Transcript 슬라이드 1 - Udveksling

Modals
Child : Can I leave the table now?
Parent : I’m sure you can, but you may not
Basic forms
The simple modals
• Special grammatical features
Basic meanings
• Epistemic modalitywhat is known
• Root(deontic) modalitywhat is socially determined
Epistemic modality
• Conclusions
Suzy is ill = simply the case
+ speaker’s perspective on the likelihood based on
what is known
Suzy must be ill - Strong conclusion
• Epistemic necessity=necessarily the case
Suzy may be ill - Weak conclusion
• Epistemic possibility=possibly the case
Root modality
• Obligation/permission
(requirements from the speaker)
Suzy leaves before noon=simply occur
+perspective on the use of power to control the
relationship based on what is socially determined
Suzy must leave before noon=required to occur
- Obligation
Suzy may leave before noon=permitted to occur
- Permission
A similarity
• Necessity and possibility
Epistemic modals
 He must drink a lot of milk-necessary
 He may drink a lot of milk-possible
Root modals
 You must drink some milk-necessary
 You may drink some milk-possible
Order : A simple modal+a periphrastic modal
The others may be allowed to leave early
Meaning in context
 The potential of can
-potential perceived in different circumstances
1. Ability
2. Permission
3. Possibility
The potential of can
The potential to perform the action, not the actual action
The potential for social transaction to take place
The potential for an event taking place
• Could vs can – potential + remoteness in
time/social terms/likelihood
I could run much faster when I was younger
Could I leave early today? - politeness
Things could get worse – less likely
• Be able to vs can – potential
Difference in the past tense
-We could repair the old car : potential
-We were able to repair the old car : the actual
event
The possibility of may
-possibility perceived in different circumstances
1. Permission
2. Weak possibility (may=may not, an equal
possibility of occurring or not)
3. Concession-possibility of some event,
sometime not relevant
The possibility of may
Becoming less common-formal < can
• Might vs may - Possibility + remoteness
1. Remote possibility - Uncertainty about the likelihood
He is really busy, but he might join us later
2. Remote in social terms - A polite request
Might I ask you a favor?
3. Remote likelihood- A hypothetical, unreal
interpretation
Yes, and pigs might fly
4. Remote concession-Less likely, less relevant
I might be mistaken, but I doubt it.
Be allowed to vs may
1. Permission : Will we be allowed to light the fire?
2. difference in the past tense
They might have a break after lunch: remote possibility
They were allowed to have a break after lunch :
the permission was granted
The necessity of must
1. Obligation :
from an order to weak obligation
2. Conclusion
The necessity of must
1. Obligation
1) I must try harder next time
- present and future actions with animate subjects
2) Door must be closed when machine is in operation
- non personal warnings
3) You must come to see us one of these days
- a desire to meet social obligation, a vague
arrangement
4) You must not leave here
-Negation is common(root)
5) Aspect is rare
The necessity of must
2. Conclusion
1) Oh, traffic jam. There must have been an
accident
- Past and present states and some actions
2) The computer is on, so someone must be using
it
- With non-animate subjects
- Progressive and perfect aspect
3) Negation is rare(epistemic)
1. Have to vs must
1) Past
• We had to wear school uniform-obligations
• He was really big, he had to be over seven feet tallconclusions
2) Present
• Do we really have to go to this meeting?-obligation
• I have to sneeze-from uncontrollable external source
3) Difference in the negative(mustn’t vs don’t have to)
You mustn’t drink beer-obligation not to do something
You don’t have to drink beer-no obligation to do
something
2. Have got to vs must
• They’ve got to try harder next time-obligation
• You’ve got to be joking-conclusion
The likelihood of will
1. Intention
2. Willingness
3. Prediction
I will make dinner
for you
/Non-animate agent subject, usually in the negative
My car won’t start
If the red light is on, the
unit will be recording
The likelihood of will
Negation (epistemic vs root)
Paul won’t come(because he’s too busy)-: the
main verb negation - predict NOT come
Paul won’t come(because he doesn’t want to)the modal negation- NOT willing to come
shall
1.Intention
We shall refer to this as the control condition
2.Willingness
Shall we dance?
3.Prediction
I shall have finished this report by lunchtime
4.A strong obligation(in legal text)
The license of a person who is arrested for
driving while intoxicated shall be suspended
5. Becoming less common - Old version of
language (the Bible) Therefore shall a man
leave his father and his mother…..
Would : likelihood+remoteness
Remote likelihood-not very likely
1. Remote willingness – request, offers
Would you do something for me?
2. Remote prediction - in time/possibility
2-1 Remoteness in time
When she was young, Anne would suck her thumb-past
habitual behavior
2-2 Remoteness in possibility
1) You would enjoy a vacation(if you took one)-little
likelihood of happening soon
2) If I were you, I’d quick that job-condition
3. Remote intention
They said they would be here by 12 o’clock
Be going to vs will
• I am going to finish these exercises nowimmediate future
• And I’ll get round to the others later-more
remote future
• Watch out! The monster’s going to get youalready planned
• I’m gonna be sick-immediacy
• I will be sick (if I eat any more of this)-condition
The requirements of should
1. Weak obligation
2. Probability
The requirements of should
He’s the best runner, so he
should win the race
Ought to-Root uses
She doesn’t care about money. Well, she ought
to!
Be supposed to-weak obligation
You’re supposed to be studying, not watching
TV—weaker than should
Negation and modals
1. The action, state negation - internal negation
Knowledge-oriented
Tom may come = possible (Tom come)
But Ray may not come = possible (Ray Not come)
2. The modality negation - external negation
Socially-oriented(roo
Your friend may leave = permit (Your friend leave)
But you may not leave = Not permit (You leave)
3. Exceptions : must, can
You mustn’t do it(NOT do it)
You don’t have to do it=Not oblige(do it)
4. Can, may of epistemic possibility
It can’t work=Not possible(work)
It may not work=possible(Not work)
Periphrastic modals with negation
• Modal negation
He doesn’t have to go=NOT oblige(go)
He isn’t able to go=NOT able(go)
He isn’t allowed to go=NOT permit(go)
• Action negation
She isn’t going to drive=predict(Not drive)
She isn’t supposed to drive=oblige(Not drive)
Sample Lesson 1
Sample Lesson 2
Language : expressing obligation
[can’t/have to/must/allowed]
Age : adult
Level : intermediate
Aims : Ss work out for themselves how L forms are co
nstructed and used.
Beach
Airport
FIGURE 1
FIGURE 2
Exercise 1. Which signs in figure 2 do the following
relate to? Cross out the sentence(s) that are not true
about each sign.
a. You can use your credit card here.
You must use your credit card here.
You’ve got to use your credit card here.
1
2
b. You mustn’t smoke in the smoking area.
You’re allowed to smoke in the smoking area.
You can smoke in the smoking area if you want.
3
c. You mustn’t leave your mobile on.
You can’t use your mobile.
You shouldn’t leave your mobile on.
4
d. Dogs are allowed.
Dogs are not allowed.
5
e. You have to be careful of the wet paint.
You don’t have to be careful of the wet paint.
You ought to be careful of the wet paint.
FIGURE 2
Exercise 1. Which signs in figure 2 do the following relate to?
Cross out the sentence(s) that are not true about each sign.
a. You can use your credit card here.
You must use your credit card here.
You’ve got to use your credit card here.
Analysis
b. You mustn’t smoke in the smoking area.
You’re allowed to smoke in the smoking area.
Put the underlined verbs from exercise 1
You can smoke in the smoking area if you want.
in the correct category.
c.
You mustn’t leave your mobile on.
You can’t use your mobile.
You shouldn’t leave your mobile on.
d. Dogs are allowed.
Dogs are not allowed.
1.
2.
3.
4.
5.
6.
e. You have to be careful of the wet paint.
You don’t have to be careful of the wet paint.
You ought to be careful of the wet paint.
It is necessary have (got) to, must
It is not necessary
It is OK/permitted can
It is not OK/permitted
I is a good idea / the correct thing
It is not a good idea / not the correct
thing
Language : expressing obligation 2
[have to / don’t have to]
Age : elementary
Level : beginner
Aim : Ss can discriminate between have to and don’t
have to in terms of meaning.
1 Tick the correct boxes.
• Who’s going to school? Mo □ Snapper □
• Snapper can stay at home. True □ False □
T: Mo has to get up early. (He can’t choose to stay in bed. If he stays in bed, he’ll
be late for school. )
T: Snapper doesn’t have to get up early. (Snapper can stay in bed or he can get
up early. He can choose. )
2 Put in the correct form of have to or don’t have to.
→ Mo
go to school,
has to
but Snapper
go to school.
doesn’t have to
• Mo isn’t allowed to wear a T-shirt at school.
He
wear a shirt.
• There’s no school today. Mo and Milly
get up
early.
• There isn’t a school bus. Milly and Mo
walk to
school.
3. Mo’s parents have gone out. What do Mo, Milly and Snapper have to do for them?
Write sentences. Use the correct form of have to.
Mo
→ wash the car
1. do the washing-up
2. clean the kitchen
3. mow the lawn
4. tidy the bedrooms
5. do some
homework
→ Mo has to wash the car.
1.
2.
3.
Milly and Snapper
→ walk the dog
6. Post some letters
7. buy a newspaper
8. feed the dog
9. make the beds
10.Water the plants
→ Milly and Snapper have to walk th
dog.
6.
7.
8.
4. Work with a partner. Take turns to say what you have to do at home and at school.
Say five sentences each. There are some ideas below to help you.
help parents
tidy bedroom
answer questions
cook
learn English
read books
do exercises
be polite to visitors
→ Partner A
Partner B
Partner A
Partner B
What do you have to do at home?
I have to help my mum with the shopping.
What do you have to do at home?
I have to look after my dog.
Level
Target skills
Main
objectives
Pre-advanced Grammar and Writing
Speaking & Writing
• Students will gain greater understanding of the following
vocabulary words having to do with obligation, possibility,
and certainty
• Students will gain familiarity with seven main modals verbs
(will, must, should, can, may, could, might) that express
varying degrees of certainty and obligation.
• Students will be able to generate their own sentences (at
least two) using one or two modal verbs.
Target skill
Speaking
Level
Elementary
Time
40 Minutes
Procedure
1. Students are given a card with a place or
situation on it.
2. In pairs, students make five sentences using
different modals verbs to talk about the place or
situation on their card.
3. Each pair presents their sentences to the class.
4. The class tries to guess the place or situation.
Target skill Speaking
Level
Pre-intermediate
Time
20 Minutes
Procedure
1. Give one card to each student in the class.
2. Tell the students that they are responsible for finding
out the information on their own card by speaking to
everybody in the class or group.
3. Ask the students to go around the class, asking and
answering questions.
4. Tell them to put a tick next to a sentence each time.
somebody answers Yes, I can or Yes, I could in doing
the task.
5. When they have spoken to everybody in the group,
they should sit down in their groups and take it in
turns to talk about the information they have found
out.
Target skill
Speaking
Level
Pre-intermediate
Time
30 Minutes
Procedure
1. Divide the class into groups of four.
2. Each student should have five picture cards. The modals
cards should be placed face down .
3. Students take it in turns to pick up a modals card and
try to match it with one of their picture cards.
4. The student has to explain how the two cards match to
the other players .
5. If the other players agree, the student can get rid of the
picture and place the modals card at the bottom .
6. If the other players find reasons to disagree, the student
keeps the picture card.
7. The game continues until all the players have no picture
cards left.
Target skill
Writing & Speaking
Level
Pre-intermediate
Time
30 Minutes
Procedure
1. Explain to the students that they are going to invent a
list of instructions for how they would like people to
behave in a perfect world.
2. Give each student a copy of the worksheet.
3. Ask them to complete the sentences. A good shop
assistant must...’ and ‘A good shop assistant mustn’t...’ in
different ways according to how they would like their
people to behave in a perfect world.
4. Elicit some suggestions.
5. Make it clear to the students that this is a light-hearted
activity and encourage them to use their imagination.
6. When everyone has finished writing, students go around
the class and find other students who have written the
same instructions for their perfect world.
Target skill
Speaking
Level
Pre-intermediate
Time
40 Minutes
Procedure
1. Distribute a copy of the worksheet to each student.
2. Check students understand that all the sentences relate to
the year 2050.
3. Students work individually, and choose a word or expression
of probability from the box to complete each gap.
4. Put students into groups of three or four.
5. Students should discuss any differences of opinion they
have and come to a consensus for each point.
6. When they have reached agreement, each student should
write Yes or No in the second column on the worksheet .
7. Each group shares their ideas with the whole class .