(SKKN mới NHẤT) applying modal verbs to sentence transformation excercises at grade 11 of ba dinh high school

THANH HOA PROVINCE DEPARTMENT OF EDUCATION AND TRAINING BA DINH HIGH SCHOOL EXPERIENCE INITIATIVE APPLYING MODAL VERBS TO SENTENCE TRANSFORMATION EXERCISESAT GRADE 11 OF BA DINH HIGH SC

THANH HOA PROVINCE DEPARTMENT OF

EDUCATION AND TRAINING

BA DINH HIGH SCHOOL

EXPERIENCE INITIATIVE

APPLYING MODAL VERBS TO SENTENCE TRANSFORMATION

EXERCISESAT GRADE 11 OF

BA DINH HIGH SCHOOL

Implementer: Phạm Huy Lương Job title: Teacher

School: Ba Đình high school Experience initiative: English

THANH HÓA 2020

TABLE OF CONTENTS

page

2 Aim of the study

5 Significance and scope of the study 2

PART II: CONTENT 2

1 Theoretic basis of the problem 2

I Characteristics of Modal Verbs 3

II Functions of Modal Verbs and Synonymous Expressions 3III.Structural Conversion with Modal Verbs 9

Part B: Practice on Sentence Transformaion with Modal Verbs 12

4 Evaluation of the results of the study 17 4.1 Findings of the study 17 4.2 The effectiveness of the study in comparison with the previous

PART III: CONCLUSIONS AND RECOMMENDATIONS 18

1 General Overview and Enhancement of the study 18

2 Suggestions for further studies 18

PART I: INTRODUCTION

1 Rationale of the Study

As we know, entering this centery, under the impact of globalizationVietnam is facing a range of political, social, economic, technological andeducational changes It is widely accepted that the shift from a central economy

to a mixed system with both socialist and market sectors since the late 1990s hasrequired the Vietnamese education system to carry out remarkable changes.Today, people insist that education and training must not only be able to equipstudents with new scientific and cultural knowledge but also develop theirreasoning thought, creative abilities and team work skills

Modal verbs are essential parts of spoken and written English at all levels.These are really difficult topics but interesting when we take deep investigationinto them Not only students but also many teachers are challenged by modalverbs They appear in part E of the textbook of English 10,11, 12 – basiccurriculum When teaching these points, I myself find it confusing to getstudents to memorize their usage The only way to keep them in our minds is tolearn by heart and to practice regularly

During my teaching and carrying out extensive research into this problem,

I found it necessary to provide more theory and also extra practice for teachersand students when teaching and learning this For all the reasons, I would like to

conduct my research on the topic: “Applying Modal Verbs To Sentence

Transformation Excercises At Grade 11 Of Ba Dinh High School”

2 Aim of the Study

The main aims of the research are:

- To provide teachers and students with full theory of Modal Verbs in English

used in sentence transformation exercises

- To provide opportunity to practice writing skills, especially the skill of doingsentence transformation exercises for gifted students

- To hope to provide reference materials for any teachers or students who intend

to master the language of English or want to make their English more naturaland more fluent

3 The participants

In this individual research, the reseacher will only focus on the effectiveness

of applying using Modal Verbs in sentence transformation excercises at grade

11 Of Ba Dinh High School The activities are selected and adapted the textbook from English 11.The data collected from classroom observation, informalinterviews and questionaires are then analyzed by the reseacher

4 Method of the Study

Multi-methods are integrated to conduct this research, including mainlymethods of observation and analysis Beside, the research is undertaken as aresult of the reality of the long-time process of my daily teaching at school,especially my teaching gifted students

5 Significance and Scope of the Study

The objective of the study is modal verbs that are often used in sentencetransformation exercises, including rewrite the sentences using the given wordsand rewrite the sentences using the key word(s) These exercises are collectedfrom a variety of kinds of material sources Because of many reasons, bothsubjective and objective, the study will limit itself within “sentencestransformation with modal verbs”, and this will mainly apply to the giftedstudents or those who intentionally attend the classes learning Literature, Mathand English, known as group D or Math, Physics and English – group A1.

PART II: CONTENT

2 Practical basis of the problem

Ba Đình High School is located in the centre of Nga Son town beside aromantic river with many high buildings However,most of the students comefrom the rural areas, where are mainly farmers with average and low livingstandard As a result, students did not have much good chance of studying andusing English until recently Students (and even their teachers) do not have anEnglish environment to practice Learning English here has not still been reallyimportant to students and people here Therefore, the teachers have so muchdifficulty in teaching English

Working as a teacher for a long time, I myself understand the nature ofthe problem and usually find it necessary to find out the ways to improve thesituation I try my best to do this research with a view to getting my students andother teachers to benefit from it by giving them more opportunities to practiceand to better their English

3 Solutions to the problem

After studying the content of the textbooks English 10, 11 and 12,especially the part E – Language Focus, and taking deep investigation into thisproblem, I have found out some useful measures to deal with this problem

The study consists of two main parts: Part A – Theory of Modal Verbsand Part B – Practice on Sentence Transformation Exercises with Modal Verbs.Part A consists of characteristics, functions of modal verbs and structuralconversion with them and synonymous expressions Part B gives students achance to practice doing 6 sentence transformation exercises with modal verbs

at all levels

PART A: MODAL VERBS

FUNCTIONS AND STRUCTURAL CONVERSION

I Characteristics of Modal Verbs

Modal Verbs (can, could, may, might, must, will, would, shall, should) are

auxiliary verbs that give imformation about ability, possibility or necessity Theytake no –s in the third person singular They come before the subject in questionsand are followed by “not” in negations The modal verbs are followed by an

infinitive without TO except for “ought to” and their form doesn’t change

E.g - He could speak French and Italian (Not: He coulds speak…)

- Could you speak French before you lived there? (Not: Did you could speak…?)

Certain verbs or expressions have virtually the same meaning as some modals

These are Need (= must), had better (= should), have to/have got to (= must), be

able to (= can), used to (= would) and so on.

E.g I have got to hurry to catch the bus (= I must hurry)

We use modal verbs to express: ability, advice, criticism, logical assumptions,

necessity, offters, obligations/duty, permission, possibility, probability, prohibition, requests/suggestions.

II Functions of Modal Verbs and Synonymous Expressions

Ability - He can read Arabic.

- She’s able to run a marathon.

- He could/was able to rea

Arabic when he was four.(repeated action – ability inthe past)

- He was able to escape.

(single action)

Possibility - He can win the race (90%

certain)

- They could still be at school.

(50% certain; it’s possible theyare still at school)

- Tom may be studying in his

room (perhaps; 50% certain; it’spossible that he’s studying)

- He might want some more

food (40% certain; perhaps hewants some more food)

- It is likely that he will arrive

tonight

- He is likely to arrive tonight

- She could have been killed

in the car crash (Luckily, shewasn’t killed.)

- He may have spoken to

Jenny yesterday (Perhaps hespoke to Jenny)

- He might have forgotten.

(Perhaps he has forgotten)

- It was likely that he had

arrived the day before.

- He was likely to have

arrived the day before.

Probability - They will be home soon.

(100% certain; prediction)

- Greg should win easily (90%

certain; future only; he’ll wineasily)

- They ought to be home by

now (90% certain; they willprobably be home.)

- He should have received his

prize by now (He hasprobably received it by now.)

- They ought to have arrived

an hour ago (They haveprobably arrived.)

Logical

Assumption

s

- She must be working (90%

certain – possitive; I’m sureshe’s working.)

- She can’t be over forty.

(negative; I’m sure she isn’tover forty.)

- He couldn’t be at work.

(negative; I don’t think he’s atwork.)

- She must have been

working (possitive; I’m sure

she was working.)

- She can’t have stolen the

money (negative; I’m sureshe didn’t steal the money.)

- He couldn’t have been at

work yesterday (negative; Idon’t think he was at workyesterday.)

Permission - You can/can’t borrow my car.

(giving or refusing permission;

informal)

- Could I use your phone? (more

polite; asking for permission)

- You may use the phone.

(formal; giving permission)

- Might I speak to Mr Jones,

please? (more formal; askingpermission)

- I’m afraid you can’t/mustn’t

see the patient (informal;

- He wasn’t allowed to/

couldn’t cross the border

- He was allowed to enter the

country (not: could)

Necessity - I must buy a new jacket (I say

so.)

- He has to put some petrol in

the car (necessity coming fromoutside the speaker)

- I’ve got to go the bank now.

- I had to buy a new jacket (I

was obliged to)

- Since his car was being

repaired he had to go to York

by train

- I had to go to the bank

- My car needs repairing Or:

My car needs to be repaired.

(it’s necessary)

- They don’t have to/ do’t need

to/ needn’t come if they don’t

want to (It isn’t necessary –absence of necessity)

- I ought to get my hair cut (it’s

necessary)

yesterday

- My car needed repairing.

Or:

My car needed to be repaired.

(it was necessary)

- She didn’t have to go (It

wasn’t necessary – absence ofnecessity)

- He needn’t have worn such

heavy clothes (It wasn’tnecessary for him to wearsuch heavy clothes but hedid.)

- She didn’t need to/ didn’t

have to buy any apples (It

wasn’t necessary for her tobuy any apples and shedidn’t.)

Advice - You should drink more water.

(general advice; I advice you)

- You ought to respect the

elderly (I advice you; mostpeole belive this)

- You had better finish it (it’s a

good idea; advice on a specificsituation)

- Shall I buy that car? (asking

for advice)

- You should have gone to bed

earlier last night (but youdidn’t)

- He ought to have seen a

doctor earlier (but he didn’t)

- It would have been better if

you had finished it yesterday.(but you didn’t)

Criticism - You could at least help me - You could have at least

helped me last night.

- They should have tried

harder (but they didn’t)

- You ought to have behaved

yourself yesterday (It was theright thing to do but youdidn’t do it.)

Obligation - I must go on a diet (I’m

obliged to; I say so.)

- I have to go on a diet (i’m

obliged to; the doctor says so.)

- We ought to help the poor It’s

- I had to go on a diet a month

ago

- I had to go on a diet a month

ago

the right thing to do, but peopledon’t always do it.

Requests - Can I borrow your book?

- Would you like me to help?

Suggestions - Shall we dance?

- I/We can go now if you like

- We could leave if you want - He could have consulted a

lawyer

Prohibition - You can’t smoke there (You

aren’t allowed to)

- You mustn’t smoke there (It’s

forbidden.)

- You may not smoke there.

(formal)

- They couldn’t smoke there.

(They weren’t allowed)

Duty - Everyone must obey the law.

- People ought to be more

tolerant (It’s the right thing to

do but they do not always do it.)

- All the villagers had to obey

the law

- He ought to have been more

tolerant (It was the right thing

to do but he didn’t do it.)

* Some special notes

1 Can – could – was able to (ability)

- Can expresses ability in the present and future Could expresses ability in the past The verb can is used only in the present or future and could in the past.

Can borrows the rest of its tenses from be able to E.g He could climb up mountains before he had an accident He cana’t climb mountains now but he had been able to do so before his accident.

- Was able to (= managed to) is used to express ability in the past for either single or repeated actions E.g He was able to reach Brighton before midnight.

(single action) (Not: could)

- Could is used in statements to express general ability in the past for repeated actions E.g She could/was able to read when she was four (could/was able to are both correct) However with “feel/hear/see/smell/understand…” we normally use could for single actions E.g I could hear a noise coming from the

dining room (single action) (not: was able to)

- Could/Was able to are both used in negations and questions for either single or repeated actions E.g They weren’t able to/ couldn’t win the race (single action).

Could you/Were you able to drive a car when you were fifteen? (repeated action

– general ability in the past)

2 Must – have to – have got to

- Must is used when the speaker decides what it is necessary to do E.g I must

buy some new clothes (I say so I decide what to do.)

- Have to is used when the necessity comes from outside the speaker or when others decide for the speaker what it was necessary to do E.g He has to be at

work at 9.00 (The boss says so.)

- Have got to has the same meaning as have to but it is used in spoken English.

E.g “Mum, I’ve got to go to the library.”

- Must is stronger than have to and indicates urgency and importance E.g I must

meet Jane tonight (It’s very urgent that I meet her.) I have to meet Jane tonight.

(I need to meet her.)

- Must is used only in the present or future E.g I must go to the meeting

tomorrow It borrows the rest of its tense from have to E.g She had to be present at the lecture last Monday.

3 Mustn’t – needn’t

- Mustn’t (it’s forbidden): You mustn’t get off the bus before it stops.

- Needn’t/ Don’t have to (it isn’t necessaryy): Today is a holiday – you

needn’t/don’t have to go to work.

4 Needn’t – Didn’t need to – Needn’t have

- Don’t have to/ Don’t need to/ Needn’t + present infinitive (it is not necessary in

the present or future)

E.g You don’t have to/ don’t need to/needn’t worry about it any more I’ll take care of that (It is not necessary to worry…)

- Didn’t need to/; didn’t have to (It was not necessary in the past and we may not know if the action heppened or not.) E.g She didn’t need to/ didn’t have to buy a

dress for the party (It wasn’t necessary for her to buy a dress, and we don’t

know if she bought one.)

- Needn’t + bare perfect infinitive (We know that something happened in the past although it was not necessary.) E.g You needn’t have said that She was

very upset by your remarks (You said it, although it was not necessary.)

5 Expressions similar to Modal Verbs

- Be supposed to + infinitive means “should” but it expresses the idea that someone else expects something to be done E.g I’m supposed to attend the

seminar (The manager expects me to do so I should attend the seminar It’s a

good idea because I might get some useful information.)

- Be to + infinitive means “must” but it expresses the idea that someone else

demands something

E.g I am to be at the air port at 9.00 (My boss has told me to go there, so I

can’t avoid it.) I must be at the airport at 9.00 (If I don’t go there, there will be

no one to meet Mr.Jons who is coming tonight.) Be supposed to and be to are used to express what someone expects about a previously arranged event E.g.

The conference is supposed to/is to start tomorrow (it is sheduled.)

- Be likely to mean “may” (possibility) To express possibility in questions we don’t use “may” We use: Is he likely to …?, Is it likely that he …?, Can he …?,

Could he…?, Might he…? E.g Is he likely to win the reace? Is it likely that he will win the race? Could he win the race? etc

- Would you mind is used to express polite, formal requests E.g Would you mind

lending me a hand?

- Lets…/How about…?/Why don’t we…?/ What about…? are used to make suggestions E.g Let’s go for a ride How about going for a ride? Why don’t we

go for a ride? What about going for a ride?

- Would you like to/ Would you like me to…? (= Shall I…?) are used when we offer to do something E.g Would you like me to pick up your laundry? (Shall I

pick up your laundry?)

- Be allowed to is used to express permission, to say what the rule is E.g He

was allowed to cross the border (Not: He could cross…) Was he allowed to enter the building?

6 Adverbs and Alternative to modals

Adverbs like also, always, never, sometimes, just and only come after modal

verbs:

E.g You should always carry plenty of loose change.

You must never do that again.

To add extra emphasis we can use really before the verb:

E.g You really have to see it to believe it.

Adverbs like certainly, probably, possibly, perhaps and may can be used to

express similar ideas to modal verbs:

E.g He had probably been attacked and robbed (= he must have been attacked)

We can use it + be + certain/likely/probable/possible/impossible to express

ability, probability and possibility:

E.g It is possible to program your computer to translate texts automatically (= you can probram your computer)

E.g It is possible that the train will be late (= the train might be late)

III Structural Conversion of Modal Verbs

May = Perhaps Must = I think/ I suppose, I strongly believe Can’t = I

don’t think, I don’t suppose

STRUCTURAL CONVERSION

- Perhaps she is abroad

- Perhaps she moved to Rome

- Perhaps she wasn’t taking a bath

- Perhaps he was studying/ he has been

studying

 She may be abroad

 She may have moved to Rome

 She may not have been taking a bath

 He may have been studying

- I think she has lost her way

- I suppose he has left Austria

- I think he was in Germany

- It is certain that he’ll fail

- It is certain that she (has) attended the

ceremony

 She must have lost her way

 He must have left Austria

 He must have been in Germany

 He is bound to fail

 She is certain to have attended the

ceremony / She must have attended the

ceremony

- I’m sure she is sleeping

- I’m sure he hasn’t left

- It’s forbidden to smoke in hospitals

- I must reject this plan

- I don’t think she’s forgotten

- I’m sure he isn’t lying to us

 She must be sleeping

 He can’t have left

 You mustn’t smoke in hospitals

 I have no option but to reject this

plan / I will have to reject this plan.

 She can’t have forgotten

 He can’t be lying to us

- He is likely to win the race

- She is unlikely to pass her exams

- He is likely to win the prize

 It is likely that he’ll win the race 

He’ll probably win the race.

 It is unlikely/ not likely that she’ll

pass her exams./

 There’s little likelihood/ possibility

of her passing her exams.

 There’s little likelihood/ possibility

that she’ll pass her exams

 It’s doubtful whether she’ll pass her exams

 In all probability, he will win the prize

 It is likely that he will win the prize

 It is very possible that he will win the prize