TABLE OF CONTENTS
PART A: Introduction

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1. Rationale
2. Aims and objectives of the study
3. The scope of the study
4. Methods of the study
5. Design of the study

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2
3
3
3
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PART B: Development
Chapter I: Theoretical background
1.1. What are Modal Verbs?
1.2. Types of Modal Verbs
1.3. The usage of Modal Verbs
1.4. Some mistakes learners may make in using Modal Verbs
Chapter II: Advice, Permission and Offer expressed via Modal Verbs
2.1. Advice
2.2. Permission
2.3. Offer
Chapter III: Application to teaching Modal Verbs.
3.1. Pictures
3.2. Games


Part A: INTRODUCTION
I. Rationale
The more our society develops, the more quickly the process of
integration and globalization takes place. It can’t be denied that today English is
the most widely used language in the world. It has been used in all spheres such
as external activities, world trade, and science… In 2007 Vietnam became the
150th member of World Trade Organization (WTO), it creates both good
opportunities and challenges to our country. English plays an important role in
developing economy, politics, etc…. It is therefore necessary to learn English
language. To be proficient in English, moreover, the important thing is to master
English grammar.
Modal Verbs are a very important part of English grammar. Learning
Modal Verbs is not very interesting. The uses of Modal Verbs cause learner a lot
of difficulties because one modal verb can have different meanings and different
Modal Verbs can express one meaning. Especially it is difficult to use suitable
Modal Verbs in each situation. A specific example is that your roommate had a
bad cold because she forgot to bring an umbrella when she went out. You say
you should bring your umbrella this sentence is not suitable, you have to say,
“you should have brought your umbrella” because this situation happened in the
past. “Should have+ past participle” expresses advice for things that happened
in the past, “should do” for advice at present or in the future.
For above-mentioned reasons, I have decided to study Modal Verbs.
In my study, I would like to clarify the use of Modal Verbs in expressing advice,
permission and offer and some applications to teaching Modal Verbs.
II. Aims and objectives of the study
This paper sets the aims and objectives as follow:
- Bring an insight into English Modal Verbs.
- Give English students or teachers’ deep understanding of expressing advice,
permission and offer via Modal Verbs.

Chapter 2: I would like to study on advice, permission and offer expressed via
Modal Verbs and some mistakes learners may make when using them
Chapter 3:
This chapter is presented with “application to teaching Modal Verbs”. In this
chapter I suggest some activities for teaching- learning modal verbs in expressing
advice, permission and offer.
Part C: Conclusion
I conclude what I have mentioned in my study paper.

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Part B: DEVELOPMENT
Chapter I. Theoretical background
In this chapter, firstly I mention the notion of Modal Verbs and some other
notions related this: types, characteristics and the usage of Modal Verbs. Secondly,
I study some communicative functions including advice, permission and offer.
Finally, I show some mistakes learners may make in using Modal Verbs.
1.1. What are Modal Verbs?
According to Long man’ Dictionary of language teaching and applied
linguistics, Modal is defined as any of the auxiliary verbs which indicate attitudes
of the speaker or writer towards the state or event expressed by another verbs i.e.
which indicate different types of modality.
1.2. Types of Modal Verbs
It can be divided into two categories: pure modals and semi- modal
Pure modal

Semi- modal

Can

I can play football.

The judgment of obligation: You must stay at home tonight.
The assement of necessity: You must eat less meat.
The assement of possibility: She may not like this gift.
The interpretation of logical deduction: Can you answer the phone. It will be mum.
1.3.2. Functions
Modal Verbs can be usually linked to particular communicative functions:
Requesting: Can you lend me some money?
Offering: Shall I post this letter for you?
Asking for or granting for permission: Can I use your computer?
Advising: I think you should return the answer back.
Suggesting: we could go to the beach for summer holiday.
Inviting: would you like to have breakfast with me?
1.4. Some mistakes learners may make when using Modal Verbs
English learners may make mistakes in both receptive skills (listening and reading)
and productive skills (speaking and writing).
1.4.1. When listening for comprehension:
In most contexts Modal Verbs are pronounced in weakened form and learners may
fail to hear or identify them. This doesn’t always stop learners from understanding
the essential message but it may do.
For example, if the learners don’t hear can in the following, they may interpret the
statement as a promise rather than as an offer.
E.g. I can post this letter for you
To solve this problem, the teacher should let learners practice listening to Modal
Verbs in native voice. Therefore learners will get acquainted with Modal Verbs that
are pronounced in very weakened form.
- A particular problem is sometimes posed by the use of should to give advice. If I
were you, I should…is often abbreviated to I should…and learners may understand
an offer or promise where what is intended as advice.


B

1) I can swim

a) Requests

2) Can I look at your costumes?

b) Permission

3) You can look at my costumes.

c) Offer

4) She is very late .She can come tomorrow

d) Ability

5) Can I help you?

e) Possibility

- Student may not pay attention to pronunciation of Modal Verbs:
Learners may over - emphasize Modal Verbs in contexts where they would
normally not be stressed. This may give the impression that they are contradicting
something that has already been said and can lead to people misinterpreting their
attitude.

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common. After ought and its negative ought not (oughn’t), we use the full infinitive
of the verb.
E.g. You ought to contact the police/ You ought not to cheat in exams.

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• Must
Must is used for emphatic advice.
E.g. You must read this. It’s marvelous!
Mustn’t is used for very emphatic advice
E.g. You mustn’t leave your car unlocked. This place is full of thieves.
2.1.2. Asking for advice
We use should, ought to to ask for advice. Should is used very commonly and
ought to is used less commonly.
E.g. Should I go abroad for study?
What do you think I should do?
Shouldn’t I apply for this job?
Ought I to buy this house?
Oughtn’t I to do the task in this way?
2.2. Permission
2.2.1. Granting for permission
We can use may, might, can, could for granting permission.
• Can I? Could I? May I? Might I? are all possible and can be used for the
present or future.
- Can I? is the most informal
E.g. Can I use your bicycle?
- Could I? is the most generally useful of the four, as it can express both formal and
informal request for permission.
E.g. Could I hand in the test next week, teacher? (Formal)

We can use can, may, might, could for giving permission.
• May and can used for permission in the present or future.
- First person
I /we can is the most usual form.
E.g. I can take a day of off whenever I want.
I/ we may meaning I/ we have permission to … is possible:
E.g. I may leave the office as soon as I have finished.
But this is not very common construction and it would be much more usual to say:
E.g. I can leave/ I’m allowed to leave.
But in colloquial speech we would use can / could
E.g. He says we can leave / He said we could leave.
- Second person

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Here may is chiefly used when the speaker is giving permission. You may park here
mean I give you permission to park. It does not normally mean The police allow
you to park or you have a right to park
Can can be used as an informal alternative to may here. But it can also be used to
express the idea of having permission. You can park here can mean I allow it / the
police allow it/ you have a right to park here. Similarly You can take two books
home with you can mean I allow it / The library allows it and you can’t eat
sandwiches in the library can mean I don’t allow it / The librarian doesn’t allow it
or It isn’t the proper thing to do.
- Third person
May can be used when the speaker is giving permission
E.g. He may take my car (I give him permission to take it)
They may phone the office and reverse the charges (I give them permission)
But it is chiefly used in impersonal statements concerning authority and

* Typical offers to do things.
E.g.Can I/could I /shall I open the window for you?
Would you like me to open the window for you?
Chapter III
Application to teaching Modal Verbs for upper- secondary students
Modal Verbs play an important role in English Grammar. Modal Verbs are
one of the most difficult structures that an EST/EFT teacher will have to deal with.
Moreover, the studying English Grammar in general and Modal Verbs in particular
is not of learner’s interests. Learners also have not applied Modal Verbs in
communication. In this chapter, I suggest some activities to make teaching and
learning Modal Verbs more attractive. I mention to the use of pictures, games, and
role-play in teaching and learning advice, permission, offer via Modal Verbs.
3.1. Pictures
Pictures are illustrations that are cut from magazines, newspapers or other
sources. They’re mostly photographs, but drawings, collages, maps, or other
illustrations can be used for certain activities.
We can use pictures in three stages of the lesson: presentation, practice, and
production. They make the lesson more meaningful and interesting. When students
learn with pictures, they are more creative.
3.1.1. Using pictures for advice
We can use pictures about kind of diseases. Teacher hangs it on the board and
asks students to give advice for people in these pictures to treat their diseases.
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These pictures of diseases are not only applied in teaching Modal Verbs but
also for teaching other grammatical items or vocabulary.

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they can do or what they cannot do in these situations.
E.g.. You can’t ride bicycle in this road.

You mustn’t smoke in this place.

You can turn right in this road.

3.2. Games
Games are highly motivating and competitive because they are amusing and
interesting. They can be used to give practice in all language skills and be used to
practice many types of communication.
3.2.1. Games for advice
One of the most popular and common activities to practice Modal Verbs
should (sometimes ought to) are situations in which people ask for advice.
Ask students to each write about a problem they have (real or imaginary) that
they would like advice on. They should write these on a slip of paper, but not write
their name. Collect all the slips of paper and put the students into group of four.
Give each group four problems at random. Tell them to select two and give advice
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to the writer about their problem (including Modal Verbs such as should, ought to,
shouldn’t etc). When groups have finished, ask them to read out the problem and
the advice.
The group that has most suitable advice will be the winner.
3.2.2. Game for permission (Guessing game)
• Activities:
- Ask students to work in groups.
- Each group thinks about a game, which is familiar with other students (e.g.
Games in TV such as “ who is millionaire?” “ Ring the gold bell”, etc or other

3.3.1. Role-play for advice
Teacher needs to decide the context for the exercise and the role(s) that the
students will play.
E.g. Situation 1: One student has a bad cold and another student gives advice. They
work in pairs and make conversations.
A: Hi, how are you?
B: Fine, thanks. And you?
A: I’ m not very well. I have a bad cold
B: You should take pills.
A: I’ve taken some pills but it”’ snot better at all.
B: You’d better stay in bed, keep warm, drink much water and eat a lot of fruit
A: Thank you very much.
3.3.2. Role play in permission
Situation: A son asks his father for permission to go out at night to take part in
his friend ‘s birthday party.
Son: Dad, Can I go out to night?
Father: Where are you going to go?
Son: I will take part in Minh’s birthday party.
Father: Yes, you can but you must come back home before 10 o’ clock.
Son: Can I use your motorbike?
Father: No, you can’t. You are only 15 years old.
3.3.3. Role play in offer
Situation: You are coming up the stairs, you see an old woman with a heavy bag,
and you offer.
E.g.Can I bring this bag for you?
3.4. Applying suggestions in teaching for 10th form sts
I myself have applied these suggestions in teaching . Below is one of my
lessons in which I have applied some ways to improve the grammartical ability.

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- Look at the examples.
Waiter: Do you like beer or wine?
- One st answers
Joe: Well, I will have beer.
Joe’s decision is made at the time
T makes question: Is Joe’s decision made she speaks to the waiter.
at the time she speaks to the waiter or
before that?
Example 2:
- Look at the examples.
A: Oh, I don’t have any money with me!
- One st answers
B: Do you? Don’t worry. I will lend you
B’s decision is to lend A some
some.
money spontaneously.
T makes questions: + Does B know A
doesn’t have any money before A speaks
to B?
+ Is B’s decision to lend A some money
spontaneously or made beforehand?
T elicits the conclusion: WILL is used
when we decide to do something at the
time of speaking.
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Example 3:
Helen: There’s a great movie on at Cao
Thang theater tonight!

I’m certain, I(don’t) think , I know,
I hope…
Example 5:
A: Look at the black clouds in the sky.
B: It is going to rain.
- T elicits the conclusion: BE GOING TO
is used when we predict the future based

- Look at the examples.
- One st answers
Tina’s decision is to see the film
made before.
- One st tells the difference:
+ Will: to talk about the future and
the decision is made at the moment
of speaking.
+ Be going to: to talk about
intentions/ decisions which are
made before we report them.
- Do the exercise 1 individually.
- Some Ss report.
1. I'll get
2. I'm going to wash
3. are you going to paint
4. I'm going to buy
5. I'll show
6. I will have
7. I will do
- Listen and correct their work if
necessary.

- Move round to help if necessary.
- Ask some sts to report.
- Check and give remarks.
Production: Game: Lucky Number
- Give instructions: There are 6 numbers
on the screen. You will choose any number
you like. There are pictures and eliciting
questions behind each number. Look at the
pictures, and the questions to make
sentences using “Will” or “Be going to”.
With each correct sentence, your team will
get 10 marks. If you get a lucky number,
you will get 10 marks without making the
sentences. Which team with more marks
will be the winner.
- Check instructions
- Divide the class into two teams
- Let Ss play the game
- Give feedback and show the correct
sentences
- Decide the winner
Homework
- Part B( page 81 - workbook)

- Pay attention to the italicised part.
- Tell the T the use of will in this
situation: to make offer/ to show
willingness.
- Do the exercise in pairs.
Exercise 2:

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3.5. Result after applying the research
Since I applied this research for my teaching at Nguyen Quan Nho high
school I have got better results: Students increasingly desire modal verb lessons,
they become creative and active in developing their grammatical abilities.
In the year 2013-2014, I taught 10A1, I didn’t use these applications. The
number of students who are good at this skill is very low. However, in the year
2015- 2016, when I taught 10A2 after using some applications to improve the
grammatical ability, I asked my sts to do a mini - grammatical test about modal
verbs. The result is very high.
The result at the end of school year 2013- 2014
(not applied the research)

Grade

Number
of

Mark (from Mark (from
8 to 10)
6.5 to 7.9)

Mark (from
5 to 6.4)

Mark (from
3.5 to 4.9)


7,5 %

15 %

42,5 %

22,5 %

12,5
%

The result at the end of school year 2015- 2016
(applied the research)
Number of Mark (from Mark (from Mark (from
6.5 to 7.9) 5 to 6.4)
Grade
Student 8 to 10)
SL TL
10A2

45

7

SL TL

15,6 % 13

SL TL


English grammar. English grammar including Modal Verbs is very complicated,
which cause a lot of difficulties for learners. Moreover, learning English does not
mean just learning English grammar, learners really master English only when they
can use it to communicate. Learning English grammar is difficult but using English
proficiently is much harder. In order to help English teacher and students find it
easier to learn English grammar in general and English Modal Verbs in particular, I
have studied some basic theories of Modal Verbs and introduced some activities for
teaching Modal Verbs meaningfully.
In this study paper, firstly I have mentioned theoretical background of
Modal Verbs including the notion, characteristics and the usage of Modal Verbs. I
also anticipate mistakes that learners may make when using Modal Verbs and
suggest some solutions to them. Secondly, I have focused on communicative
functions of Modal Verbs including advice, permission and offer. Lastly, I suggest
some activities by using games, pictures and role-play for teaching and learning
Modal Verbs in expressing advice, permission and offer.
I hope that this study will benefit teachers and learners in teaching and learning
Modal Verbs. However this study may include some mistakes and limitation. This
is unavoidable because of the limitation of our knowledge, time and materials for
my studying.
I have tried my best to complete my study. I have also received much
enthusiastic help and encouragement from other teachers as well as my friends.
Therefore any comments and suggestions will be highly appreciated so that I can
perfect my later study.

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Thanh Hoá, ngày 28 tháng 04 năm 2016

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