Іі. Modal Verbs

A. Read the passage and find out the importance of motivation in the teaching - learning process. Pay attention to the modal verbs.

At the University I was taught how important motivation was for most fields of learners. It might be extremely essential to our success: we have to want to do something to succeed at it. As H. Douglas Brown pointed out, a cognitive view of motivation included factors such as the need for exploration, activity stimulation, new knowledge, and ego enhancement. Without such motivation we would almost certainly fail to make the necessary effort. I got to realize if motivation was so important, therefore, it made sense to try and develop our understanding of it. I considered if all the students could have been motivated in the same way, the teaching-learning process would have been quite different.

From the lectures I learnt there was made an accepted distinction between extrinsic and intrinsic motivation, that came from outside and from inside. Most researchers and methodologists came to the view that intrinsic motivation was especially important for encouraging success. Even where the original reason for taking up a language course might be extrinsic, the chances of success would be greatly enhanced if the students came to love the learning process.

I tried to imagine how exciting learning could have been in case motivation (extrinsic and intrinsic) had been sustained by the teacher. A learner might have been motivated by the enjoyment of the learning process itself or by a desire to make himself feel better.

B. Which of these modal verbs can be used to express the meanings in 1-6?

May might can can’t could couldn’t must should ought need

1. necessity_________

2. obligation_________

3. possibility_________

4. ability__________

5. permission__________

6. deduction__________

C. Read the passage above again and underline all the past modal forms. Which of the past modals are used to express these meanings in the text?

1 speculation 4 probability

2 deduction 5 obligation

3 possibility

D. Read the following sentences, paraphrase them filling in the gaps with an appropriate phrase and using modal verbs could, might or may.

1. Perhaps it was the most controversial article I ever read.

It ____________ the most controversial article I ever read.

2. Perhaps that student was motivated by the enjoyment of the learning process itself.

That student _____________ by the enjoyment of the learning process itself.

3. Maybe his long-term goals included the mastery of English and passing his finals with flying colours.

His long-term goals _____________ the mastery of English and passing his finals with flying colours.

4. Perhaps the in-service teacher’s rapport with her students was critical to creating the right conditions for motivated learning.

The in-service teacher’s rapport with her students _______________ to creating the right conditions for motivated learning.

5. Maybe she failed to set clearly defined and well-grounded goals.

She _______________ clearly defined and well-grounded goals.

6 Maybe the reason for taking up a language course was extrinsic.

The reason for taking up a language course ____________ extrinsic.

E. Choose the two appropriate endings for sentences 1-5 from the list of possible endings a-j. Explain how the meaning of the modal verb depends upon the ending.

Example:

1.c They could have passed the exams with flying colours if they had been more assiduous and conscientious.(This was possible but it didn’t happen).

1.f They could have passed the exams with flying colours but if they did, we were not told. (We don’t know if this happened or not).

1. They could have passed the exams with flying colours…………

2. Ann could have submitted her diploma work before the dead line…….

3. He might have copied from his fellow student’s test paper…………….

4. Ted might have made key contributions to the debate………………

5. Jane could have sold her inspirations…………………………

1. but she fell seriously ill.

2. but he was too self-conscious and sat reticently.

3. if they had been more assiduous and conscientious.

4. if he had been expelled from college.

5. if she had had a feel for the education market.

6. but if they did, we were not told.

7. but he decided to be honest and handed in his test paper half-done.

8. but her computer broke, and she didn’t print the final chapter.

9. but she lacked inspirational and open-minded attitudes.

10. if he had been scored high at the seminar.

Making deductions

F. Match 1-6 with the correct sentence endings in a-f, then complete the spaces in 1-6 with must have (done) or can’t/couldn’t have (done).

1. Paul____________ turned up for most lectures and seminars………

2. He ______________ plagiarized………….

3. He _____________ used shortcuts …………….

4. Professor Kurt ________________ viewed his teaching practice as an unwelcome interruption to his academic work………….

5. He ______________ studied the problem thoroughly………..

6. John _________ been mystified by the syllabus or assignments……

1. because he doesn’t enjoy it at all.

2. because he is knowledgeable about the problems discussed there.

3. because he was quite aware that they challenge his knowledge and

4. because he knows almost every detail of it.

5. because he was praised for his creativity and special approach to the topic.

6. because at the conference he didn’t refer to any notes.

G. Use must have been or can’t/couldn’t have been to make deductions about the situations in 1-6.

1 She was sitting reticently at the seminar again.

2. That day he was the last to be thrown out of the library.

3. Look! John is coping from his fellow student’s test paper.

4 Aren’t there any separate sheets of paper on my table? I remember leaving them there.

5. He was poor at striking the right balance between working and enjoying himself.

6. Where is Ann? She is in her room scribbling something madly paying no attention to anything.

Necessity and obligation

H. Match the modals in sentences 1-7 with their corresponding meanings in a-e.

1. The Headmaster told the pre-service teachers that they needed to do extra-curriculum activities with their pupils, so they did.

2. The Headmaster told the pre-service teachers that they needed to do extra-curriculum activities with their pupils, but they paid little attention to his words.

3. The Headmaster told the pre-service teachers that they didn’t need to do extra-curriculum activities with their pupils, but they did it anyway.

4. The Headmaster told the pre-service teachers that they didn’t need to do extra-curriculum activities with their pupils, so they didn’t.

5. The Headmaster told the pre-service teachers that they needn’t have done extra-curriculum activities with their pupils, but by then they’d already had done it.

6. The Headmaster told the pre-service teachers that they ought to have done extra-curriculum activities with their pupils, so he didn’t score their practice high.

7. The Headmaster told the pre-service teachers that they shouldn’t have done extra-curriculum activities with their pupils, because they kept the children very long after classes at school.

1. action was not necessary, but has already been taken anyway

2. action was necessary or obligatory, and it was wrong not to have taken it

3. action was not necessary, or was prohibited, and it was wrong to have taken it

4. action was not necessary, and may or may not have been taken subsequently

5. action was necessary and may or may not have been taken subsequently