentation of modal verbs in textbooks and grammars and
argue that combinations of form-function criterion can bring confusion and does not
reflect their semantic complexity. They conclude that at an early stage we should opt for
an approach which “favours performance over competence”.

Available at the virtual campus under the art. 32.4 of the Spanish Intellectual Property
Law.

Effect of an expert and contextual instruction of modals on learning

Sánchez, M. J. & Alonso, P. (2010). Effect of an Expert and Contextual Instruction of


Modals on Learning. RESLA, 23, 267-280.

María Jesús Sánchez and Pilar Alonso deal with the effect that an expert and contextual
instruction have on the learning process related to the meaning and use of modal verbs.
The authors focus on grouping and discuss the difference between the way in which
native speakers group modals and students of English as a foreign language group the
same modals. The authors also support the idea of teaching dare and used to apart
from modal verbs, considering them semi-modals.

Available at the virtual campus under the art. 32.4 of the Spanish Intellectual Property
Law.

UNIT 7 – Specially recommended 23 © Universidad Internacional de La Rioja (UNIR)


English Grammar

+ Information

In depth

A contrastive analysis of the use of modal verbs in the expression of


epistemic stance

Vázquez-Orta, I. (201o). A Contrastive Analysis of the Use of Modal Verbs in the


Expression of Epistemic Stance in Business Management Research Articles in English
and Spanish. Ibérica, 19, 77-96.

In this paper, Ignacio Vázquez Orta analyses the use of modal verbs as epistemic stance
markers. His corpus-based study shows that there are there are differences between the
use of modal verbs by native speakers and non-native Spanish writers. The most
interesting result is the difficulty non-native Spanish writers find in dealing with
hedges and boosters.

Available at the virtual campus under the art. 32.4 of the Spanish Intellectual Property
Law.

UNIT 7 – + Information 24 © Universidad Internacional de La Rioja (UNIR)


English Grammar

Webgraphy

Jurassic mystery: unpacking the past. Modals of deduction and


speculation-present and past.

In this session the meanings and uses of modal verbs are explained and illustrated with
a great number of examples. In a story called “Life on Mars”, we can identify and reflect
on the use of modal verbs in context. If you think you know how to use the modals, try
to do the activity “Modal Murder” where you will need to use modal verbs to solve a
riddle.

Access to the website through the virtual campus or the following link:
http://www.bbc.co.uk/learningenglish/english/course/towards-advanced/unit-
9/session-1

UNIT 7 – + Information 25 © Universidad Internacional de La Rioja (UNIR)


English Grammar

Exercises

Task: Verbs in context

Choose the correct answer.

Example: If I had met you before…

A. I would have get married to you.


B. I would have become a teacher like you.
C. I would fell in love with you.

1. If I hadn’t slept badly last night…


A. I would feel better today.
B. I would have felt better today.
C. I will feel better today.

2. She will feel differently…


A. when she will be at home again.
B. when she arrive at home again.
C. when she is at home again.

3. Would you remain motionless…


A. if you see a bear in the woods?
B. if you saw a bear in the woods?
C. after you see a bear in the woods?

4. I don’t remember…
A. to see my friend standing on the platform alone.
B. seeing my friend standing on the platform alone.
C. to seeing my friend standing on the platform alone.

5. Please help me…


A. to pull the curtains close.
B. pull the curtains close.
C. Both A and B are correct.

UNIT 7 – Exercises 26 © Universidad Internacional de La Rioja (UNIR)


English Grammar

6. I often put off…


A. to make important decisions.
B. making important decisions.
C. Both A and B are wrong.

7. The train was moving slowly and she was waving goodbye to a man.
A. He must be her boyfriend.
B. He has to be her boyfriend.
C. Both A and B are correct, but A expresses greater certainty.

8. Mum to Peter: “It’s time for you to take your glass of milk.”
A. Peter to his sister: “I have to take my glass of milk.”
B. Peter to his sister: “I should take my glass of milk.”
C. Peter to his sister: “I must take my glass of milk.”

9. Peter to his mother: “I have failed my English exam.”


A. Mum: “You must have studied harder”.
B. Mum: “You should have studied harder”.
C. Both A and B are correct, but A expressed stronger obligation.

10. The lady looked disappointed.


A. She must have seen something wrong.
B. She might see something wrong.
C. She could be seen something wrong.

Objective: learn the usage of conditional sentences, infinitives and participles, and
modal verbs.

Assessment criteria: each correct answer counts 1 point.

UNIT 7 – Exercises 27 © Universidad Internacional de La Rioja (UNIR)


English Grammar

Test

1. Choose the correct answer. Finish the sentence: Driving under the influence of
alcohol…
A. can be dangerous.
B. could been dangerous.
C. Both A and B are correct.

2. Choose the correct answer:


A. Children might be punished if they don’t behave well at school.
B. Children should be punished if they don’t behave well at school.
C. Both A and B are correct.

3. Choose the correct answer:


A. You should have told me the truth.
B. You will have told me the truth.
C. You didn’t have told me the truth.

4. Choose the correct answer:


A. You shouldn’t borrow my umbrella.
B. You can borrow my umbrella.
C. Both A and B are correct,

5. Choose the correct answer. Look at these beautiful snow covered trees!
A. It must snow for hours.
B. It must have been snowing for hours.
C. It must be snowing for hours.

6. Which sentence means the same as It is not necessary for you to do the washing up.
I will do it for you:
A. You shouldn’t do the washing up. I will do it for you.
B. You mustn’t do the washing up. I will do it for you.
C. You don’t have to do the washing up. I will do it for you.

UNIT 7 – Test 28 © Universidad Internacional de La Rioja (UNIR)


English Grammar

7. Choose the correct answer: I have a headache:


A. I have to take an aspirin.
B. I couldn’t take an aspirin.
C. I might have taken an aspirin.

8. Which sentence means the same as I strongly recommend the National Gallery.
A. The National Gallery is a should.
B. The National Gallery is a must.
C. Both A and B are correct.

9. You are giving advice to your sister. Choose the correct answer:
A. I think you ought to buy the blue dress.
B. I think you should buy the blue dress.
C. Both A and B are correct.

10. Choose the correct answer:


A. Can I ask a question?
B. May I ask a question?
C. Both A and B are correct.

UNIT 7 – Test 29 © Universidad Internacional de La Rioja (UNIR)

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