Transcript Chapter 4. Modals -Yule-

Modals
October 23, 2006
Presenters: Han, Keumhee
Lee, Haiwon
Lee, Jooyoung
Lee, Mikyoung
SOOKMYUNG WOMEN’S UNIVERSITY
Graduate School of TESOL
< Contents >
1. Basic forms
2. Basic meanings
1) Epistemic modality
2) Root modality
3. Meanings in context
1) The potential of can
2) The possibility of may
3) The necessity of must
---------------------------------- Activity Ⅰ----------------------------------4) The likelihood of will
5) The requirements of should
4. Negation and modals
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Basic forms
Simple modals
Periphrastic modals
Present tense
Past tense
can
could
be able to
may
might
be allowed to
must
--------
have (got) to
shall
should
be supposed to
will
would
be going to
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Basic meanings
Modals convey some indication of the speaker’s
perspective or attitude with respect to the
situation or state of affairs being described.
1. Epistemic modality
• to indicate ‘what is known’
• deductions or conclusions made by the speaker
• based on the speaker’s knowledge of facts
Ex) He must be tired.
He may be tired.
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2. Root modality
• to indicate ‘what is socially determined’
• based on the speaker’s awareness of what is
socially determined
• related to obligation and permission: based on
social power of some kind
Ex) You must go out.
You may go out.
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* Necessary and possible
major distinctions made in both epistemic and root
modality: the pattern is based on what is necessary and
what is possible
Epistemic modality
• He must smoke a lot. (strong conclusion / necessary)
• He may smoke a lot. (weak conclusion / possible)
Root modality
• You must speak loudly. (obligation / necessary)
• You may speak loudly. (permission / possible)
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Meanings in context
• The core meaning of each modal is interpreted in different context
or circumstances.
• It is important to encourage students to notice the context in which
modal forms are used.
1. The potential of can
• three meanings for the modal verb can: ability, permission, and
possibility
☞ These three uses are about ‘potential’.
☞ The differences result from the way in which that ‘potential’ is
perceived in different context.
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<The meanings of can >
Meanings
Context/ Circumstances
Examples
Ability
• Animate agent-subject as source
• Physical action, mental
activity
• My son can play soccer.
• The dog can jump high.
• I can imagine.
Permission
• Social relationships (authority) • His mom says he can have ice
cream.
as source
• The teacher says you
• Social transaction
☞ Root modality
Possibility
• Absence of animate agent
• Situationally specified
☞Epistemic modality
can leave.
• Grammar can be fun!
• The problems can be solved.
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Could
• The relationship between can and could is one of relative remoteness
from the point of utterance.
• The potential for an animate agent to perform an action is marked
as more remote from the point of utterance-more remote in time or
more remote in likelihood (less likely)
Ex) I could run much faster when I was younger.
With the right tools, I could fix it myself.
• Remote potential in social terms creates greater politeness and less
likelihood of social permission.
Ex) Could I leave early today if we aren’t too busy?
Well, you could, but there’s a lot of work to be done.
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Be able to
• A substitute for can, but can is used at least ten times
more often than be able to.
• There is one important difference in meaning in the past
tense. When could is used, it is the potential that is
implied. When were able to is used, it means that the
actual event took place.
Ex) We could repair the old car.
We were able to repair the old car.
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2. The possibility of may
three meanings: permission, (weak) possibility,
and concession
☞ These three uses are about ‘possibility’.
☞ The differences result from the way in which that
‘possibility’ is perceived in different context.
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<The meanings of may >
Meanings
Context/Circumstances
Examples
Permission
• Social authority
• Asking/giving permission
☞Root modality
☞Formal usage-becoming much less common,
can is more frequent
• May I come in?
• You may go to
the bathroom.
Possibility
(Weak)
• Source is speaker’s knowledge
• Equals may not
☞Epistemic modality
• The train may
be late.
• He may drop by
the office.
Concession
• The speaker wishes to acknowledge the
possibility of some event
• Followed by a but clause
• Can be paraphrased by although clause
• He may be old, but
he’s still healthy.
• You may like it,
but it doesn’t
matter.
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Might
• The difference between may and might is based on relative
remoteness from the point of utterance.
• Means a sense of ‘uncertainty’ about the likelihood of an event
taking place.
Ex) He’s really busy now, but he might join us later.
• Means a hypothetical or ‘unreal’ event.
Ex) Lions might fly.
• Results in the concessive uses being marked as less likely.
Ex) That might happen (Although~), but we’re not
going to worry about it.
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Be allowed to
• Can be used instead of may.-permission
Ex) We are allowed to (=may) light the fire.
• When be allowed to is used in the past tense, its meaning
is different from might.
With might, the meaning is remote possibility, but with
were allowed to, the meaning is remote fact.
Ex) They might have a break after lunch.
They were allowed to have a break after lunch.
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3. The necessity of must
two meanings: obligation and conclusion
☞ These two uses are about ‘necessity’.
☞ The differences result from the way in which that
‘necessity’ is perceived in different context.
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<The meanings of must >
Meanings
Context/Circumstances
Examples
Obligation
• Present and future actions with animate
subjects
• Aspect is rare •Negation is common
☞Root modality
*In contemporary English, must could
indicate a desire to meet some social
obligation which is interpreted as
vague arrangements rather than fixed
• I must study
harder.
• You mustn’t
go out now.
• You must
come to see
us later.
events.
Conclusion
• Past and present states/some actions
• Animate/non-animate subjects
• Perfect and progressive aspect
• Negation is rare
☞Epistemic modality
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• Did you work all
night? You must be
tired.
• There must have
been an accident.
• The computer is on,
so someone must be
using it.
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Have (got) to
a. Have to
• There is no past tense form of must. Expressions of past necessity are
presented via the form have to for obligations.
Ex) When I was in school, we had to wear school uniform.
• In the present tense, it seems to provide an alternative to must.
Ex) We have to (=must) go to this meeting.
* In the negative, mustn’t conveys an obligation not to do something,
but don’t have to means that there is not an obligation to do
something.
Ex) You mustn’t drink beer. / You don’t have to drink beer.
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b. have got to
• This is used to convey ‘necessity’, typically found in
informal speech, and used with the root meaning of
obligation.
EX) They’ve got to try harder next time.
• There are some common expressions where the epistemic
sense of a conclusion is involved.
Ex) You’ve got to be kidding.
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Activity: Part 1
1. Deduction
2. Landlord
3. Language Corpora
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Deductions
• Aim: to use of modals to express logical
necessity or possibility
• Level: Intermediate high
• Age: high school 1st graders
• Time: 50 minutes
• Materials: snapshots of people in your
family, photographs
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• Procedure:
Stage1
Show your photograph and ask students to try to deduce
whatever they can about its subject.
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e.g. He must be your father because he looks like you.
They may be your nephews.
Stage 2
1.
Show your photographs and ask them to deduce where
they are.
2. Divide the class into groups of three or four. The
students conjecture using picture clues in groups.
3. Each group presents their decisions and gives the
reasons.
4. Tell them the truth.
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Where are they?
City Hall Building
in Heppenhein,
Germany →
↑Neuschwanstein
Castle, Germany
←Bangkok, Thailand
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Vimanmek Mansion, Thailand
Fukuoka, Japan
Thailand
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Abbey Field, England
↑ The Tower Bridge, England
← Double-deck bus, England
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Stage 3
1.
Take out their pictures and post them round the class,
with a sheet of paper under each one.
2.
Invite them to go round writing up their deductions,
using the same structures they have used orally.
3.
Read out the suggestions under each photograph and
ask its owner to give the true interpretation.
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Landlord
• Aim: to ask for and give permission
• Level: Intermediate low
• Age: adults
• Time: 30 minutes
• Materials: handout
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•
Procedure:
1.
2.
3.
Give out one card to each student.
Make it clear who is a landlord and who is a tenant.
Have students move around the classroom asking what
is and is not permitted by the various landlords until
they find one who will let them do everything they
want.
Tenants: Can I…? / Could I…? / May I…?
Landlords: You can… / You may… / You must… /
You are allowed to…
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Tenants
You want to:
You want to:
You want to:
You want to:
Play music
Use the kitchen
Smoke
Have visitors
Use the kitchen
Use the telephone
Smoke
Bring your cat
Invite your friends round
Cook your own meals
Put pictures on the
walls
Smoke
Play your stereos
Use the telephone
Play your stereos
Smoke
Use the telephone
Bring your canary
Put pictures on the
walls
You want to:
You want to:
You want to:
You want to:
Play your stereos
Use the kitchen
Invite your friends
round
Bring your cat
Put pictures on the
walls
Use the telephone
Smoke
Have visitors
Bring your dog
Put pictures on the walls
Use the kitchen
Use the telephone
Smoke
Invite your friends
round
Put pictures on the
walls
Play music
Use the kitchen
Use the telephone
Bring your cat
Put pictures on the
walls
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Landlords
Rules:
Rules:
Rules:
Rules:
No animals
No alcohol in the house
No pictures on the wall
No stereos
No pictures on the wall
Tenants must keep their
rooms tidy
No visitors
No animals in the house
Tenants must keep their
rooms tidy
No visitors
Tenants may not use
the kitchen
Rules:
Rules:
Rules:
Rules:
No animals
No stereos
No smoking
No visitors
No smoking
No loud music
Tenants may not use
Tenants may not use the
the telephone
kitchen
Tenants must keep their
rooms tidy
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Language Corpora
• Aim: to identify the different usage of
‘can’ using language corpora
• Level: Advanced
• Age: adults
• Time: 50 minutes
• Materials: three sets of concordance
lines
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Result of search
ADK 1603 Try to read the feedback and get as definite a
picture as you can.
C97 2284 Minerals: Minerals (or trace elements) can be
absorbed by fish, either from their food or from the
surrounding water.
CSP 316 The data can then be analysed or altered and placed
back in the database.
CK6 749 Can you deal with that?
G0Y 2536 Can I take a message?
BM1 232 This can happen if someone becomes convinced that
they are food-allergic or food-intolerant without
undergoing proper diagnosis.
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Stage 1
1.
Divide the class into three groups (A, B, & C), and
give each group a different set of concordance lines.
2.
Ask students find two or three different usages.
3.
Each group underlines ‘can’ and work out the
difference in meaning. Encourage to use highlighter
pens of contrasting colors to color code.
4.
Teacher monitors offering assistance.
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Stage 2
1.
Regroup the class (ABC,ABC,ABC)
2.
Ask students to explain to each other their findings
from their former groups.
3.
Work out different meanings and present.
Stage 3
Teacher summarizes if necessary.
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Will
1) Intention
a future event that is planned, with the speaker
as the one who is reporting the source for the
likelihood
a. I will borrow some money and buy a car.
b. These competitors will try to win the grand prize.
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One noticeable feature of will is the influence of the type of
action described on the preferred interpretation.
a. I’ll make dinner for tomorrow night.
(desirable action – promise)
b. I’ll call the police if you don’t leave.
(undesirable action – threat)
c. A: I’ll talk to you about this later. (intention is not clear)
B: Is that a threat or a promise? (joking response)
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2) Willingness
involves animate agents and
actions
physical
ex) Will you marry me? Of course I will.
• When non-animate agents are treated
metaphorically, speakers can complain about the
‘willingness’ of things such as doors and cars
ex) My car won’t start. Will you give me a ride?
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3) Prediction
the act of predicting is done by the speaker, but the
subjects of predictions are non-animate, third
person forms
ex) The weather will be terrible on Sunday.
• The will is clearly epistemic in logical ‘if A, then
B’ statements
ex) If the red light is on, the unit will be recording.
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The uses of the negative form ‘won’t’
• Epistemic uses:
ex) Paul won’t come (because he’s too busy).
- Predict NOT come
• Root uses:
ex) Paul won’t come (because he doesn’t want
to). - ‘NOT willing to come’
The same utterance under different circumstances
can have different interpretations.
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Summary Box. The meanings of will
Circumstances
Speaker as source
Planned future action
Desirable(= promise)
Undesirable(= threat)
Interpretations
intention
Animate agent subject
Physical action/activity
Second person questions as requests
Aspect rare
Negation applies to model
Social transaction (root)
willingness
Non-animate subjects common
Third person, non-specific subjects
Aspect common
Logical statements (If A, then B.)
Common in technical texts
Negation applies to main verb
prediction
Examples
I will call the police!
Will you help me?
The weather will be nice.
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Shall
• There is a general element of ‘determination’ on the
speaker’s part in the first person.
ex) Shall we dance?
• A root function of ‘shall’ is fairly common in legal texts.
ex) The license of a person who is arrested for driving while
intoxicated shall be suspended.
• Speakers associate shall with an earlier period of the
language because a general pattern of will becoming more
frequently used for expressing all types of likelihood.
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Would
an interpretation of some event as being distant in time or
possibility from the moment of speaking
• addressee’s willingness to do something
ex) Would you lend me some money?
(has become formulaic for expressing requests
and offers)
• habitual behaviour : when remoteness in time is combined
with predictability of action
ex) When she was young, Anne would such the thumb.
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Would
• little likelihood of happening soon: when remoteness in
possibility is combined with ‘prediction
ex) They would do much better (if they studied more)
• in conditional sentences
ex) If I were you, I’d quit that job.
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Be going to
•
•
is not used to express the ‘willingness’ associated with
will.
Future action is related to the present
and will occur relatively soon after the
time of speaking.
ex) a. I’m going to finish these exercises now.
(immediate future)
b. And I’ll get round to the others later. (more remote future)
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Be going to
•
The literal source of the expression suggesting
that the subject is currently on a path moving
towards a goal.
ex) a. Close your eyes, I’m going to give you a surprise.
b. Watch out! The monster’s going to get you!
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Should
The core concept is ‘requirements’
• socially-oriented requirements, typically expressed in
terms of appropriate behavior.
ex) You should brush your teeth twice a day.
• knowledge-oriented required interpretations, typically
expressed in terms of what is probably the case.
ex) The journey should take two or three days.
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Should
1) Obligation
Weaker sense of obligation as advice or a suggestion
•
Why-question is used to question or deny the relevance of a
social requirement
ex) Why should I go there when I’m quite happy here?
2) Probability
Epistemic uses of should are less common. They express the
speaker’s reasonable assumptions.
ex) He’s the best runner, so he should win the race
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Ought to
More frequently found in speech than in writing,
is found with socially-oreinted meaning, and
typically receives stress whereas should is mostly
unstressed.
ex) She ought to have said ‘thank you’ for the gift.
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Be supposed to
• The social requirement being mentioned is
external to the speaker and may be one that the
speaker feels is being ignored.
ex) You’re supposed to be studying, not watching TV.
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Negation and Modals
The effect of negation on the meaning of sentences containing
modals is quite complex.
• The action or state (main verb) as negative
• The modality (modal verb meaning) as negative
• The Modality-NOT-action is internal negation and
indicates that the level of ‘what is known’ is not being
negated, but the action is
ex) a. It won’t rain. = predict (NOT rain)
b. It shouldn’t last. = probable (NOT last)
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• in socially-oriented functions, it is the modality that is
affected by the negation much more.
ex) a. Your friend may leave. = permit (your friend leave)
b. But you may not leave. = NOT permit (you leave)
• NOT-modality-action is external negation and indicates
that some parts of what is ‘socially-determined’ can be
negated, while the nature of the action says the same.
ex) a. He won’t help us. = NOT willing (help us)
b. He can’t smoke here. =NOT permit (smoke here)
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Mustn’t
• Express the epistemic meaning of ‘conclusion’
ex) She mustn’t have much money. = conclude (NOT have much
money)
• is used in its root (obligation) sense
ex) a. You mustn’t do it. = oblige (NOT do it)
b. You don’t have to do it. = NOT oblige (do it)
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Can’t /May not
•
an interpretation ‘NOT possible’ will have a
stronger negative implication than ‘possible NOT’
to happen.
ex) a. It can’t work. = NOT possible (work)
b. It may not work. = possible (NOT work)
Modals are problematic for learners. Teachers need
to be very patient and supportive, and provide lots
of contextualized examples
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Activity 1
Agony Aunt Giving Advice
Target language: should, ought to, shouldn’t
Target students: intermediate & advanced
1. Print out an advice column (Dear Abby, Ann
Landers, or other 'agony aunts') which can be
easily found on a search engine. Teach your
students what an agony aunt is, have them read the
column, and discuss in pairs if they think the
advice given is good or not, and whether or not
advice columns are useful in general. Highlight
key phrases like "What should I do?" "I don't
know if I should ... or ..." and the classic
anonymous closing, "(adjective) in (town)", i.e.
Depressed in Dakota.
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2. Put students into pairs or small groups, and tell
them that they need to invent a problem, and they
should be as creative as possible. Then have each
group write a paragraph to Dear Abby explaining
their problem and asking for advice.
3. Collect the papers and redistribute them randomly.
Now each group becomes 'Dear Abby' and has to
write their advice.
4. Return the papers to the original groups, and have
each one read out loud their problem and the
advice that was given.
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Example column – asking for an advice
Dear Annie: My husband and I are of lowaverage height, but our 16-year-old daughter
is barely 4 feet 11. She is otherwise healthy,
pretty and a good student, but she feels that
people don't take her seriously because she
looks 12 years old. Socially she is very shy
and afraid she will never get a date. To be
honest, I am terrified she is right. I want so
much for her to be happy. How can we both
feel better? – From Anxious
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Example column - advice
Dear Anxious: Yes, your daughter is likely to
experience her share of annoyances due to
her height, but this should not be cause for
concern. Plenty of petite women find mates
and have successful careers. Your anxiety
can negatively affect how your daughter sees
herself, so you should make a conscious
decision to treat this lightly and with humor.
Focus on her talents and personality. If she
develops confidence and assurance, she will
do well, regardless of her stature. Really.
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Activity 2
Regrets
Target language: should have
Target students: intermediate mid - high
1. Ask students to think about regrets they’ve
had in the past. To get them started, give a
few examples of your own, e.g.
• I should have visited my grandparents more.
• I shouldn’t have eaten too much for lunch.
• I really should have learnt another language when I was young.
2. Write on the board the sentence stems:
• I should have
• I shouldn’t have
• I really should have
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3. Ask students to complete the sentences for
themselves. Tell them that these should be
regrets that they don’t mind sharing with
others.
4. When they have finished, ask them to work in
pairs and compare their sentences.
5. As a follow up, you can make this into an
instant roleplay. Tell students to work with a
new partner and explain the following
situation:
You just got a score F for the last mid term. You
are speaking to one of your best classmates. Ask
students to think of ways of completing the
sentence stems above.
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Activity 3
Board Game –
st
nd
1 & 2 conditional
Target language: will or would
Target students: intermediate-high or advanced
1. Preview with students questions from the
worksheet to decide if the situations are likely
or unlikely to happen
2. Use one example to present the different
forms asking students what they will / would
do if it happens / happened
3. Ask students, in pairs, to make other
sentences according to the rock-scissorspaper game. (Make an agreement with
studetns to move one for rock, two for
scissors and three for paper.)
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4. As a follow up, have students write short,
imaginative essays that begin with one of the
following:
• If I won the lottery, I would...
• If I had only a month to live, I would...
• If I could meet anyone, I would...
• If I had to eat four foods for the rest of my life, I
would...
• If I had to live on a deserted island for a year
and could take only five things with me, I would...
• If I had three wishes, I would...
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