The document provides guidelines for teaching modal verbs in English. It begins with an introduction and overview of the contents. It then discusses the meanings and uses of various modal verbs such as can, may, must, have to, should, and will. It provides examples and explanations of their uses. It also addresses modal verbs in communication, the different infinitives that can follow modal verbs, their use in reported speech, and Russian-English correspondences. The second half of the document consists of exercises to practice modal verbs along with keys to the exercises. The guidelines aim to help students properly learn and apply modal verbs in English.
Community Language Learning (CLL) is an approach to language teaching developed by Charles Curran based on counseling theory. It uses a humanistic approach where students sit in a circle and the teacher acts as a counselor, translating messages between the first language and the target language to help students communicate. CLL focuses on creating a supportive environment where students learn collaboratively through discussion, reflection, and independent practice. The method aims to develop students' language ability through five stages that mirror child development, but does not rely on conventional textbooks or syllabi.
Observing learning and teaching in the second language classroomAlobaidi77
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
Task-based language teaching focuses on having students complete meaningful tasks using the target language. There are two types of syllabi - synthetic which focuses on grammar structures, and analytic which focuses on the purposes of communication. Effective tasks have clear outcomes, require students to communicate, and involve planning or problem solving like creating a travel itinerary. Tasks should allow students to complete them through negotiation and interaction without direct help from the teacher. Teachers observe students, note errors, and design new tasks to address problems. The goal is to engage students in purposeful communication through task-based activities.
This document summarizes key areas of the brain involved in language processing and production. It discusses:
- Broca's area and Wernicke's area, and their roles in speech production and comprehension, respectively.
- Additional language areas like the motor cortex, arcuate fasciculus, and their functions in connecting language areas and controlling speech muscles.
- Phenomena like slips of the tongue, tip of the tongue experiences, and aphasias that provide evidence for localized language functions in the left hemisphere.
Community Language Learning (CLL) is an approach to language teaching based on counseling theory. It views learning as a collaborative process achieved through interaction between learners and teachers, rather than an individual accomplishment. CLL involves learners presenting messages they want to convey to others in their native language, which the teacher then restates in the target language for the learner to repeat. This process is similar to client-counselor relationships in psychological counseling.
The document discusses linguistic universals and second language acquisition from various perspectives. It covers:
1) Two approaches to studying language - externalized and internalized. It also discusses linguistic universals including typological universals and Universal Grammar.
2) Interlanguage theory which views learner languages as rule-governed like natural languages. Typological universals, such as implicational universals and markedness, are also examined in relation to SLA.
3) Several studies on topics like subjacency, the pro-drop parameter, and parameter resetting in SLA are summarized. The studies show mixed and inconclusive evidence regarding the influence and accessibility of Universal Grammar in adult SLA.
Community Language Learning (CLL) is an approach to language teaching developed by Charles Curran based on counseling theory. It uses a humanistic approach where students sit in a circle and the teacher acts as a counselor, translating messages between the first language and the target language to help students communicate. CLL focuses on creating a supportive environment where students learn collaboratively through discussion, reflection, and independent practice. The method aims to develop students' language ability through five stages that mirror child development, but does not rely on conventional textbooks or syllabi.
Observing learning and teaching in the second language classroomAlobaidi77
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
Task-based language teaching focuses on having students complete meaningful tasks using the target language. There are two types of syllabi - synthetic which focuses on grammar structures, and analytic which focuses on the purposes of communication. Effective tasks have clear outcomes, require students to communicate, and involve planning or problem solving like creating a travel itinerary. Tasks should allow students to complete them through negotiation and interaction without direct help from the teacher. Teachers observe students, note errors, and design new tasks to address problems. The goal is to engage students in purposeful communication through task-based activities.
This document summarizes key areas of the brain involved in language processing and production. It discusses:
- Broca's area and Wernicke's area, and their roles in speech production and comprehension, respectively.
- Additional language areas like the motor cortex, arcuate fasciculus, and their functions in connecting language areas and controlling speech muscles.
- Phenomena like slips of the tongue, tip of the tongue experiences, and aphasias that provide evidence for localized language functions in the left hemisphere.
Community Language Learning (CLL) is an approach to language teaching based on counseling theory. It views learning as a collaborative process achieved through interaction between learners and teachers, rather than an individual accomplishment. CLL involves learners presenting messages they want to convey to others in their native language, which the teacher then restates in the target language for the learner to repeat. This process is similar to client-counselor relationships in psychological counseling.
The document discusses linguistic universals and second language acquisition from various perspectives. It covers:
1) Two approaches to studying language - externalized and internalized. It also discusses linguistic universals including typological universals and Universal Grammar.
2) Interlanguage theory which views learner languages as rule-governed like natural languages. Typological universals, such as implicational universals and markedness, are also examined in relation to SLA.
3) Several studies on topics like subjacency, the pro-drop parameter, and parameter resetting in SLA are summarized. The studies show mixed and inconclusive evidence regarding the influence and accessibility of Universal Grammar in adult SLA.
This document discusses guidelines for testing vocabulary. It recommends selecting vocabulary items from sources like textbooks, reading materials, and student work. Multiple choice items should provide context and have options that are the same word class and difficulty. The stem should be simple and options related or have similar associations. Too little or too much context can make items unreliable, so an appropriate amount is needed. Collocations and culturally neutral contexts can also be tested.
This document summarizes Rod Ellis's talk on task-based language teaching, addressing common misunderstandings about the approach. It defines tasks and discusses different types of tasks. It also defines task-based language teaching and compares it to a focus on forms. The document addresses six misunderstandings critics have about task-based language teaching, such as claims that interaction in tasks is often impoverished or that it does not allow for a grammar syllabus. It provides responses explaining how task design can impact interaction quality and how different versions of task-based language teaching incorporate grammar instruction.
This document discusses second language acquisition. It begins by defining second language acquisition as the process of learning additional languages after one's native language. It notes SLA is related to cognitive psychology and education. The document then differentiates between first and second languages. It discusses various approaches to studying SLA, including contrastive analysis and product-oriented versus process-oriented research. Grammatical differences between the first and second languages are also examined. The document concludes by linking SLA research to practical implications for language teaching pedagogy and methodology.
This document discusses the use of tasks as a unit of analysis in language teaching material development. It defines tasks according to various scholars and outlines different types of tasks. Key points include:
- Tasks focus on meaning over form, engage cognitive processes, and have a communicative goal.
- Analyzing language use required to complete real-world tasks can provide insights into target discourse.
- Task-based syllabuses are compatible with SLA theories and involve using language for meaningful communication.
- Interaction during tasks allows for negotiation of meaning, which is important for acquisition. Tasks provide opportunities for both input and output processing.
Cognitive considerations on Second Language AcquisitionVeroWolstenholme
Piaget's stages of cognitive development include the sensorimotor stage from birth to 2 years, the preoperational stage from 2 to 7 years, the concrete operational stage from 7 to 11 years, and the formal operational stage from 11 to 16 years. According to Piaget's theory of cognitive development, the transition from concrete to abstract thinking that occurs around age 11 represents the critical period for second language acquisition. Piaget also described the concepts of equilibration, states of disequilibrium and uncertainty resolving into equilibrium and certainty, as key factors in cognitive development alongside maturation, physical environment, and social interaction. The document contrasts rote learning based on repetition versus meaningful learning through understanding relationships between facts. Finally, it
The document provides guidelines for formatting and presenting language learning materials based on the environment and needs. It discusses factors to consider for learners, teachers, and the physical situation. It also outlines principles for effective language learning, including maintaining motivation, balancing different activity types, providing comprehensible input and opportunities for output and fluency development. Specific examples are given for different activity types like meaning-focused input/output and language-focused learning. Blocks and threads as organizational structures are also described.
The Direct Method originated in the 19th century and was based on principles of the Natural Method. It aimed to teach language without translation or use of the learner's native language. Meaning was conveyed through actions, demonstrations, and active use of the target language in the classroom. Grammar rules were induced from classroom activities. Speaking was emphasized, with new vocabulary introduced through association with known words, miming, and pictures. The Direct Method was officially endorsed in France and Germany and was known commercially as the Berlitz Method. It utilized principles like conducting class only in the target language and building oral skills through question-and-answer exchanges. However, it overemphasized similarities between naturalistic first language learning and classroom learning,
A situational syllabus teaches language through real or imaginary situations involving participants engaged in an activity in a specific setting. The purpose is to teach language relevant to learners' present or future needs. Situations can be classified based on information type, linguistic focus, static/dynamic nature, or type. While situations provide context for form and meaning, overreliance on predetermined situations can hinder transfer to real language use. Situational syllabi are best used to supplement other methods by presenting new material or practicing in realistic ways.
The document discusses teaching speaking skills from theory to practice. It outlines three types of speaking: interaction, transaction, and performance. For each type, it describes key features and implications for teaching. It also discusses approaches to teaching speaking, including direct and indirect approaches. As an example, it summarizes a task-based approach used to teach oral communication skills to engineering students in India. This involved activities like presentations, discussions, and role-plays to improve students' confidence and ability to communicate effectively in academic settings.
1. The document summarizes teaching principles from Douglas Brown's perspective, including cognitive, affective, and linguistic principles.
2. Some key cognitive principles discussed are automaticity, meaningful learning, anticipation of reward, intrinsic motivation, and strategic investment.
3. Affective principles include language ego, self-confidence, and risk-taking.
4. Linguistic principles center on how a learner's native language can influence acquisition of a new target language.
This document summarizes the main principles of the Community Language Learning (CLL) method. CLL uses counseling techniques to teach language and views language learning as a holistic social process. It focuses on engaging the whole person and learner autonomy. The teacher takes a supportive role, monitoring learners' interactions. Typical CLL activities include translation, group work, recording conversations, analysis and reflection. The method aims to make learners feel secure, attend to the language, and develop linguistic skills through interaction. Challenges to its implementation include time constraints and class size in some contexts.
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that focuses on interaction and cooperation between learners. In CLL, learners form a small group and take turns expressing meanings in their native language that are then translated into the target language by the teacher. Learners are expected to listen attentively, repeat utterances, and support each other in a positive learning environment.
Community Language Learning (CLL) is a humanistic approach to language teaching developed by Charles Curran that focuses on the emotional and social aspects of learning. It views students as whole people and the teacher as a counselor. CLL emphasizes that learning is a personal and creative process, and that students learn at different paces using various strategies. It promotes a relaxed environment where students feel secure taking risks, sees the native language as part of the learning process, and prefers group work and cooperation over competition.
Cognitive Approaches to Second Language AcquisitionOla Sayed Ahmed
This document provides an overview of cognitive approaches to second language acquisition (SLA). It discusses two main groups of cognitive theorists: processing approaches and emergentist/constructionist approaches. Processing approaches investigate how learners process linguistic information and develop this ability over time, focusing on computational dimensions of language learning. Emergentist approaches see language development as driven by associative learning from communicative needs and patterns in language input. Specific cognitive models discussed include McLaughlin's information processing model, Anderson's ACT model, and Pienemann's processability theory. The document also covers Slobin's perceptual saliency approach and its operating principles for first and second language acquisition.
The document discusses task-based language teaching (TBLT). It defines tasks as goal-oriented activities that focus on meaning and involve real-life outcomes. TBLT is based on principles like the communication principle, which states that communicative activities promote learning, and the task principle, which emphasizes that real-world tasks also promote learning. The document outlines techniques for TBLT like information-gap, opinion-gap, and reasoning-gap tasks and poses questions for discussion about adopting TBLT and comparing it to other language teaching methods.
This document discusses language learners and the errors they make. It covers several topics:
1. Attitudes towards errors, describing how errors were traditionally seen as failure but are now viewed more positively as part of the learning process.
2. The psychology of learning, comparing native speaker errors to learner errors and discussing different types of errors like mistakes and lapses. Interference from the first language and individual learning strategies can influence errors.
3. Causes of errors, including teaching methods, learning strategies, the learner's first language, motivation, sociological factors, and individual differences in learning abilities. Analyzing learner performance helps identify what they know and still need to learn.
This document summarizes the Desuggestopedia language teaching method. It was created by Georgi Lozanov, a Bulgarian psychiatrist, and uses techniques to reduce stress and tap into mental reserves to accelerate language learning. The method heavily incorporates fine arts into a relaxed classroom environment with bright colors and changing posters. Teachers provide indirect positive suggestions through songs, handouts, and gentle error correction to facilitate peripheral learning on two communication planes - linguistic messages and emotional factors. Students are encouraged to remain relaxed and confident while following the teacher's instructions in activities.
The document summarizes key points from Chapter 5 of "How to Teach English" by Harmer about describing language. It discusses how language has meaning in context and serves different functions. It also addresses the elements of language including grammar, vocabulary, and pronunciation. Additionally, it covers how meanings can vary depending on forms used and hypothetical meanings from modal verbs and conditional sentences. The document also summarizes sections on words grouping together, text cohesion/coherence, language variables like speaking vs. writing, and register.
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
The document discusses error analysis in second language acquisition. It begins by stating that making errors is natural and inevitable in language learning. It then defines error analysis as the systematic study of deviations from target language norms during second language acquisition. The history of error analysis is discussed, noting that it was established in the 1960s as an alternative to contrastive analysis. Error analysis showed that contrastive analysis could not predict most learner errors. The document also discusses different ways of classifying errors and some methodological problems with error analysis approaches. It concludes by distinguishing between errors, mistakes, and lapses in learner language.
This document provides an itinerary for a 3 day tour of Istanbul, Cappadocia, and Ankara in Turkey. The tour includes sightseeing in Istanbul at the Blue Mosque, Topkapi Palace, and Covered Bazaar. In Cappadocia, visitors will see the Fairy Chimneys, Goreme Open-Air Museum, and an underground city. The tour concludes in Ankara with visits to Ataturk's Mausoleum, the Anatolian Civilization Museum, and Ankara Castle.
The document provides examples and exercises for using the modal verbs "should" and "could" in English. "Should" is used to give advice or make strong suggestions, such as "you should take your medicine." "Could" is used to suggest possibilities or abilities, such as "we could invite her to the movies" or "he could run fast when he was a child." The exercises provide situations to practice using these verbs correctly in sentences.
This document discusses guidelines for testing vocabulary. It recommends selecting vocabulary items from sources like textbooks, reading materials, and student work. Multiple choice items should provide context and have options that are the same word class and difficulty. The stem should be simple and options related or have similar associations. Too little or too much context can make items unreliable, so an appropriate amount is needed. Collocations and culturally neutral contexts can also be tested.
This document summarizes Rod Ellis's talk on task-based language teaching, addressing common misunderstandings about the approach. It defines tasks and discusses different types of tasks. It also defines task-based language teaching and compares it to a focus on forms. The document addresses six misunderstandings critics have about task-based language teaching, such as claims that interaction in tasks is often impoverished or that it does not allow for a grammar syllabus. It provides responses explaining how task design can impact interaction quality and how different versions of task-based language teaching incorporate grammar instruction.
This document discusses second language acquisition. It begins by defining second language acquisition as the process of learning additional languages after one's native language. It notes SLA is related to cognitive psychology and education. The document then differentiates between first and second languages. It discusses various approaches to studying SLA, including contrastive analysis and product-oriented versus process-oriented research. Grammatical differences between the first and second languages are also examined. The document concludes by linking SLA research to practical implications for language teaching pedagogy and methodology.
This document discusses the use of tasks as a unit of analysis in language teaching material development. It defines tasks according to various scholars and outlines different types of tasks. Key points include:
- Tasks focus on meaning over form, engage cognitive processes, and have a communicative goal.
- Analyzing language use required to complete real-world tasks can provide insights into target discourse.
- Task-based syllabuses are compatible with SLA theories and involve using language for meaningful communication.
- Interaction during tasks allows for negotiation of meaning, which is important for acquisition. Tasks provide opportunities for both input and output processing.
Cognitive considerations on Second Language AcquisitionVeroWolstenholme
Piaget's stages of cognitive development include the sensorimotor stage from birth to 2 years, the preoperational stage from 2 to 7 years, the concrete operational stage from 7 to 11 years, and the formal operational stage from 11 to 16 years. According to Piaget's theory of cognitive development, the transition from concrete to abstract thinking that occurs around age 11 represents the critical period for second language acquisition. Piaget also described the concepts of equilibration, states of disequilibrium and uncertainty resolving into equilibrium and certainty, as key factors in cognitive development alongside maturation, physical environment, and social interaction. The document contrasts rote learning based on repetition versus meaningful learning through understanding relationships between facts. Finally, it
The document provides guidelines for formatting and presenting language learning materials based on the environment and needs. It discusses factors to consider for learners, teachers, and the physical situation. It also outlines principles for effective language learning, including maintaining motivation, balancing different activity types, providing comprehensible input and opportunities for output and fluency development. Specific examples are given for different activity types like meaning-focused input/output and language-focused learning. Blocks and threads as organizational structures are also described.
The Direct Method originated in the 19th century and was based on principles of the Natural Method. It aimed to teach language without translation or use of the learner's native language. Meaning was conveyed through actions, demonstrations, and active use of the target language in the classroom. Grammar rules were induced from classroom activities. Speaking was emphasized, with new vocabulary introduced through association with known words, miming, and pictures. The Direct Method was officially endorsed in France and Germany and was known commercially as the Berlitz Method. It utilized principles like conducting class only in the target language and building oral skills through question-and-answer exchanges. However, it overemphasized similarities between naturalistic first language learning and classroom learning,
A situational syllabus teaches language through real or imaginary situations involving participants engaged in an activity in a specific setting. The purpose is to teach language relevant to learners' present or future needs. Situations can be classified based on information type, linguistic focus, static/dynamic nature, or type. While situations provide context for form and meaning, overreliance on predetermined situations can hinder transfer to real language use. Situational syllabi are best used to supplement other methods by presenting new material or practicing in realistic ways.
The document discusses teaching speaking skills from theory to practice. It outlines three types of speaking: interaction, transaction, and performance. For each type, it describes key features and implications for teaching. It also discusses approaches to teaching speaking, including direct and indirect approaches. As an example, it summarizes a task-based approach used to teach oral communication skills to engineering students in India. This involved activities like presentations, discussions, and role-plays to improve students' confidence and ability to communicate effectively in academic settings.
1. The document summarizes teaching principles from Douglas Brown's perspective, including cognitive, affective, and linguistic principles.
2. Some key cognitive principles discussed are automaticity, meaningful learning, anticipation of reward, intrinsic motivation, and strategic investment.
3. Affective principles include language ego, self-confidence, and risk-taking.
4. Linguistic principles center on how a learner's native language can influence acquisition of a new target language.
This document summarizes the main principles of the Community Language Learning (CLL) method. CLL uses counseling techniques to teach language and views language learning as a holistic social process. It focuses on engaging the whole person and learner autonomy. The teacher takes a supportive role, monitoring learners' interactions. Typical CLL activities include translation, group work, recording conversations, analysis and reflection. The method aims to make learners feel secure, attend to the language, and develop linguistic skills through interaction. Challenges to its implementation include time constraints and class size in some contexts.
Community Language Learning (CLL) is a language teaching method developed by Charles Curran that focuses on interaction and cooperation between learners. In CLL, learners form a small group and take turns expressing meanings in their native language that are then translated into the target language by the teacher. Learners are expected to listen attentively, repeat utterances, and support each other in a positive learning environment.
Community Language Learning (CLL) is a humanistic approach to language teaching developed by Charles Curran that focuses on the emotional and social aspects of learning. It views students as whole people and the teacher as a counselor. CLL emphasizes that learning is a personal and creative process, and that students learn at different paces using various strategies. It promotes a relaxed environment where students feel secure taking risks, sees the native language as part of the learning process, and prefers group work and cooperation over competition.
Cognitive Approaches to Second Language AcquisitionOla Sayed Ahmed
This document provides an overview of cognitive approaches to second language acquisition (SLA). It discusses two main groups of cognitive theorists: processing approaches and emergentist/constructionist approaches. Processing approaches investigate how learners process linguistic information and develop this ability over time, focusing on computational dimensions of language learning. Emergentist approaches see language development as driven by associative learning from communicative needs and patterns in language input. Specific cognitive models discussed include McLaughlin's information processing model, Anderson's ACT model, and Pienemann's processability theory. The document also covers Slobin's perceptual saliency approach and its operating principles for first and second language acquisition.
The document discusses task-based language teaching (TBLT). It defines tasks as goal-oriented activities that focus on meaning and involve real-life outcomes. TBLT is based on principles like the communication principle, which states that communicative activities promote learning, and the task principle, which emphasizes that real-world tasks also promote learning. The document outlines techniques for TBLT like information-gap, opinion-gap, and reasoning-gap tasks and poses questions for discussion about adopting TBLT and comparing it to other language teaching methods.
This document discusses language learners and the errors they make. It covers several topics:
1. Attitudes towards errors, describing how errors were traditionally seen as failure but are now viewed more positively as part of the learning process.
2. The psychology of learning, comparing native speaker errors to learner errors and discussing different types of errors like mistakes and lapses. Interference from the first language and individual learning strategies can influence errors.
3. Causes of errors, including teaching methods, learning strategies, the learner's first language, motivation, sociological factors, and individual differences in learning abilities. Analyzing learner performance helps identify what they know and still need to learn.
This document summarizes the Desuggestopedia language teaching method. It was created by Georgi Lozanov, a Bulgarian psychiatrist, and uses techniques to reduce stress and tap into mental reserves to accelerate language learning. The method heavily incorporates fine arts into a relaxed classroom environment with bright colors and changing posters. Teachers provide indirect positive suggestions through songs, handouts, and gentle error correction to facilitate peripheral learning on two communication planes - linguistic messages and emotional factors. Students are encouraged to remain relaxed and confident while following the teacher's instructions in activities.
The document summarizes key points from Chapter 5 of "How to Teach English" by Harmer about describing language. It discusses how language has meaning in context and serves different functions. It also addresses the elements of language including grammar, vocabulary, and pronunciation. Additionally, it covers how meanings can vary depending on forms used and hypothetical meanings from modal verbs and conditional sentences. The document also summarizes sections on words grouping together, text cohesion/coherence, language variables like speaking vs. writing, and register.
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
The document discusses error analysis in second language acquisition. It begins by stating that making errors is natural and inevitable in language learning. It then defines error analysis as the systematic study of deviations from target language norms during second language acquisition. The history of error analysis is discussed, noting that it was established in the 1960s as an alternative to contrastive analysis. Error analysis showed that contrastive analysis could not predict most learner errors. The document also discusses different ways of classifying errors and some methodological problems with error analysis approaches. It concludes by distinguishing between errors, mistakes, and lapses in learner language.
This document provides an itinerary for a 3 day tour of Istanbul, Cappadocia, and Ankara in Turkey. The tour includes sightseeing in Istanbul at the Blue Mosque, Topkapi Palace, and Covered Bazaar. In Cappadocia, visitors will see the Fairy Chimneys, Goreme Open-Air Museum, and an underground city. The tour concludes in Ankara with visits to Ataturk's Mausoleum, the Anatolian Civilization Museum, and Ankara Castle.
The document provides examples and exercises for using the modal verbs "should" and "could" in English. "Should" is used to give advice or make strong suggestions, such as "you should take your medicine." "Could" is used to suggest possibilities or abilities, such as "we could invite her to the movies" or "he could run fast when he was a child." The exercises provide situations to practice using these verbs correctly in sentences.
This document provides information about prepositions of place and linking words in English. It discusses the uses of prepositions such as "in", "at", "on", "above", "below", "under", "by", "into", "onto", "towards", and "from". It also explains how words like "and", "also", "too", "moreover", and "but" are used to link ideas, phrases, and clauses. The document concludes with exercises on the present perfect tense and modal verbs.
The document discusses preferences and choices between different activities using the phrases "prefer", "would rather", and "had better". It provides examples of individuals preferring certain activities like driving, living in the city, skiing, and reading over other options. It also gives examples of cases where people would rather do one activity than another, like staying home instead of going to the cinema or reading instead of watching TV. Finally, it discusses using "had better" to suggest preferable courses of action, like taking an umbrella if it might rain or going to bed early before an exam.
This document discusses the auxiliary verb "should" and its various uses. Should is used to give advice or recommendations, talk about obligation, and indicate probability or expectation. It is an invariable verb that is always followed by the bare infinitive (infinitive without "to"). Should can express giving advice or opinions, obligation/duty/correctness, and likelihood or expectation of something occurring. Examples are provided for each use case. Exercises are also included to practice using should and shouldn't correctly.
Thirteenth set is more about ‘Modals’; here they are detailed further how to form polite questions, ask permission, give instruction, to order, to make it compulsory with help of modals.
Here are the responses with the correct modal verbs:
1. "Do you want me to wait for you?" "No, it's OK. You don't have to wait."
2. Tom gave me a letter to post. I should not forget to post it.
3. You don't have to come if you don't want to but I hope you will.
4. "What sort of house do you want to buy? Something big?" "Well, it doesn't have to be big - that's not important. But it must have a nice garden - that's essential."
5. We have enough food at home so we don't have to go shopping today.
6.
This document provides advice from a doctor on how to lose weight using the modal verbs "should" and "shouldn't". The doctor tells the patient that they should exercise, eat fruit and vegetables, and drink water, but shouldn't eat or drink unhealthy foods like cakes, chips, sodas, hamburgers or alcohol in large quantities. The doctor has the patient repeat the advice to practice using the modal verbs. In the end, the doctor confirms the patient has lost weight by following the advice.
The document discusses the use of should and shouldn't to give advice or express opinions about right and wrong actions. Should is used to suggest something is a good idea, such as "you should take a break", while shouldn't suggests something is a bad idea, like "I shouldn't worry". Examples are given of using should and shouldn't for advice, and how they can also express past regrets about actions or lack of actions.
This document provides examples of the structures and meanings of the phrases "would rather" and "had better." "Would rather" expresses preference between two options, while "had better" strongly recommends a course of action. It then provides a list of situations and asks students to make sentences using "would rather" and/or "had better" to express opinions about dealing with each situation.
This document discusses the use of will, may, and might to talk about predictions based on opinions or calculations. Will is used when something is sure to happen. May and might are used to say that something could possibly happen. Examples are provided for different levels of certainty expressed by will, probably, might, and may.
Would rather / it's high time / had betterveritosaenz
This document discusses three English phrases: 1) "Would rather" is used to express preferences between two choices. 2) "It's (high) time" refers to when an action should be done, implying it may be too late. 3) "Had better" gives advice, suggesting negative consequences if not followed. Examples and exercises are provided to illustrate the proper uses and structures of each phrase.
The document discusses the use of various modal verbs like might, may, could, can't, should have, would have, etc. when talking about unreal or hypothetical past situations. It provides examples of sentences using these modal verbs to express possibilities, uncertainties, or imagined alternatives regarding past events. It also includes exercises for the reader to identify which modal verb is being used in different example sentences.
Asking for giving suggestion and adviceFebri yanto
This document provides examples of language used to give and ask for advice. It suggests using phrases like "I think you'd better...", "I suggest...", and "I recommend..." to offer advice, and questions like "Do you think I ought to...?" or "Should I...?" to ask for advice. It also gives a short example dialogue between a student and advisor where the advisor provides a suggestion and encourages following the instructor's advice. The overall document focuses on appropriately phrasing advice and suggestions and asking others for counsel.
This document is a worksheet about maintaining a healthy lifestyle. It provides tips for diet and exercise using modal verbs like "should" and "shouldn't". Some key points:
- The worksheet gives examples of using "should" and "shouldn't" to give positive and negative advice about health behaviors.
- Students are asked to write their own tips for a healthy diet and things one shouldn't do for health using these modal verbs.
- Exercises provide words in boxes to write sentences with "should" giving recommendations for health and "shouldn't" giving negative behaviors to avoid.
- A final section completes sentences testing use of "should" and "shouldn't" in different
The document discusses giving advice and contains various statements of issues or problems people may have, such as being tired, hungry, or having a cold, as well as statements suggesting going to see a doctor for a cold.
The document discusses the use of modal verbs to make guesses or speculate about different situations. It explains that must is used to express something that is certain or highly probable, can't is used to express something that is certainly not the case or highly improbable, and may and might are used when there is a possibility of something happening, with may indicating a higher chance than might. It also discusses using modal verbs of speculation plus different verb forms like be + -ing, have + past participle to make guesses about actions in progress or things that happened in the past.
The document discusses modal verbs such as may, must, should, and needn't. It provides examples of sentences using these modal verbs and their meanings, such as permission, obligation, advice, and necessity. Exercises are included to match modal verbs with their meanings and complete sentences using different modal verbs.
The document discusses principles for teaching grammar to beginning English language learners. It recommends keeping the learning load manageable by simplifying and oversimplifying grammar concepts. It also emphasizes recycling grammar points by reintroducing them in different contexts. Finally, it discusses using both inductive and deductive teaching methods, with a focus on inductive approaches that allow learners to discover grammar concepts themselves through exposure to examples and exercises rather than explicit explanations. The document then provides examples of different task and exercise types that can be used, including fill-in-the-blank, cloze procedure, word scrambles, and dictation/dictogloss activities.
This document provides information about an English language course, including:
- The course covers four units: Remembering, Vacations and Past Experiences, University and Career Life, and Achievements and Experiences.
- Each unit includes competencies and related assessment projects focusing on different English verb tenses like simple past, present perfect, and future.
- The document provides instruction on forming regular and irregular verbs in the simple past tense and using them to ask yes/no and WH- questions.
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
The document summarizes a lesson on the use of the modal verb "can" in English. It discusses how "can" is used to express ability or permission, and the forms for affirmative, negative, and interrogative sentences. It also compares "can" to "could" and "be able to", explaining that "could" can indicate a past ability or permission while "be able to" is used for a specific situation rather than a general skill. The lesson includes exercises like multiple choice, word order, cloze tests, and translation to practice these uses of modals.
This document discusses methods for testing pronunciation in language learning. It explains that testing pronunciation motivates students to improve this important skill. However, testing pronunciation is difficult due to challenges like evaluating effective communication versus accurate sounds, large class sizes, and lack of equipment. The document recommends listening tests as ideal but provides alternatives like dictation, sound discrimination, and silent letter identification exercises. It offers guidance on implementing dictation tests, including structuring the test, scoring approaches, and factors that influence difficulty level.
This document provides instructions for an English lesson on idioms. It includes:
1) Three worksheets (A, B, C) for students to practice identifying meanings of idioms and filling in blanks with appropriate idioms.
2) Suggestions for teachers to check answers as a class and provide examples of idioms.
3) An optional game for students to play in teams to further practice idioms, similar to a British TV game show.
4) Links to additional online resources about idioms for students to explore further.
This document outlines an agenda for a teacher training on developing skills for teaching English transactional texts using modal verbs. It includes the following sections:
1. Background on issues like low student achievement, lack of 21st century teaching skills, and need to improve higher-order thinking skills questions.
2. General and specific objectives focused on addressing the background issues.
3. An introduction outlining targeted teacher competencies and basic competencies to be covered.
4. The organized learning activities include building knowledge, modeling texts, joint and independent practice, and developing higher-order thinking skills questions.
5. The closing section provides templates for designing genre-based lesson plans and developing test items to assess the
The document provides a lesson plan for a 7th grade English class on simple present tense. The plan includes:
- Standard and basic competencies focused on descriptive writing
- Three learning phases: pre-activities to introduce topics, main activities for explanations and examples, and post-activities for review
- Explanation of descriptive text structure and features like simple present tense
- Examples and exercises for students to practice identifying and writing descriptions using simple present tense
This document discusses the necessity of grammar teaching in language education. It begins by outlining different perspectives on the role of grammar instruction, from those who believe it is unnecessary to those who believe it is essential. The author then argues that grammar teaching is necessary for several reasons: 1) grammar underpins communicative competence and is essential for achieving learners' communicative goals; 2) grammar is not naturally acquired by all learners, especially in contexts without English surroundings, and instruction can help learners progress past plateaus; and 3) grammar embodies form, meaning, and use, and is not just a collection of rules but meaningful patterns that instruction can help learners understand. The author concludes grammar teaching is an important part of
This document provides instructions for an English lesson that focuses on teaching idiomatic expressions to upper-intermediate and advanced English language learners. The lesson includes worksheets with exercises for students to practice identifying the meanings of idioms and using idioms in context. It also suggests a follow-up game for students to play in teams where they must determine the real idiom or definition among options. Additional websites with idiom resources are also listed.
This document contains a lesson plan for a synchronous English class on superheroes for 6th grade students at a Pre-intermediate level. The lesson aims to revisit vocabulary and grammar structures from prior lessons, consolidate superhero vocabulary, and have students share their projects from the previous week. During the 40-minute class, the teacher will lead a warm-up game to review superhero vocabulary, have students present their projects, and play another game to reinforce language. The plan focuses on developing students' speaking, listening, and interpersonal skills through collaborative work and interactive activities.
This document provides information about a lesson on comparative and superlative adjectives for an English language course. The lesson aims to teach students how to use comparative and superlative adjectives through activities incorporating different learning styles. Warm-up, presentation, practice and production activities are outlined to introduce comparative adjectives, followed by the same for superlative adjectives. The conclusion reflects that addressing different learning styles helped motivate students to learn and achieve the objectives of using both forms of adjectives in context.
The document discusses communicative approaches to teaching listening comprehension. It describes a lesson that introduces bottom-up and top-down listening approaches. Various classroom activities are suggested, including listening for perception at the word and sentence level through repetition and dictation exercises. Longer response activities involve answering questions, note-taking and summarizing. The dictogloss technique is also described as a four-step approach involving preparation, dictation, reconstruction and analysis. Its advantages incorporate both bottom-up and top-down listening strategies to integrate clues with background knowledge.
1afanas eva o_a_saakyan_a_s_testy_po_angliyskomu_yazyku_dlyaMaria Osuhovska
This document is a preface to a book titled "Tests on the Basic English Grammar Course" by O.V. Afanasyeva and A.S. Saakyan. It was published in Moscow in 2014.
The preface explains that the book is intended to help high school students preparing for the Unified State Exam in English, as well as anyone wanting to refresh their knowledge of basic English. It contains grammar and vocabulary exercises to help identify weaknesses and check understanding. Answer keys are provided so readers can self-evaluate.
The preface also notes that the book can be a useful resource for teachers helping students prepare for exams, and that its exercises are designed to complement different English courses,
The document outlines an English language program for non-linguistic university students in Russia. The goal is to develop students' ability to independently read literature in their field of study to extract information from foreign sources. Over the course of study, students must master phonetic, lexical, and grammatical materials, including 1000 lexical items and the basics of morphology, syntax and verb tenses. Sample exercises are provided to practice these concepts.
This document outlines a lesson plan for teaching English using a story about the Lao New Year as a context. The goal is for students to effectively communicate experiences of the Lao New Year using descriptive sentences with adverbs of frequency. Key points covered include understanding the traditions in the story, identifying adverbs of frequency and their proper use in sentences, performance tasks to assess understanding like describing pictures using adverbs, and learning activities like reading the story, relating personal experiences, and writing an essay using the new grammar.
This document provides training materials on verbal ability topics for competitive exams. It covers reading comprehension, sentence correction, sentence completion, and verbal analogy. For reading comprehension, it discusses different reading styles and strategies for solving comprehension questions within time limits. For sentence correction, it outlines common grammar rules tested such as subject-verb agreement and parallel structure. Sentence completion questions test vocabulary and inserting appropriate words, prepositions, and articles. Verbal analogy assesses understanding of word relationships through synonyms, antonyms, and matching pairs. Effective preparation requires practicing applying grammar concepts and building vocabulary.
Bản đọc thử của sách "Master the art of NEC" dùng để phát triển toàn diện trên 4 kĩ năng trong tiếng Anh với nhiều chuyên đề bổ trợ với hệ thống bí kíp đa dạng.
For more information please visit: www.facebook.com/iloveambrosia
Challenges and opportunities for teaching pragmatics in efl contextkorie shankulie
This thesis investigates the challenges and opportunities of developing pragmatic competence among EFL students in Ethiopia. It analyzes textbooks and interviews teachers to understand how pragmatics is currently taught. The study found that textbooks contain limited pragmatic information and explanations without real-world examples. Teachers indicated a lack of training and guidance on teaching pragmatics, and few classroom lessons focus on it. To develop students' pragmatic ability, the study suggests improving textbooks, providing teacher training, and incorporating more pragmatic instruction into lessons. The research assessed students' perceived communication skills and actual pragmatic awareness to identify gaps that need to be addressed.
Similar to 209. modal verbs in modern english theory and exercises (20)
209. modal verbs in modern english theory and exercises
1. МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
федеральное государственное бюджетное образовательное учреждение
высшего профессионального образования
«Иркутский государственный лингвистический университет»
MODAL VERBS
IN MODERN ENGLISH:
THEORY AND EXERCISES
Методические рекомендации по учебной дисциплине «Практический
курс английского языка» IV семестр
Иркутск 2012
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3. ВВЕДЕНИЕ
Настоящее пособие предназначено для аудиторной и
самостоятельной работы студентов гуманитарных специальностей
языковых вузов, изучающих английский язык.
Основная цель пособия – ознакомить с особенностями употребления
модальных глаголов в современном английском языке, развить навыки
правильного употребления английских модальных глаголов в устной и
письменной речи, предупредить типичные ошибки в их использовании.
Пособие состоит из 7 частей (sections).
1. Основные значения модальных глаголов в английском языке.
2. Английские модальные глаголы в коммуникации.
3. Употребление различных форм инфинитива после модальных
глаголов.
4. Модальные глаголы в косвенной речи.
5. Русско-английские соответствия в употреблении модальных
глаголов.
6. Упражнения на тренировку модальных глаголов.
7. Ключи к упражнениям.
Пособие обеспечивает дифференцированный подход к обучению
английским модальным глаголам - от проведения аудиторных и
факультативных занятий различной степени сложности до организации
самостоятельной работы студентов.
В первой части содержится материал для углубленного изучения
английского языка, предназначенный, в первую очередь, для
аудиторной работы и факультативных занятий студентов гуманитарных
специальностей языковых и неязыковых вузов. В ней представлен
подробный список основных значений английских модальных глаголов,
снабженный примерами из аутентичных учебников грамматики. С
целью облегчить восприятие материала некоторые значения модальных
глаголов сопоставляются в таблицах (напр. Must vs Have to vs Be to), а
также анализируются значения устойчивых речевых образцов с
модальными глаголами (напр. should have done, needn’t have done, etc) и
типичные ошибки в употреблении модальных глаголов.
Вторая часть пособия является базовой для развития
коммуникативных навыков студентов. Материал подается по принципу
«от модального значения к языковому способу его выражения».
Глаголы, выражающие сходные модальности, разводятся по степени
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4. формальности / неформальности ситуации общения и другим
коммуникативным аспектам. Языковой материал второй части -
аутентичные образцы высказываний с модальными глаголами.
Третья и четвертая части предлагают дополнительный материал,
связанный с употреблением модальных глаголов в английском языке,
изучение которого необходимо проводить комплексно с изучением
модальных глаголов.
Пятая часть предназначена, в первую очередь, для самостоятельной
работы студентов. Она легка для восприятия, так как базируется на
родном русском языке и предлагает список английских эквивалентов
модальным значениям, выражаемым в русском языке. Данная часть
представляется особенно полезной для выполнения переводных
упражнений.
Шестая и седьмая части – упражнения на тренировку модальных
глаголов и ключи к ним – предназначены для практического
закрепления материала, изложенного в данном пособии.
Последовательность, в которой предлагается выполнить упражнения,
соответствует порядку, в котором подается теоретический материал
пособия. Ключи к упражнениям делают возможным осуществлять
самоконтроль усвоения материала. Практическая часть завершается
вопросами для контроля знаний основных значений модальных
глаголов и тестом на проверку умения правильно употреблять
полученные знания в английской устной и письменной речи. По
результатам проверки теста студент может оценить уровень своих
знаний по изученной теме согласно шкале, предлагаемой в пособии.
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6. SECTION 1 MEANINGS
MODAL VERBS
1. do not denote actions;
2. are used to show the speaker’s attitude to the
action expressed by the infinitive that follows
the modal verb;
He can’t be still working = I doubt it (that he is still
working).
3. are called defective because
a. they are followed by bare infinitives, except for
ought to, have to, be to and sometimes need
(to), dare (to);
You could rent a car.
They might be having dinner.
b. they form their negatives and questions without
the auxiliary verb ‘do’, except for have to and
sometimes need (to), dare (to).
You can’t go in there.
May I come in?
c. They do not inflect, i.e. they do not take –s in
the third person or –ing, -ed.
d. They have no infinitives. Other expressions
must be used instead.
(can) Will you be able to help me?
(must) I’m going to have to leave.
CAN
negative form: cannot / can’t
past form: could, could not / couldn’t
Sometimes you have to use be able to instead of can:
I haven’t been able to sleep recently (can has no
Present Perfect).
Tom might not be able to come tomorrow (can has no
infinitive).
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7. We use can
1. to say that someone has the ability (physical or mental) to do something
(= be able to do; know how to do). In this meaning it is followed only by
simple infinitives and has a past form (could) and a future form (‘ll be
able):
I can swim for hours (= I am able to swim for hours).
I can drive (= I know how to drive).
I’ll be able to swim for hours in two months.
I could swim for hours when I was young (= I was able to swim for hours).
Note 1. In past-time contexts you need to differentiate between could and
was/were able to:
could do smth.
someone had the general ability to
do smth. (мог, умел):
Jack was an excellent tennis player.
He could beat anybody.
(=was/were able to do smth.)
was/were able to do smth.
someone managed to do smth on
one particular occasion (смог):
But once he had a difficult game
against John. John played very well
but in the end Jack was able to beat
him (= managed to beat him in this
particular situation)
couldn’t
is possible in all situations (не мог, не умел, не смог):
He couldn’t beat anybody. He couldn’t beat Alf.
2. to say that something is possible (due to circumstances, rules, laws or
theoretically), it’s a fact:
You can use countable nouns in the plural (= It is grammatically correct to
do it).
You can see the forest through the other window (= It is possible for you to
do it).
Note 1. could do smth. either refers the action to the past:
We lived in a nice house and could see the sea from its windows.
or expresses unreality with reference to the present or future (мог бы):
You could see the house from here if it were not so dark (= As it is dark, you
cannot see the house).
Note 2. could have done smth. indicates that a possible action was not
carried out:
He could have won the competition but unfortunately fell ill the day before (=
There was such a possibility but the illness prevented him from winning).
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8. Note 3. could not have done smth. means that someone wouldn’t have
been able to do smth even if he had tried:
The football match was cancelled last week. Tom couldn’t have played
anyway as he was ill.
3. to ask for permission. It implies either
a request:
Can I use your car? / Can you lend
me your car?
Could I use your car? (more polite)
Could you tell me the right time?
Typical responses:
Certainly. Yes, certainly.
Of course. Yes, of course, I can.
Sure. (informal)
Oh no, you can’t, I’m afraid.
or an offer:
Can I help you, ma’am? (= I offer my
help)
Typical responses:
Certainly. Yes, certainly.
Of course. Yes, of course.
Sure. (informal)
Oh no, thank you.
4. to give permission/prohibition:
You can use my car (Mind: no could in present-time contexts).
He said I could use his car.
May I speak to the Dean? – No, I’m afraid, you can’t.
You can’t smoke in this room (= It’s not allowed to smoke here).
5. to express supposition (only could).
He could have come. (= I suppose that he has come, but I’m not sure). =
Возможно/ может быть/ я предполагаю, что он пришел.
He could be sleeping, I don’t know exactly.
6. to express doubt, astonishment in interrogative sentences; negative
logical assumptions in negative sentences. It can be followed by different
infinitive forms:
Can he really be ill? = Неужели он действительно болен?
Could he really be ill? (less categorical).
Can/could he really have said it? (refers to the past) = Неужели он это
сказал?
Can/could she be still sleeping? = Неужели она все еще спит?
Can/could he have failed to notice anything?/ Can/could he have noticed
nothing? = Неужели он ничего не заметил?
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9. It can’t/ couldn’t be true. = Вряд ли это правда, это не может быть
правдой.
He can't/couldn't have been waiting for us all this time. = Вряд ли он ждал
нас все это время.
He can’t/couldn’t have failed to notice it. = Вряд ли он этого не заметил.
They can’t dislike you. = Ты не можешь им не нравиться.
Typical mistakes
1. Неужели она ничего не знает? Can she not know anything?*
Correct: Can/could she know nothing?
2. Ты не можешь не нравиться его матери. His mother can’t not like you.*
Correct: His mother can’t/couldn’t dislike you?
3. Неужели она это сделала? Could she do this? *
Correct: Can/could she have done this?
4. Неужели она этого не сделала? Can she not have done this?* Couldn't
she do this?*
Correct: Can/could she have failed to do this?
7. to make suggestions (mostly could; can is informal):
You could try phoning her at the office.
We could go to the cinema.
8. to ask emotionally-coloured special questions (to express puzzlement,
impatience, etc.):
What can/could he mean? = Что он, собственно, имеет в виду?/ Что бы
это означало?
What can/could he be doing?
How can you say such things?
Who can tell? = Кто может знать?
9. before verbs of sense perception (usually not translated; not be able to):
Can you see her? = Ты ее видишь?
I can hear somebody whistling. = Я слышу, как кто-то свистит.
MAY
negative form: may not
past form: might, might not / mightn’t
We use may
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10. 1. to ask for and give / refuse permission:
May I come in?
I’ll begin if I may.
Might I join you? (more polite than may even shy).
He told me that I might smoke in the room (in past-time contexts).
You may smoke in here.
You may not smoke in here.
Compare with can/ could:
May I do smth.?
formal = Do you permit
me to do it?:
May I come in? (= I’ll
come in only if you
allow me to do it?)
You may do smth.
= I give you my
permission to do it.
You may not do smth.
= I don’t allow you to
do it.
Can I do smth.?
a. informal:
Can I use your pen? =
Ручку возьму?
b. is it possible
according to some
rules, laws, etc.:
Can I drink this water? –
Yes. It’s drinking water.
You can do smth.
a. = I have nothing
against it. Do if you
want to.
b. it is not prohibited:
You can drive a car in
Britain if you are over
17.
You cannot do smth.
a. refusal:
You can’t go out so late.
b. it’s prohibited:
You can’t drive a car in
Britain if you are under
17.
Could I do smth.?
more polite than can
(implies request):
Could I ask you a
personal question?
------------
------------
2. to express supposition. It is used both in affirmative and negative
sentences; with different infinitive forms (= Can 5). Might expresses even
more uncertainty:
He may/might come soon (= I suppose that he’ll come soon, but I’m not
sure). = Возможно/ может быть/ я предполагаю, что он скоро придет.
He may/might be sleeping, I don’t know exactly.
Compare: may not and can’t:
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11. He may not be sleeping (= I’m not sure whether he’s sleeping or not).
He can’t be sleeping (=I’m sure he’s not sleeping).
Note 1. May is not used in questions. Might / could or even can are used
instead:
Who can / could / might these flowers be from?
Typical mistake
1. Он может скоро прийти. He can come soon.*
Correct: He may/might/could come soon.
3. to express possibility due to circumstances (= Can 2). It is followed by
simple infinitives and is used only in affirmative sentences:
In this museum you may see some interesting things (= you can see…).
He said I might see a lot of interesting things there (reported speech).
Come what may = Будь, что будет.
Note 1. Can in this meaning is used in any sentence:
Can you meet him here? (= Is it possible that you’ll meet him here?)
You can’t meet Jim at the office today. Today’s his day-off.
Note 2. might have done indicates that a possible past action was not
carried out due to circumstances (= could have done also see Can 2. Note 2):
He might (could) have fallen ill if he had not taken the medicine.
4. to express disapproval, reproach (only might):
might do: the situation can still be changed:
You might carry my bag (the bag I’m carrying now). It’s too heavy for a
woman. = Мог бы и помочь мне нести мою сумку.
might have done: nothing can be changed now:
You might have helped me yesterday.
5. to make suggestions:
may/might as well: let’s do it but only because there’s nothing better to do
or there’s no reason why we shouldn’t do it (Compare with Can 7.):
We may (might) as well go to this party. We’ve nothing else to do. = Мы
вполне можем пойти на эту вечеринку.
6.in wishes:
Long may he live. = Желаем ему долгих лет жизни.
May you be very happy. = Желаю Вам счастья.
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12. MUST
negative form: must not / mustn’t
in past reported speech: had to but not in orders and
positive logical assumptions:
He said he had to be in a hurry (He was obliged to).
BUT: He said that I must do it immediately (He
ordered me to do it).
He said it must have been difficult for Mary to get the
job. (He was sure of it).
We use must
1. to express positive logical assumptions. It is used only in affirmative
sentences; with different infinitive forms:
He looks so pale. He must be ill (= I’m sure he’s ill. I can see it). = Должно
быть, вероятно, очевидно, я уверен, что он болен.
Ybbbour examinations are next week. You must be studying a lot at the
moment.
It must have been raining all the night. There’re big puddles in the garden.
Compare with may (See May 2.):
He hasn’t come yet. But it’s high time he came. He may be ill (I’m not sure).
Note 1. Must is not used with the reference to the future. Someone’ll
probably/ evidently do; someone is sure / bound to do can be used instead:
He’ll probably come tomorrow. He promised he would come on Sunday.
He’s sure to come back. All his things are here.
Note 2. Must in this meaning is not used in negative sentences with the
particle ‘not’. Still other ways of expressing negation are acceptable:
You must have misunderstood me. I didn’t mean that. = Вероятно, вы меня
не поняли.
She must have never read the book. = Я уверена, что она не читала эту
книгу.
Nobody must have told him about it. = Должно быть, ему об этом не
сказали.
Note 3. To make a logical assumption which is negative, we use cannot/
could not (less categorical) which can be followed by different infinitive
forms (See Can 6):
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13. You can’t/ couldn’t be hungry already. We had breakfast half an hour ago
and you said you were full up (= I’m sure that it’s impossible for you to get
hungry so soon).
Compare:
Я предполагаю и уверен, что это
так (approx. 95% sure)
Я предполагаю, но не уверен, что
это так (approx. 50% sure)
Я предполагаю и уверен, что это
не так (approx. 95% sure)
Я предполагаю, но не уверен, что
это не так (approx. 50% sure)
must
may/ might / could + different
infinitive forms
can’t / couldn’t
may not
Должно быть, она опоздала на поезд. = She must have missed the train.
А, может быть, она опоздала на поезд. = She may / might / could have
missed the train.
Она не могла опоздать на поезд (я уверен, что она не опоздала) = She
can’t / couldn’t have missed the train.
Возможно, она не опоздала на поезд. = She may not miss the train.
Typical mistakes
1.Она должно быть очень страдает. She must suffer a lot.*
Correct: She must be suffering a lot.
2.Он, должно быть, ничего не знает. He mustn’t know anything.*
Correct: He must know nothing.
3. Она, должно быть, не записала ваш адрес. She must not have written
your address.*
Correct: She can't have written / must have failed to write down your address.
4.Она, скорее всего, придет через десять минут. She must come in ten
minutes.*
Correct: She’ll probably come in ten minutes.
2. to express a rule or regulation about things which are absolutely
necessary to do or not to do (also in formal written notices):
When you drive you must stop at a red light and mustn’t overtake on a bend.
This door must not be left open (a formal written notice).
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14. 3. to express obligation from the speaker’s point of view. In affirmative
sentences it implies order:
You must talk to your daughter about her future (The speaker personally feels
that it’s necessary to do, it implies order).
Must he do it? (= Do you personally think it’s necessary for him to do it?)
I must work hard to pass the exam (I personally think it’s necessary for me).
4. to express prohibition (in negative sentences):
You mustn’t tell anyone what I said (= It’s necessary that you do not tell
anyone).
Note 1. Must is not used to express absence of necessity. Someone need
not/ doesn’t need to/ doesn’t have to do can be used instead (see Need 1,
Have to 1):
You don’t need to tell anyone the news. I’ve just done it myself.
Compare with can, may (see Can. 4, May. 1):
You must not do smth.
from the speaker’s point
of view it’s necessary:
You must not be late for
the interview. It’s your
only opportunity to get
the job.
You cannot do smth.
it’s prohibited due to
generally accepted
rules:
You cannot be late for
classes.
You may not do smth.
the speaker doesn’t
allow smth.:
You may not be late for
dinner today. Do not ask
me about it.
5. to give emphatic advice (the meaning of obligation is weakened):
You must come and see us when you are in London.
You mustn’t miss the film. It’s very good.
6. in set-phrases:
I must be going/ be off. = Мне пора.
I must tell you that…
You must admit.
NEED
can be used as a defective verb (esp. in negative
sentences):
You needn’t do it.
and as a regular verb (esp. in American English):
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15. You don’t need to do it.
We use need:
1. to express necessity (the meaning is rare) / absence of necessity
You needn’t hurry. You’ve got plenty of time. (= It’s not necessary for you to
hurry.)
Compare with mustn’t (see Must 4):
You mustn’t hurry. (= It’s necessary that you don’t hurry. I order you not to
hurry.)
Note 1. needn’t have done means that someone did something not
knowing that it wasn’t necessary, it was a waste of time / effort:
Tom wanted to catch a train. He left home late, so he hurried to the station.
But the train was also late – it didn’t leave until 20 minutes after Tom arrived
at the station. So Tom needn’t have hurried but he did it as he didn’t know
that the train would be late. (= Том спешил зря.)
Note 2. didn’t need to is different from needn’t have done, it means that
an action was unnecessary and it was known at the time of the action:
I didn’t need to go there but I decided to go anyway. (= Мне не нужно было
идти туда.)
2. to express permission not to do something (the speaker gives authority
for the non-performance of the action) (compare with Can 4, May 1):
Shall I type this letter now? – No, you needn’t. You can do it later.
HAVE TO
is not defective. It has all analytical forms and verbals:
Having to work alone, he wanted all his time for his
research.
Why do I have to do everything by myself?
He didn’t have to work alone. Everybody was ready to
give him a helping hand.
We use have to
1. to express obligation or necessity due to circumstances:
She has to wear glasses for reading (= It’s necessary to her to wear glasses
because without glasses she can’t read. She’s short-sighted).
Note 1. have got to do is used to talk about a specific occasion:
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16. I’ve got to hurry up. Mary is waiting for me.
Compare with must (see Must 3):
She must wear glasses (I personally think so. Otherwise she might ruin her
eyesight completely).
2. to express absence of necessity (in negative sentences) (= Need 1):
Jill used to wear glasses. But after the operation she doesn’t have to (OR
doesn’t need to) wear glasses any longer.
John watered the flowers. That’s why Jane didn’t have to (OR didn’t need to)
do it.
Compare with needn’t do (see Need 2):
You needn’t go there. I’ll manage everything without your help (the speaker
gives authority for the non-performance of the action)
You don’t have to go to school today. It’s Sunday (the absence of necessity is
based on external circumstances).
Compare didn’t have to and needn’t have done (see Need 1. Note 1):
Jane was going to water the flowers but suddenly it started to rain. That’s
why she didn’t have to water the flowers.
Jane needn’t have watered the flowers because it started to rain soon after
(Jane watered the flowers but it was a waste of time and effort).
BE TO
is not defective
We use be to:
1. to express obligation resulting from a previously arranged plan or
agreement (in affirmative and interrogative sentences). It may express the
idea that someone else demands it:
Who was to speak at the meeting?
I am to be at the airport at 9.00. (My boss has told me to go there, so I can’t
avoid it.)
Note 1. was/ were to have done means that the plan was not fulfilled or
the arrangement was broken:
We were to have met him at the station but came late. He had already gone
away by taxi.
Compare with was/ were to do:
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17. We were to meet him at the station. (It’s not clear whether we met him or
not).
Compare with must, have to (see Must 3, Have to 1):
must do smth.
obligation from the
speaker’s point of view:
We must wait for them, I
think (= I personally
think it’s necessary).
have to do smth.
obligation imposed by
circumstances:
We had to wait for them
at the entrance as they
had the tickets. (We
couldn’t enter without
them)
be to do smth.
obligation resulting
from an arrangement:
We are to wait for them
at the entrance (We’ve
agreed to meet there/
we’ve been told to do
it.).
2. in orders or instructions (often official) to express an arrangement made
by one person for another:
This door is to remain locked at all times (=must: a notice on a door).
You are to go straight to your room (= Ты иди в свою комнату: a parent is
scolding a child).
3. to talk about something that is thought of as unavoidable, destined to
happen:
He didn’t know at that time that he was never to see his native place again (=
…было не суждено…).
4. to express possibility (Also see Can 2, May 3) when it is
a. followed by passive infinitives:
Where is he to be found? (= А где его можно найти?).
Nothing was to be done under the circumstances.
b. followed by active infinitives in questions with How?:
How am I to know that you are telling the truth? (= Откуда мне знать
(есть ли вероятность того), что Вы говорите правду?)
5. in emotional questions:
What am I to do? (= Что мне делать, Как мне быть?)
What’s to become of me? (= Что со мной будет?)
Where am I to go? (= Куда же мне идти?)
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18. SHOULD/OUGHT TO
negative form: should not/ shouldn’t; ought not to /
oughtn’t to
should is a completely defective verb
ought to is partly defective, it is followed by the
Infinitive with the particle ‘to’
We use should, ought to
1. to give advice. Should is more common, ought to - a little more
emphatic as it emphasizes moral obligation or duty:
It’s late. You should go to bed. (=It would be a good thing to do).
Tom shouldn’t drive. He’s too tired. (= I don’t think it’s a right thing for him
to do).
Should I talk to him? (Do you think it is a right thing to do?).
You oughtn’t to tell lies. (It’s immoral to tell lies).
Note 1. Should is not as strong as must (see Must 5):
Compare:
You should stop smoking (It would be a good thing to do).
You must stop smoking (It’s necessary that you stop smoking. I insist on it).
Note 2. Should is different from had better. ‘d better do is used to give
advice about what should be done in the future in order to avoid some bad
consequence:
You’d better stop smoking now. (Otherwise something bad might happen, for
ex. we’ll be driven out of here).
2. to express criticism (followed by different infinitive forms):
a. to say that something is not right or not what we expected, that someone is
doing the wrong thing:
Those children shouldn’t (oughtn’t to) be playing. They should be at school.
That motor-cyclist should be wearing a crash helmet.
b. to say that someone did the wrong thing. The modal is followed by
perfect infinitives:
should have done, ought to have done indicate that a desirable action was
not carried out;
should not have done, ought not to have done indicate that an
undesirable action was carried out.
The party was great last night. You should’ve come. Why didn’t you?
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19. She oughtn’t to have listened to our conversation. It was private.
3. to express probability, usually with the reference to the future; to say
that something will probably happen, esp. of something the speaker
wants (compare with Must 1):
She’s been studying hard. She should (ought to) pass her examination.
4. to say that something is naturally expected:
If it’s a story by Twain it should (ought to) be amusing.
5. to ask for or give opinion:
I don’t think you should (ought to) work so hard.
6. to sound emotional. Only should is used for this purpose:
Why should I do it? = С какой стати мне это делать?
How should I know? = Почем мне знать?
Why shouldn’t I have done that? = А почему бы мне было это не сделать?
I don’t know why he should want to see him. = Я не знаю, с какой стати он
хочет его видеть.
The door opened and who should come in but Tom. = Дверь открылась, и
кто бы вы думали (по-вашему) вошел? Никто иной как Том.
7. Should can be used in subordinate clauses after ‘suggest, propose,
recommend, insist, demand, etc.’:
What do you suggest he should do?/ he do (it’s an infinitive!!!)? (US)
Tom insisted that she should buy a car.
WILL
no contracted affirmative form
negative form: will not / won’t
past form: would, would not / wouldn’t
We use will:
1. to ask someone to do something (in interrogative sentences, with the 2nd
person) in polite requests with the shade of instruction:
Will you shut the door?
Won’t you sit down?
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20. Would you stop talking? (more polite)
Typical responses:
Yes, I’d be happy to / be glad to.
Certainly.
Sure. (informal)
Compare with can, could (see Can 3):
Can/ could you shut the door? (The speaker is not sure the request will be
complied with).
2. to express refusal to do something (in negative sentences):
I won’t be operated on. (= Я ни за что не соглашусь на операцию).
I told the doctor that I wouldn’t be operated on.
3. to ask whether a thing performs or say that it fails to perform its function
(in questions and negative sentences):
Will this printer do double-sided copies?
The pen won’t write. (= Ручка не пишет).
4. to express will, intention, determination to do something (in affirmative
and negative sentences, with the 1st
person):
I’m going to get out of this hole. I will make money.
5. to talk about habitual or recurrent actions, esp. in a disapproving way
(would is characteristic of literary English narratives):
He will leave that door open every time he goes through!
She would sit for hours looking through the window (= Она часами
просиживала, смотря в окно).
Compare with used to do, which is used to talk about something someone
did in the past but doesn’t do any longer now:
I used to read a lot (but not now).
6. in clauses of condition introduced by ‘if’ where it expresses willingness,
consent:
No, we are not going to quarrel at all if you will only let me talk (… если
только ты дашь (согласишься дать) мне сказать).
7. to express prediction (only will) with the reference to the present or future
(followed by simple infinitives), processes (followed by progressive
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21. infinitives) and to the past (followed by perfect infinitives) (compare with
Must 1, Should 3):
This will be the school, I believe (= Это, по-видимому, и есть школа).
Don’t phone her now. She will be sleeping (Она, по всей вероятности,
сейчас спит)
You will have heard the news, I think (Вы, по-видимому, уже слышали
новость).
It also expresses general predictions about things that always happen:
A dog will growl when it’s angry or frightened.
8. to comment on someone’s action, to say sarcastically that it was to be
expected (only would):
She’s been very brave. Yes, she would be brave (= Это на нее похоже,
этого и следует ожидать).
9. in some set phrases:
I won’t have you do this (= I’ll see to it that it doesn’t happen. = Я не
допущу …).
I’d rather do it myself (= I’d prefer to do it myself).
You would, would you? = Ах, ты так.
SHALL
no contracted affirmative form
negative form: shall not/ shan’t
We use shall
1. in offers (in interrogative sentences with the 1st
person singular):
A: Shall I switch on the lights? (= Do you want me to switch on the lights?)
B: Yes, do (please)/ Oh no, thank you.
2. in suggestions (in interrogative sentences with the 1st
person plural)
A : Shall we have some more coffee?
B.: Yes, let’s/ No, I’d rather not.
3.asking for instruction:
I’ve got no money. What shall I do? (= What do you suggest I should do?)
Who shall answer the telephone?
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22. 4.in directives but this use is very formal and rare:
‘You shall be punished,’ said Mrs Marline. ‘You shall go to your room and
stay there without a light when it is dark.’
DARE
negative form: dare not / daren’t
past form: dared, dared not
can be used as a defective verb:
You daren’t tell him the truth.
How dare she read my diary!
as a regular verb:
He didn’t dare to meet his uncle.
Do you dare to tell him?
as a partly defective verb (followed by bare infinitives):
He didn’t dare lie to his father.
Do you dare tell him?
We use dare:
1. to say that someone has the courage or impertinence to do something
(in exclamations with How):
How dare you say that!
How dared she say that!
2. to express lack of courage to do something:
I daren’t ask for money.
I don’t dare (to) ask for money.
I hardly dare tell him what happened.
I dared not say that.
I didn’t dare (to) say that.
No one dared to live in the house since.
3. to challenge someone to do something (in children’s language):
I dare you to jump off the wall. (Not …you jump…)
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23. 4. in the idiomatic expression ‘I daresay’ which means ‘I think it’s probably
true’:
I daresay the climate of the country is rather good.
SECTION 2 MODAL VERBS IN COMMUNICATION
There is no communication among people without expressing their attitudes
to what they say and to one another. It means that we cannot manage without
modals in everyday life. But those who speak English as a foreign language
may have great difficulty choosing the correct modal verb to express exactly
what they want to. These are the most common situations in which modals
are helpful:
1. Asking for permission:
Can I ask you a question, please? (informal)
Could I (possibly) ask you a question, please? (more polite)
Can’t / Couldn’t I ask you a question? (if you want to put extra pressure on
someone to give a positive answer)
I wonder if I could ask you a question. (very polite)
May I ask you a question, please? (formal)
Might I ask you a question, please? (very formal)
2. Giving / Refusing permission:
You can park your car here. (informal)
You may park your car in this area. (formal – usually written)
You can’t / mustn’t park your car here (informal, prohibition)
You may not park your car here (formal – usually written)
You needn’t do it. (permission not to do)
3. Making requests / instructions / orders:
Can you explain this to me? (informal)
Could / Would you explain this to me? (more polite)
Will you explain this to me? (polite instruction)
You must explain this to me. (very strict)
Can I have some water? (informal)
Could I have some water? (polite)
May I have some water? (formal)
Might I have some water? (very formal)
What shall I explain to you? (asking for instruction)
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24. 4. Making offers:
I’ll help you.
Can I help you?
Could I help you? (less certain that the offer will be accepted)
Shall I help you? (= Do you want me to help you?)
Would you like me to help you? (on a specific occasion)
5. Making and asking for suggestions:
Shall we visit Grandma this weekend?
We can / could visit Grandma this weekend.
We may as well visit Grandma this weekend. (because there’s nothing else to
do)
Where shall we go? (=What’s your suggestion?)
Would you join us tomorrow? (invitation)
6. Giving advice:
You should / ought to study harder.
You really must come to see us (very strong and emphatic).
7. Criticizing:
You should / ought to have been more careful.
You might be more careful (= Be more careful now).
You might have been more careful (= You should have been more careful).
8. Expressing possibility / talking about facts (not specific occasions)
It can (sometimes) happen. (it’s a fact)
It could have happened. (It was possible but didn’t happen)
It couldn’t have happened. (There was no possibility that it would happen)
9. Expressing supposition:
Positive:
He may / might / could be sick. (all of them are uncertain, less than 50 %
sure)
Can / could / might he be sick? (not may)
He should do well in the exam. (very certain, 90 % sure, refers to future)
That will be Nick. (prediction)
Negative:
He may not / might not be hungry.
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25. 10.Expressing logical assumptions
Positive:
He must be sick (very certain, 95 % sure)
Negative:
He can’t / couldn’t be sick. (very certain, 95 % sure)
11.Expressing obligation / necessity:
Positive:
We must get up early. (from the speaker’s point of view)
We are to get up early. (from a previously arranged plan or agreement)
We have to get up early. (from the situation)
We have to get up early tomorrow. (the necessity already exists)
We’ll have to get up early tomorrow if they phone us. (the necessity may or
may not appear tomorrow)
We’ve got to get up early tomorrow. (from the situation, a specific occasion)
We need to get up early.
Negative:
We don’t need / have to get up early.
12.Talking about ability:
I can / can’t do it. (in present-time contexts)
I could / couldn’t do it. (general ability in past-time contexts)
I was able to do it. (a specific achievement in past-time contexts)
I’ll be able to do it. (a future ability which doesn’t exist now)
I have been able to do it for some time.
SECTION 3 INFINITIVES AFTER MODAL VERBS
Modal verbs are followed by infinitives. Some of their meanings allow only
simple infinitives (do, occasionally to do) others demand different forms:
I could swim when I was three. (past ability)
I’ve got to do everything in an hour. (obligation)
She may be sleeping now. (supposition near uncertainty)
You needn’t have done everything yourself. (necessity)
She must have been carefully instructed before the interview. (supposition
near certainty)
There are 6 infinitive forms which are chosen with reference to some
certain types of action:
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26. Active Passive
Simple / Indefinite (to) do (to) be done
Progressive /
Continuous
(to) be doing ---------------
Perfect (to) have done (to) have been done
Perfect Progressive (to) have been doing ---------------
1. Simple (Active and Passive) Infinitive can
1.1. denote a repeated action or state:
I’ve seen this girl many times. She may be our neighbour.
I know her. She can’t do such things.
1.2. denote a future action:
He may be offered a promotion soon. (Perhaps he’ll be offered a promotion
soon.)
Note 1.
Must is not used with the reference to the future. Someone’ll probably/
evidently do; someone is sure / bound to do can be used instead:
He’ll probably come tomorrow.
He’s bound to come soon.
1.3.be used with verbs which are not used in progressive tenses:
She can’t know anything about it.
2. Progressive (Active) Infinitive denotes a simultaneous action in progress:
Can/could she be still sleeping? (It is doubtful that she is still sleeping.)
3. Perfect (Active and Passive) can
3.1.denote a prior action:
She must have already heard the news. She’s smiling (I’m sure she has heard
the news).
3.1. denote a possible or desirable action which did not happen:
She could have failed the exam. (It was possible because she wasn’t prepared
enough, but it didn’t happen).
or undesirable action which happened:
You shouldn’t have gone so early. (It’s a pity you went so early.
3.2. occasionally denotes a future action which will have happened by some
future moment:
You may have left by the time I’m back (Perhaps, you’ll have left by the time
I’m back).
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27. 4. Perfect Progressive (Active) can
4.1. denote an action of certain duration:
She can’t have been sleeping for over 12 hours. (It seems improbable that she
has been sleeping for over 12 hours).
4.2. denote a prior action of certain duration which has/had visible results:
She’s so tired. She must have been working hard. (I’m sure she was working
hard the whole week. That’s why she looks so tired)
4.3. denote a past process:
She must have been sleeping when I phoned and didn’t hear the ring. (I’m
sure she was sleeping when I phoned.)
5. Passive (Simple and Perfect) has a passive meaning. It can denote an
action which is received
5.1. by the subject:
She must have been kidnapped. (I’m sure she was kidnapped)
5.3. by people in general:
It can’t be pleasant to be scolded. (People don’t like to be scolded)
SECTION 4 MODAL VERBS IN REPORTED SPEECH
When there is a modal verb in the original statement, suggestion, etc., this
sometimes changes when we report what was said. It depends on the meaning
it expresses. So one modal is changed in one context and not changed in
another. The changes are summarized in the table:
modal verb in original modal verb in report (past time
context)
could, would, should, might, ought
to, used to
could, would, should, might, ought
to, used to
will, can, may, be to, have to, need,
dare
would, could, might, was/were to,
had to, needed, dared
will, can, may (if the situation we are
reporting still exists or in the future)
may (supposition)
can’t (doubt, negative logical
assumption)
must (positive logical assumption)
may
can’t
must
shall should
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28. must (obligation)
mustn’t (prohibition)
had to
mustn’t
needn’t (absence of necessity,
permission not to do something)
didn’t need to
‘You may do it,’ – he said – He said that I might do it. (permission)
‘John may be sleeping now,’ he said – He said that John may be sleeping
now. (supposition, not ‘might’ as it expresses less certainty)
‘I must do it as soon as possible,’ I thought. - I thought that I had to do it as
soon as possible. (obligation)
‘Oh. You mustn’t hurry. Make sure you don’t spoil anything,’ he said. – He
said that I mustn’t hurry. (prohibition, not ‘didn’t have to’ as it expresses
lack of necessity)
SECTION 5 RUSSIAN-ENGLISH CORRESPONDENCES
1. умение / способность
Я (не) умею это делать…………
Я умел это делать……………….
Я сумел / смог это сделать……..
Я не смог это сделать…………...
Я научусь это делать……………
2. возможность (факт)
(Иногда) это возможно
происходит………………………
Это не возможно………………...
Возможно ли это?.........................
3. предположение близкое к
неуверенности / возможность в
конкретном случае
Это возможно произойдет…
Это возможно не произойдет…
I can do it.
I could / was able to do it.
I was able to do it.
I couldn’t do it.
I’ll be able to do it.
It can / may happen. / I can / may do
it.
It can’t happen.
Can it happen?
It may / might / could happen. / I may
/ might / could do it.
It may not happen. / I may not do it.
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29. Это возможно происходит
(повторяющееся действие)……..
(в настоящий момент)………….
Это возможно произошло…
Это возможно происходило
(процесс в прошлом / период
времени)…………………………
Возможно ли это?.......................
Это было возможно, но не
произошло……………………….
4. предположение близкое к
уверенности / логические
выводы
Это точно происходит в
настоящий момент………….
Это точно произошло…………..
Это точно происходило (процесс
в прошлом / период времени)…..
Это точно не происходит
(повторяющееся действие)……..
(в настоящий момент)………….
Это точно не произошло………..
Это точно не происходило
(процесс в прошлом / период
времени)…………………………
5. разрешение
Позвольте мне сделать это?
(formal)…………………………..
Можно я? (polite)……………….
Я сделаю это? (informal)………..
Я (не) разрешаю этого делать….
Я не имею ничего против этого...
It may / might / could happen.
It may / might / could be happening.
It may / might / could have happened.
It may / might / could have been
happening.
Can / could / might it happen?
It could / might have happened.
It must be happening.
It must have happened.
It must have been happening.
It can’t / couldn’t happen.
It can’t / couldn’t be happening.
It can’t / couldn’t have happened.
It can’t / couldn’t have been
happening.
May I do it?
Could I do it?
Can I do it?
You may (not) do it.
You can do it.
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30. Я против этого…………………..
Нельзя……………………………
Можешь этого не делать……….
6. запрет
Этого нельзя делать (таковы
требования)…………………….
(таковы правила)………………
Я не разрешаю тебе этого
делать……………………………
Нет, нельзя…...………………….
7. просьба / инструкция /
приказ
Не мог бы ты это сделать?..........
Ты можешь это сделать?.............
Пожалуйста, сделай это
(polite)……………………………
(more polite)……………………..
Ты это должен сделать
(таковы требования)……………
8. совет
Тебе (не) следует это сделать….
Следует ли мне это сделать……
Сделай это обязательно
(эмоциональный совет)………..
9. предложение (своих услуг,
чего-либо)
Мне сделать это?........................
Не хочешь ли …?........................
(esp. at table)
Вам помочь?...............................
10. предложение (идея)
Мы могли бы сделать это………
You can’t do it.
You mustn’t do it.
You needn’t do it.
You mustn’t do it.
You can’t do it.
You may not do it.
No, you can’t.
Could you do it?
Can you do it?
Will you do it?
Would you do it?
You must do it.
You should (not) / ought (not) to do
it.
Should I do it?
You must do it.
Shall I do it?
Would you …?
Can I help you?
We could / can do it.
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31. Можем и сделать это…………..
Давай сделаем это………………
11. критика / упрек
Тебе не следовало этого делать..
Тебе не следует этого делать
(сейчас) …………………………
Мог бы и сделать это
(сейчас)………………………….
(в прошлом, ситуацию не
исправить)…………………….
12. долженствование
Я должен сделать это
(я сам считаю это
необходимым)………………….
(этого требует ситуация)………
( мы так договорились)………...
13. необходимость
Мне нужно это сделать………..
Мне не нужно этого делать…….
Мне не пришлось этого делать...
Зря я это сделал…………………
Нужно ли мне это сделать?........
14. запрос на инструкцию
Мне сделать это?........................
Как мне это сделать?...................
Вы настаиваете, чтобы я это
сделал?..........................................
We may / might as well do it
Shall we do it?
You shouldn’t have done it.
You shouldn’t be doing it.
You might do it.
You might have done it.
I must do it.
I have to do it.
I am to do it.
I need to do it.
I don’t have / need to do it.
I didn’t have / need to do it.
I needn’t have done it.
Do I have / need to do it.
Shall I do it?
How shall I do it?
Must I do it?
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32. SECTION 6 EXERCISES
Exercise 1. Complete the sentences using the correct form of can. Comment
on its meaning in each sentence.
1. Tom . . . drive but he has no car.
2. I can’t understand Martin. I’ve never . . . understand him
3. I used to . . . stand on my head but I can’t do it now.
4. He can’t play tennis very well now but he . . . play quite well when he
was younger.
5. Did they find your house? – Yes. It took them a long time but they . . .
find it.
6. He hurt his leg so he . . . walk very well.
7. The boy fell into the river but fortunately I . . . rescue him.
8. My grandmother loved music. She . . . play the piano very well.
9. When shall we go and see Tom? – We . . . do it on Friday.
10. . . . I help you, sir?
11. Did you buy that car? – No. I . . .have bought it but decided not to.
12. Jim wanted Ken to play tennis on Monday afternoon but couldn’t
contact him. Ken . . . have played anyway because he wasn’t free on
Monday afternoon.
13. . . . you tell me the right time, Mr. White?
14. I don’t think so. She . . . know a lot of people here. She is a stranger in
this town.
15. Did Tom know about the plan? – No. He . . .have known about it? We
kept it a secret.
16. He refused to help us. But he . . . have helped us if he wanted to.
Exercise 2. Complete the sentences using the correct form of may. Comment
on its meaning in each sentence.
1. Do you know if they are married? - I’m not sure. They . . . be married.
2. Do you know if she was serious? - I’m not sure. She . . . have been
serious. It sounded too improbable. I’m not sure.
3. Look! Sue’s going out. I wonder where she’s going. – I don’t know. She . .
. be going to the theatre.
4. My friend said I . . . meet a lot of interesting people there.
5. . . . you be very happy!
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33. 6. Where are going for your holidays? – I haven’t yet decided but I . . . go
to Italy.
7. Yesterday I had to do everything by myself. You . . .have helped me. Why
didn’t you?
8. A friend has invited you to a party. You’re not very keen to go but there
isn’t anything else to do. So you think you should go. You say: ‘I . . . as
well go. There isn’t anything else to do’.
9. . . . I come in? – Yes , you … .
10. You are not alone in the room! You . . . .stop smoking.
Exercise 3. Complete the sentences using the correct form of must where
possible. Comment on its meaning in each sentence.
1.All lights …be turned off by midnights.
2. We must make him change his mind, …we?
3. When you drive, you …go faster than the speed limit.
4. I … have been sleeping when you phoned.
5. I …be more attentive at the lectures.
6. You … visit the museum.
7. … we really help him?
8. He said he … talk about it with his friends.
9. You … come on time.
10. You … get tired tomorrow.
Exercise 4. Can, may, must: Which of the sentences is correct?
1. Неужели он не заметил тебя?
a. Can he have failed to notice you?
b. Could he not notice you?
c. Can he not have noticed you?
2. Жаль, что вчера погода была плохая, мы могли бы пойти
прогуляться.
a. We could take a walk.
b. We could have taken a walk.
c. We can have taken a walk.
3. Может быть, он тебя не заметил.
a. He may not notice you.
b. He might not have noticed you.
c. He might not notice you.
4. Это не может быть правдой.
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34. a. It must not be true.
b. It cannot be true.
c. Can it be true?
5. Неужели она все еще ждет нас?
a. Can she still wait for us?
b. She may not be waiting for us.
c. Can she be still waiting for us?
6. Она, должно быть, скоро придет.
a. She must come soon.
b. She’ll probably come soon.
c. She can come soon.
7. Неужели он знал об этом?
a. Could he know about it?
b. May he have known about it?
c. Can he have known about it?
8. Я предполагаю, что он может и не знать об этом.
a. He may not know about it.
b. He may fail to know about it.
c. He cannot know about it.
9. Джейн впервые в нашем городе. Почему вы ее не встретили вчера в
аэропорту? Могли бы и встретить.
a. You might meet her.
b. You might have met her.
c. You could have met her.
10. Возможно, он этого не знал.
a. He may not have known about it.
b. He must have known nothing about it.
c. He could know nothing about it.
11. Он точно не знал этого.
a. He cannot have known about it.
b. He must not have known about it.
c. He must know nothing about it.
12. Она, должно быть, много читает.
a. She must be reading a lot.
b. She must read a lot.
c. She may be reading a lot.
13. В конце концов, мы смогли заказать 2 билета.
a. At last we could book 2 tickets.
b. At last we can have booked 2 tickets.
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35. c. At last we were able to book 2 tickets.
14. Словарь возьму?
a. May I take your dictionary?
b. Can I take your dictionary?
c. Could I take your dictionary?
15. Перед неисчисляемыми существительными неопределенный
артикль употреблять нельзя.
a. You may not use the indefinite article before uncountable nouns.
b. You must not use the indefinite article before uncountable nouns.
c. You can not use the indefinite article before uncountable nouns.
Exercise 5. Complete the sentences using the correct form of have to.
Comment on its meaning in each sentence.
1. I’d like to. But Mum says I … visit my grand parents.
2. If you are late, I … do everything myself.
3. Tomorrow I .. get up earlier than usual.
4. It rained yesterday. We … water the flowers.
5. … he really … leave?
Exercise 6. Complete the sentences using the correct form of be to. Comment
on its meaning in each sentence.
1. ‘You … do it immediately’, says the father to the child.
2. As we had agreed, we … wait for them at the bus stop.
3. He …have bought the flowers but he didn’t.
4. What … become of me?
5. Tomorrow I … come first.
Exercise 7. Complete the sentences using the correct form of need (to).
Comment on its meaning in each sentence.
1. I get to school by bus which leaves at 7. I … get up early .
2. You … have bought any bread. I didn’t ask you to do it.
3. The exercise is very easy. You … do it in writing.
4. My friend phoned me and said that he was running late. I … hurry.
5. He … do any shopping. His mother does everything.
Exercise 8. Must, have to, be to, need:
a. Which of the patterns would you use to translate the sentences into
English?There may be more than one answer to some of the sentences
so choose the best one:
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36. 1. Мне нужно спешить. В шесть часов я должен встретить маму на
вокзале.
a. must meet
b. am to meet
c. need to meet
d. have got to meet
2. Боюсь, мне нужно уходить. Меня ждут дома.
a. have to go
b. need to go
c. am to go
d. have got to go
3. Должно быть, это держали в секрете долгое время.
a. must be kept
b. must have been kept
c. had to be kept
d. was to be kept
4. Вчера Тому не нужно было никуда выходить, так как Мери купила
все необходимое накануне.
a. did not have to go out
b. need not have gone out
c. need not go out
d. must not go out
5. Позже или раньше, но всегда приходиться выбирать.
a. one has to choose
b. must choose
c. needs to choose
d. is to choose
6. Мы решили, что он должен рассказать ей, что произошло.
a. was to have told her
b. had to tell her
c. must have told her
d. was to tell her
7. Ни к чему было покупать эту книгу. Ее можно взять в библиотеке.
a. did not need to buy
b. need not have bought
c. did not have to buy
d. was not to have bought
8. Можете не выполнять это упражнение письменно. Мы проверим его
устно.
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37. a. need not have done it in writing
b. do not have to do
c. are not to do
d. need not do
9. Ей приходится вставать рано, так как ей долго добирать до
университета.
a. has to get up
b. needs to get up
c. must get up
d. has got to get up early
10. Завтра выходной, и тебе не нужно вставать рано.
a. must not get up
b. are not to get up
c. do not have to get up
d. will not need to get up
b. Translate the sentences above into English.
Exercise 9. Complete the sentences using the correct form of should / ought
to. Use either of the verbs or both where possible. Comment on their
meanings in each sentence.
1.You … ask Tom about his exam. He failed and is too much upset about it.
2. Do you think you … do it immediately?
3. Don’t worry. Rachel … do well in her exam.
4. You … have been so rude to your parents.
5. Why … I do it?
Exercise 10. Complete the sentences using the correct form of will or shall.
Comment on their meanings in each sentence.
1. Oh, someone’s knocking. That … be Greg.
2. … I switch on the lights?
3. … you answer my question?
4. The door … open. We can’t get in.
5. He explained that the door … open.
Exercise 11. Complete the sentences with the appropriate forms of the words
in parentheses. Add not if necessary for a sentence to make sense. (Section 3)
1. Look. Those people who are coming in the door are carrying wet
umbrellas. It (must + rain).
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38. 2. A: Where’s that cold air coming from?
B: Someone (must + leave) the door open.
3. Alex (should + watch) TV now. He has a test tomorrow that he needs to
study for.
4. The roads are treacherous this morning. In places there’re nothing but a
sheet of ice. I (should + take) a bus to work today instead of driving my
car.
5. A: Why didn’t Jack answer the teacher when she asked him a question?
B: He was too busy staring out of the window. He (must + daydream).
6. A: Where is Jane? I haven’t seen her for weeks?
B: I’m not sure. She (might +travel) in Europe. I think I heard her mention
something about spending a few weeks in Europe this spring.
7. You (need + buy) so much food. We are leaving tomorrow.
8. Mary (may + return) by Wednesday
9. Her eyes are red. She (must + cry).
10. You say it was boring at the party. Anyway I (could + come) as I was
busy studying for my exam.
Exercise 12. Say the sentences in another way using modals.
1. I’m sure this is the hotel we stayed at last year.
2. It’s not a good idea to eat so much chocolate.
3. Please help me with my bags.
4. She is able to play the guitar well.
5. Why not see a film tonight.
6. Don’t work too hard.
7. It isn’t possible for me to meet you this evening.
8. I’ve finished my exams. It’s not necessary for me to study any more.
9. There’s a possibility of better weather tomorrow.
10. Our family went to the seaside every summer but not any more.
11. Do you want me to help you to unpack the shopping?
12. Do you mind if I leave work early today?
13. I refuse to eat such disgusting food!
14. Do you know how to make real Italian Pizza?
15. My only regret is that I didn’t follow her advice.
16. Why use the car? Why don’t you cycle to work?
17. It isn’t necessary for Irish people to take a passport to enter
Britain.
18. It was impossible to understand a word he said.
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39. 19. I strongly recommend the exhibition at the British Museum.
20. I don’t recognize this street. Maybe we took a wrong turning.
21. Let’s go for a bike ride.
22. I’m sure Paula’s train left on time.
23. I’m sure Jim didn’t mention the matter to anyone.
24. It’s possible that Liverpool will win the match.
25. Do you want me to make the lunch?
Exercise 13. Decide how to say what you would say in the following
situations. There may be a number of possible answers (Section 2).
1. Offer to open the door for a stranger.
2. Ask someone to answer the door for you.
3. Invite to go for a swim this morning.
4. Offer to make someone a sandwich.
5. Request an appointment to see your bank manager, Ms Arnold.
6. Give someone permission to use your phone.
7. Suggest going for a picnic this afternoon.
8. Ask someone to wait here for you.
9. Give your son permission to go out but tell him to be back before it
gets dark.
10. You are on a train. The woman next to you has finished reading a
newspaper. Ask her to let you have a look at it.
11. You are in the post office. You want to buy three stamps for
Russia. What do you say?
12. Your friend wants you to phone him later. You don’t know what
time to phone. Ask him when to do this.
13. You are the teacher. Give your students permission not to work in
groups today but tell them not to talk too loud.
14. Offer to answer the phone.
15. You friend is going to visit Greece. Advise him to learn a few
words of Greek before he goes.
16. Ask a friend for a pen.
17. Allow you friend to take your pen.
18. A friend has just come to see you in your flat. Offer him
something to drink.
19. You are sitting in a crowded bus. There is an old lady standing.
Offer her your seat.
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40. 20. You are at an interview. You want to smoke a cigarette. What do
you ask first?
21. You are in a car with a friend who is driving. He is going to park
the car but there is a No Parking sign. You see the sign and say:
22. It is very hot in the room. The window is shut. Suggest opening
the window.
23. You don’t think it would be a good idea for Jill and Sam to get
married.
24. You’ve got a pound note but you need some change. Ask
someone to help you.
25. Prohibit your child to waste money on candies.
Exercise 14. Report what he said / asked (Section 4).
1. ‘You should look for a new job no.’ → He said …
2. ‘You can borrow my guitar.’ →
3. ‘The baby is crying. You must have woken her’ →
4. ‘May I leave earlier today?’ →
5. ‘You must collect more data.’ →
6. ‘That can’t be true.’ →
7. ‘She has to study a lot.’ →
8. ‘I can show you the way.’ →
9. ‘You mustn’t be late for work.’ →
10. ‘He may be still sleeping.’ →
11. ‘Shall I carry this bag for you?’ →
12. ‘You should have tried to do it.’ →
13. ‘You needn’t translate the sentences.’ →
14. ‘We are to meet at ten.’ →
15. ‘I may be wrong.’ →
Exercise 15. Translate the following sentences into English (Section 5).
1. Я умею говорить по-английски.
2. Когда ему было 4 года, он уже умел читать.
3. Она смогла убедить его переехать в другой отель.
4. Он не смог отказаться от этого предложения.
5. Я уже несколько дней не могу дозвониться до родителей.
6. Я думаю, что по окончании этих курсов я смогу водить машину.
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41. 7. Иногда он может исчезнуть на несколько дней, мы все уже
привыкли к этому.
8. Не волнуйся, сегодня он может опоздать.
9. Возможно, он не выполнит это задание. Оно слишком трудное.
10.Я уверен, что он справится с этим заданием.
11. Я уверен, что он справился с этим заданием.
12. Возможно, он не справился с этим заданием.
13. Я уверен, что он не справился с этим заданием.
14. Он мог бы справиться с этим заданием, если бы постарался.
15. Он все равно не справился бы с эти заданием.
16. Возможно, он сейчас обедает.
17. Не может быть, чтобы он обедал. Сейчас еще слишком рано.
18. Я уверен, что в то время он обедал.
19. Не может быть, чтобы они обедали полтора часа.
20. Возможно ли то, что они сейчас обедают,
21.Позвольте задать вам вопрос.
22. Ты можешь мне помочь?
23. Вы можете позвонить в любое время.
24. Если нужно, звони мне в любое время.
25. Нельзя задавать ему этот вопрос.
26. Можете не звонить ему. Я сделаю это сам.
27. Позвоните мне, пожалуйста, в 10 утра.
28. Не могли бы Вы позвонить мне в 10 утра?
29.Тебе следует сначала позвонить, меня может не быть дома.
30. Обязательно позвони мне. Я буду ждать твоего звонка.
31. Следует ли мне позвонить и напомнить о нашей встрече?
32. Тебе нужно было позвонить и напомнить мне о нашей встрече.
33. Могу ли я Вам помочь? – Да, конечно.
34. Не хотите ли еще чаю?
35.Джон ждет тебя уже два часа. Мог бы постараться прийти
пораньше.
36. Мне обязательно нужно хорошо подготовиться к этому тесту.
37. Давай пойдем ложиться спать. Завтра нам нужно встать
пораньше.
38. Завтра мы встречаемся у входа в метро.
39.Хочешь я встречу тебя у метро?
40. Я зря ждал его у метро. Он приехал на автобусе.
41. Он приехал на пол часа раньше, мне не пришлось ждать его.
42. Где мне тебя ждать?
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42. 43. Тебе придется подождать меня, если я буду опаздывать.
44. Мы могли бы подождать его у входа в метро.
45. Можно и подождать немножко. Мы ведь не торопимся.
Exercise 16. Correct the following sentences if necessary.
1. Could you help me lift this box? – Of course, I could.
2. Although he was exhausted, he could finish the race.
3. The bus can be late tonight because there’s a lot of traffic.
4. Let’s wait two more minutes. She must come soon.
5. A: You mustn’t clean the floor.
B: Oh, have you done it already?
6. May you give me a lift to work tomorrow?
7. Sylvia can’t mean what she said.
8. A: Where is Colin?
B: I’m not sure. He must be in the study.
9. May these flowerы be from your fiancé?
10.Will we go for a walk this afternoon?
Exercise 17. Choose the correct variant.
1. A: Can / Might I have a biscuit, Mum?
B: Of course. Help yourself.
2. A: Could I use your pen?
B: Of course you could / can.
3. A: Where’s Jane?
B: I’m not sure. She may / must have gone shopping.
4. A: I didn’t know Rachel was in the choir/
B: Oh yes. She may / can sing beautifully.
5. A: Shall I cook dinner tonight?
B: No you mustn’t / needn’t. We’re going to a restaurant.
6 A: It’s Sally’s birthday on Wednesday.
B: I know I have to / must remember to buy her a present.
7. Although it was dark, he could / was able to find his way in the woods.
8. A: Shall / Must we have a barbecue next weekend?
B: Yes, if the weather’s fine.
9. A: She has a huge house and an expensive car.
B: Yes, she could / must be very rich.
10. Shall / Will you answer the phone, please?
11. A: I’m certain she’s looking for a new job.
B: She can’t / mustn’t. She’s found a good job.
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43. 12. You shouldn’t / needn’t have been so rude to him. It sounded very
offensive.
13. A: Can / Shall I have a milkshake, please?
B: Yes, of course. What flavour would you like?
14. A: I saw Tina in town last night.
B: You could / can’t have seen her. She’s on holiday in Spain.
15. Lizzie might / could spell her name before she was three.
16. A: Did you phone Alan yesterday?
B: No, I needn’t have / didn’t need to. He came round to see me.
17. John can’t be working / work in the library now. I saw him leave an
hour ago.
18. It must have happened / happen like this.
19. Who may / can this present be from?
20. Can / Will I help you, ma’am?
Exercise 18. Choose the correct answer.
1. Shall I make you a cup of tea?
a. Yes, please.
b. No, you won’t.
2. Would you help me please? My car won’t start?
a. I’d be happy to.
b. Yes, I would.
3. Could you open the door for me, please?
a. Yes, I could.
b. Of course.
4. Can you do the washing up for me, please?
a. No, I may not.
b. No problem.
5. We could go for a walk this afternoon.
a. That’s a nice idea.
b. No, we might not.
6. Could I sit down for a minute, please?
a. Yes, of course.
b. No, you couldn’t.
7. Can I get you anything, madam?
a. No, you can’t.
b. No, thank you. I’m just looking.
8. Can I go and play football now, please?
a. Not at all.
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44. b. Yes, if you like.
9. Shall I pick you up from work this evening?
a. Yes, please.
b. No, you won’t.
Exercise 19.
TEST. MODAL VERBS
Task 1. Match the items in column A to their synonyms in column B:
A B
1. You mustn’t …
2. You can’t be …
3. You needn’t …
4. Will you …?
5. She didn’t need to …
6. You should …
7. May I …?
8. We needn’t have …
9. He was able to …
10. Shall we …?
11. You must …
12. they must be …
a. It’s a good idea for you to …
b. It wasn’t necessary for us to … (but we did)
c. Let’s …
d. He managed to …
e. I want you to …
f. It’s forbidden to …
g. I’m sure they are …
h. Do you mind if I …
i. You are to …
j. It’s not necessary for you to …
k. I’m certain you’re not …
l. It wasn’t necessary for her to …
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12 points.
Task 2. Choose the correct word(s) in bold:
A: I found a briefcase on the train.
B: You (1) ought to / can take it to the police station as soon as possible.
A: Did you get some money from the bank?
B: No, I (2) didn’t need to / needn’t. I had enough in my wallet.
A: Sorry. I’m late again.
B: You (3) should / may wear a watch.
A: (4) Couldn’t / May I speak to Claire, please?
B: Just a moment, please. I’ll call her.
A: (5) Could / Would I use your phone, please?
B: Yes, of course.
A: When (6) will / shall I visit you next?
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45. B: You (7) can / must call in tomorrow, if you like.
A: I wonder if Paul and Jim have got lost.
B: They (8) can’t / mustn’t have got lost. I gave them a map.
(at an estate agency) A: (9) May / Can you help us? We’d like a house
with a large garden. It (10) mustn’t / needn’t be in the village, but it (11)
has to / must be on a bus route. It (12) mustn’t / shouldn’t cost more
than $ 200.000.
B: Let’s see. We have three that (13) can / might be suitable. (14) Would
/ Should you like to go and see them now?
Although he was ill, he (15) could / was able to finish all the paperwork.
I went to college yesterday, but I (16) didn’t have to go / needn’t have
gone as all the lectures were cancelled.
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16 points
Task 3. Rephrase the following sentences in as many ways as possible:
1. I strongly advise you to take legal action.
2. I advise you to book a table in advance.
3. How about inviting some friends over to dinner?
4. Perhaps we’ll go to Italy for a holiday next summer.
5. We managed to do the puzzle, although it was difficult.
6. I’m certain she’s looking for a new job.
7. I’m certain she doesn’t know the secret.
8. It’s possible she called while we were out.
9. Perhaps he was sleeping at that time.
10.It’s not necessary to do the ironing today.
11.Driving without headlights is forbidden.
12. It wasn’t necessary to get dressed up, so we didn’t.
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12 points
Task 4. Correct the following sentences.
1. They shouldn’t to have called the police.
2. They might have been forgotten about our meeting.
3. May this letter be from my friend?
4. Could you lend me some money? – Of course, I could.
5. I must study very hard last week.
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46. 6. The shops can be crowded tomorrow because it’s the last shopping day
before Christmas.
7. You mustn’t go to the bank. I can lend you some money.
8. We needn’t have caught the early train so we woke up late.
9. I can’t sleep well for two days.
10.Ben was very rude. He mustn’t have talked to Sarah that way.
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10 points
50 points – 46 points – Excellent
45 points – 36 points – Good
35 points – 26 points - Satisfactory
Less than 25 points - Unsatisfactory
Exercise 20. Answer the questions.
1. Which English modals can express supposition (different kinds of it)?
Comment on the differences in the meanings.
2. Which English modals can express obligation? Comment on the
differences in the meanings.
3. Which English modals can express permission (asking for, giving and
refusing)? Comment on the differences in the meanings.
4. Which English modals can be followed by perfect and progressive
infinitives? Comment on them.
5. Comment on different structures with modals which can be used to get
people to do things.
SECTION 7 KEYS TO EXERCISES
Exercise 1.
1. can
2. been able to
3. be able to
4. could
5. were able to
6. couldn’t
7. was able to
8. could
9. could
10. Can
11. could
12. couldn’t
13. Could
14. Can’t/ couldn’t
15. Can’t/ couldn’t
16. could
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47. Exercise 2.
1. may / might
2. may not / mightn’t
3. may / might
4.might
5.May
6. may / might
7.might
8.may / might
9.May / Might, may
10. might
Exercise 3.
1.must
2.must not /
mustn’t
3.mustn’t
4.must
5.must
6.must
7.must
8.had to
9.must
10. are sure /
bound to,
‘ll probably /
evidently
Exercise 4.
1.a.
2.b.
3.b.
4.b.
5.c.
6.b.
7.c.
8.a.
9.b.
10.a.
11.a.
12.a.
13.c.
14.b.
15.c.
Exercise 5.
1. have got to/ ‘ve got to / have to
2. ‘ll have to
3. have got to/ ‘ve got to / have to
4. didn’t have to
5. Did … have to
Exercise 6.
1. are to
2. were to
3. was to
4. is to
5. am to
Exercise 7.
1. need to
2. needn’t
3. needn’t
4. didn’t need to
5. doesn’t need to
Exercise 8
1.b
2.d
3.b
4.a
5.a
6.d
7.b
8.d
9.a
10.c
Exercise 9.
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48. 1. shouldn’t / oughtn’t to
2. should / ought to
3. should / ought to
4. should / ought to
5. should
Exercise 10.
1. will
2. Shall
3. Will / Would
4. won’t
5. wouldn’t
Exercise 11.
1. must be raining
2. must have left
3. shouldn’t be watching
4. should take
5. must have been daydreaming
6. might be traveling
7. needn’t have bought
8. may have returned
9. must have been crying
10.couldn’t have come
Exercise 12.
1. must be
2. shouldn’t eat
3.Could/ Would you help
11. can play
12. Shall we see, could/can see
13. shouldn’t work
14. can’t meet
15. don’t have to study
16. may/might/could be
17. used to go
18. Shall I help
19. Could I leave
20. won’t eat
14. Can you make
15. should’ve listened
16. could/can cycle
17. don’t have to, don’t need to
18. couldn’t understand
19. must see
20. may/might/could have taken
21. Shall we go, could/can go
22. must have left
23. can’t have mentioned
24. may/might/ could win
25. Shall I take
Exercise 13.
1. Shall I open …?
2. Would you answer …?
3. Shall we go …?
4. Can I make …?
5. Could I make …?
6. You may use … .
14.Shall I answer ..?
15. You should learn …
16. Can you give …?
17. You can take …
18. Would you have …?
19. Would you take …?
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49. 7. We could go … .
8. Could you wait …?
9. You can go …, you must be …
10.May I have?
11. Will you sell …?
12. What time shall I phone ...?
13.You needn’t work… but you
mustn’t talk … .
20. Can I smoke …?
21. You mustn’t park …
22. Shall I open …?
23. They shouldn’t get …
24. Could you help …?
25. You mustn’t waste …
Exercise 14.
1. I should
2. I could
3. I must
4. if he might
5. I had to
6. that can’t
7. she had to
8. he could
9. I mustn’t
10.he may
11.if he should
12.I should
13.I didn’t need to
14.they / we were to
15.he may
Exercise 15.
1. I can speak …
2. he could read …
3. She was able to persuade …
4. He couldn’t refuse
5. I haven’t been able to phone
6. I’ll be able to drive …
7. He can disappear …
8. He may / might / could be …
9. He may / might / could not do ...
10.He’ll sure / bound to do …
11.He must have done …
12.He may / might / could not have
done …
13.He can’t / couldn’t have done ..
14.He could have done …
15.He couldn’t have done …
16.He may / might / could be
having …
17.He can’t / couldn’t be having …
24.you can phone …
25.You mustn’t ask …
26.You needn’t phone …
27.Will you phone …?
28.Could you phone …?
29.You should phone …, I may /
might / could not be …
30.You must phone …
31.Should I phone …?
32.You should have phoned …
33.Can I help …?
34.Would you have …?
35.You might have tried …
36.I must get …
37.We’ve got to …
38.We are to meet …
39.Shall I meet …?
40.I needn’t have been waiting …
41.I didn’t have to wait …
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50. 18.He must have been having …
19.They can’t / couldn’t have been
having …
20.Can / Might / Could they be
having …?
21.May I ask …?
22.Can you help …?
23.You may phone …
42.Where shall I wait …?
43.You’ll have to wait …
44.We could / can wait …
45.We may / might as well wait …
Exercise 16.
1. Of course, I can.
2. He was able to finish …
3. The bus may / might / could be
late …
4. She’s bound / sure to come /
She’ll probably come …
5. You needn’t clean ….
6. Can / Could / Will / Would you
give …?
7. Sylvia can’t have meant …
8. He may / might / could be …
9. Can / Might / Could these
flowers be …?
10.Shall we go …?
Exercise 17
1. Can
2. can
3. may
4. can
5. needn’t
2. must
3. was able to
4. Shall
5. must
10.will
11.can’t
12.shouldn’t
13.Can
14.can’t
15. could
16.needn’t have
17.be working
18. have happened
19. can
20. Can
Exercise 18.
1. a
2. a
3. b
4. b
5. a
6. a
7. b
8. b
9. a
10.b
Exercise 19.
Task 1.
1. f
2. k
3. j
4. e
5. l
6. a
7. h
Task 2.
1. ought to
2. didn’t need
to
3. should
4. May
5. Could
6. shall
Task 3.
1. You must take
2. You should book
3. Shall we invite /
We could / can
invite
4. We may / might /
could go
Task 4.
1. shouldn’t have
2. have forgotten
3. Can / Could /
Might
4. I can
5. I had to
6. may / might /
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51. 8. b
9. d
10.c
11.i
12.g
7. can
8. can’t
9. Can
10.needn’t
11.must
12. mustn’t
13. might
14. Would
15. was able
to
16. needn’t
have gone
5. We were able to
do
6. She must be
looking
7. She can’t know
8. She may / might /
could have called
9. He may / might /
could have been
sleeping
10.You don’t have to
/ don’t need to /
needn’t do
11.You mustn’t drive
12.We didn’t have to
/ didn’t need to get
could
7. needn’t
8. didn’t need /
have to catch
9. haven’t been
able to sleep
10.shouldn’t
have talked
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52. REFERENCES
1. Крылова И.П., Гордон Е.М. Грамматика английского языка.
Учебник для ин-тов и фак. иностр. яз. – 4-е изд., испр. – М.:
Книжный дом «Университет», 1999. – 448 с. – На англ. яз.
2. Azar B.Sh. Understanding and using English Grammar. - 3rd
edition. –
Prentice Hall Regents, New Jersey, 1998. – 430 p.
3. Battersby A. Instant Grammar Lessons. – Longman Teaching
Publications, 1996.
4. Carter R., McCarthy M. Cambridge Grammar of English: A
Comprehensive Guide. Spoken and Written English Grammar and
Usage. – Cambridge University Press, 2007. – 974 p.
5. Dooly J., Evans V. Grammar Way 4. – Express Publishing, 1999. – 224
p.
6. Evans V. Enterprise Grammar 4. – Express Publishing, 2000. – 159 p.
7. Evans Virginia. Round –Up. English Grammar. Practice 6. – Longman,
1995. – 256 p.
8. Leech G. An A-Z of English Grammar and Usage. – Longman, 1998. –
575 p.
9. Murphy R. English Grammar in Use: A self-study reference book for
intermediate students (with answers). - 2nd
edition. – Cambridge
University Press, 1994. – 350 p.
10.Watkins M. Practice Your Modal Verbs. - Longman, 1990 - 60 p.
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