WORKSHEET – UNIT 12
MODAL AUXILIARY VERBS
Task 1 –Answer the questions on page 4 of the unit.
i) May I use your phone
ii) You must take an english course
iii) You could see a doctor about that cut on your arm
iv) You don't have to use that door
v) I will be at your house by 6 o'clock
vi) It must be Sally
vii) It can't be Mike
viii) He had to go home
ix) Each student must have a health certificate – Differrent because it is definite, whereas question (ii) was advisory
I've got to go – Prebooked, somewhere to be
I have to go – Out of time of unspecified reason
I should go – Leaving is important but not absolutely necessary
I'm supposed to go – Expected somewhere but not necessarily interested
I'd better go – Not leaving may have an unfortunate outcome
I'd rather go – Not enjoying current circumstances
Task 2 – Summarize what you learned when answering the questions on page 4.
Modal auxilliary verbs can control not only the meaning of a sentence but they can also control the power of that sentence too.
Task 3 – Identify the usage of each of the following modal verbs and give two activate stage teaching ideas for each, making sure that each teaching idea matches the usage of the example sentence. None of the teaching ideas should be the same:
a) May I use your toilet?
Usage: Polite request
Less than 50% certainty
a. Organise a roleplay with a waiter and a diner in a restaurant
b. Charades – students each receive an question and must act it out
b) Mathew might come to see you later.
Usages: Much less than 50% certainty
Rare polight requests
a. Chinese whispers – everyone sits in a circle and one person starts with 'Matthew might come to see you later', it is then whispered around the circle until it comes back to the first person
b. Jeopardy – Students join groups and answer questions in reverse, i.e: 'Matthew might come to see you later' the answer could be 'Have you seen Matthew?'.
c) You really should stop smoking.
Usages: Advisory or moral obligation
More than 90% certainty
a. Bus stop – students pair up and practise what they would say to each other if they met at a bus stop
b. Signs – A sign is put on the wall and students have to role-play a few sentences in relation to it, in front of the class
d) I must do my homework.
95% certainty or assumption
a. Daily routine – students have to put their daily routine into sentences and jumble them up. They then give the sentences to a group member to rearrange in the correct order, i.e 'when I get home I must do my homework' then 'after my homework I get should get ready for dinner'
b. Letter to penpal – Students have to write a letter to a pretend penpal. In this letter they must include their hobbies, likes / dislikes and how they spend their time, i.e 'in the evenings I must do my homework'. The letter is written in the study stage and read to the class in the activate stage.
e) Monkeys can’t swim
Usages: Inability / impossibility
a. Can / can't – Students form groups and each group is given a picture. The students must then come up with a list of things which can or can't be done by whats in the picture. i.e a picture of a plane = 'planes can fly' or a monkey = 'monkey's can't swim'.
b. True or false – Done as a class, the teacher asks questions and students take it in turns to answer whether true or false by putting their hand up.
Task 4 – How do we form the passive voice?
Auxillary verb 'be' + past participle
Task 5 – Change the following from the active into the passive
(the first one has been done as an example):
A crocodile eats Henry – Henry is eaten by a crocodile.
A crocodile is eating Henry – Henry is being eaten by a crocodile
A crocodile has eaten Henry – Henry has been eaten by a crocodile
A crocodile ate Henry – Henry was eaten by a crocodile
A crocodile was eating Henry – Henry was being eaten by a crocodile
A crocodile had eaten Henry – Henry had been eaten by a crocodile
A crocodile will eat Henry – Henry will be eaten by a crocodile
A crocodile is going to eat Henry – Henry will be being eaten by a crocodile
A crocodile will have eaten Henry – Henry will have been eaten by a crocodile
They have buried Henry (note that the agent isn’t important) – Henry has been buried
Task 6 – Change these active voice sentences into the passive voice. Only include the agent/doer if you think it is important or relevant to the meaning:
a) Farmers grow rice in India.
India is where rice grows
b) I will finish the report later.
The report will have been finished later
c) Scotland has never won the World Cup.
The world cup has never been won by Scotland
d) The American people elected George W. Bush.
George W. Bush was elected by the american people
e) Agatha Christie wrote ‘Murder on the Orient Express’.
'Murder on the Orient Express' was written by Agatha Christie
Task 7 – State which tense the passive sentences below use and change them into the active voice (Bear in mind that even though the form is different for active and passive voice, the tense is the same).
a) I will be questioned by the police tomorrow.
Tense used: Future simple
Active voice version: The police are going to question me tomorrow
b) ‘E.T.’ was directed by Spielberg.
Tense used: Past simple
Active voice version: Steven Spielberg was the director of 'E.T.'
c) The Band’s new song hasn’t been released yet.
Tense used: Present perfect
Active voice version: The band hasn't released the song yet
d) The report is being prepared by Mrs. Smith.
Tense used: Present continuous
Active voice version: Mrs Smith is preparing the report
e) 1,000,000 pints of beer are consumed daily in Germany.
Tense used: Present simple
Active voice version: Every day in Germany 1,000,000 pints of beer are consumed
Task 8 – How would you explain the passive voice to a low level student using language they would understand? Give as much detail as possible of the study phase of this lesson.
We would explain to the student that the passive voice is said usually from outside of the subjects perspective. We would also explain the form very clearly and demonstrate the different verb tenses used. In the study phase we would produce a work sheet with activities similar to task 5 and 6 of this worksheet but also a short story or news article which they use to mark or highlight the passive voice sentences included with the article.
Task 9 – State the three types of phrasal verbs, explaining how they are different from each other. Give two example sentences of your own for each one.
Can you ask round? = Can you ask people?
b. Transitive seperable
He filled out the form = He answered the form questions
She made up with him = She forgave him
Task 10 – State the difference between defining and non-defining relative clauses and give an example of each:
Defining relative clauses link the first and second sections of the sentence together, where as non-defining relative clauses provide additional detail to the sentence.
a. Defining relative clause:
I've been using my computer which is very slow
b. Non-defining relative clause:
My computer, which is very slow, has been used to answer these questions