This presentation discusses modals and modality at a higher CPE/CAE level. It begins by introducing the speaker and topic of modals, idioms, and explaining grammatical concepts to others. The presentation then shares a true story example containing 11 modal verbs to demonstrate their uses. It discusses traditional grouping of modals by purpose but issues with this approach. The presentation aims to expand modal vocabulary and form 3 understanding groups around mastery of modals and modality as well as raising meta-language awareness.

1. Hello and Welcome to
the „Meta‟ Presentation
CPE / CAE level ranges.
I have chosen a grammar point which includes idioms, semantic
precision, identifying detail, opinion, attitude, and tone! All things
required for higher level tests.
At this level many native speakers may not be able to explain what is
formally happening in their language, they just 'know' what is wrong
or right.
That’s not an issue for use, but inherently difficult to explain to
others.
As such, a presentation at this level will likely be a "feather in the
cap" or a "black eye" for me!
This 5 minute presentation would form a part of the Introductory
lesson to the upside down world of….

3.  If I may, I have a true story, which I should
like to tell you.
 This is my father. He runs a busy
department at Company A.
 One day, Company A‟s factory was crafting a
prototype engine component for Company B. It was
supposed to be a straight-forward process, they only
had to cut and join some sheet metals to
specification.
 But, as that old adage goes, "anything that can go
wrong, will go wrong".

4.  If I may, I have a true story, which I should
like to tell you.
 This is my father. He runs a busy
department at Company A.
 One day, Company A‟s factory was building a
prototype engine component for Company B. It was
supposed to be a straight-forward process, they only
had to cut and join some sheet metals to
specification.
 But, as that old adage goes, "anything that can go
wrong, will go wrong".
6 modals

5.  After the parts had been completed, shipped, and
forgotten about, Company B contacted my father and the
factory foreman via email. The gist of the email was this:
 "We might be needing more prototype units. Could you
please tell us when another cycle of production will be
available?“
 The foreman was used to receiving quick changes in
orders - indeed, as foreman this is his job and he ought to
be able to prepare for such things. He readied the factory
for production: should his boss give the order, he daren't
be slow!
 The boss man wrote the busy foreman "Could you retool
for more units by Monday?" and the foreman, all ready to
go, started production immediately.
 Company A shall soon lose tens of thousands of pounds.
 I‟d rather you tell me why

6.  After the parts had been completed, shipped, and
forgotten about, Company B contacted my father and the
factory foreman via email. The gist of the email was this:
 "We might be needing more prototype units. Could you
please tell us when another cycle of production will be
available?“
 The foreman was used to receiving quick changes in
orders (indeed, as foreman this is his job and he ought to
be able to prepare for such things) and readied the factory
for production- should his boss give the order, he daren't
be slow!
 The boss wrote the busy foreman "Could you retool for
more units by Monday?" and the foreman, all ready to go,
started production immediately.
 Company A shall soon lose tens of thousands of pounds.
 I‟d rather you tell me why.
11 modals

7. How should we group modals?
 Traditionally grouped according to explicit purposes.
 Some practical issues:
1. Getting stuck into „one word, one purpose‟ mindsets, ex:
„Should‟ is used only for giving advice. Repetitive.
2. Sociolinguistic competence - Not understanding severity /
formality. i.e. “You mustn‟t leave yet, we‟ve got another bottle
left.”
3. Pragmatic competence - Not understanding meaning.
Particularly true with British English.
“I‟d rather not go yet.” “Oh, you needn‟t bother”.
4. Inability to use or interpret emphatic codes.
A: “Could you take me to the airport?”
B: “ I could.” (but I won‟t).
You can go
now
I can
swim
You can’t go, I
need you
You can leave the
car at the station
Permission Ability Request Possibility

8. I only like the NICE modals!
 a Negative form with the auxiliary
followed by not. “Can’t”
 can proceed the subject in subject-verb
Inversion. “Can I?”
 used in „Code', in place of a previously-
occurring lexical verb. “You can.”
 Emphatic affirmation.
 “I *could* (but I won’t)”
N
I
C
E

9. Can Be supposed to Shall
Have got to Need Be due to
Be meant to Be willing to Be to
Be able (to) Be apt to Dare
Be obliged to Could Going to
Had better Must Rather not
Should Be bound to Ought (to)
Will Be likely to May
Be allowed Have to Be meant to
Used (to) Be about to Would
Might

10. Modals & Modality: From this point we aim
to…
 Isolate central modals, semi-auxiliaries, and modal idioms.
Expanding standard vocabulary.
 Form 3 groups of understandings:
-Thinking about mastery of modal verbs and modality.
- Raising awareness of meta-language.

11. Available at Slideshare.net