Some applications help 10th form students to learn modal verbs more effectively

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THE FIFTH TRIEU SON HIGH SCHOOL EXPERIENCE INITIATIVE Some applications help 10th form students to learn modal verbs more effectively Author: DoThi Tam Position: English teacher Field: English THANH HÓA NĂM 2018 TABLE OF CONTENTS PART A: Introduction Rationale Aims and objectives of the study The scope of the study Methods of the study Design of the study 2 3 PART B: Development Chapter 1: 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 2: Advice, Permission and Offer expressed via Modal Verbs 2.1 Advice 2.2 Permission 2.3 Offer Chapter 3: Application to teaching Modal Verbs 3.1 Pictures 3.2 Games 3.3 Role-play 3.4 Applying suggestions in teaching for 10th form students 4 4 7 11 11 3.5 Result after applying the research 12 14 15 16 19 PART C: Conclusion References 20 21 Part A: INTRODUCTION I Rationale As far as we know English is widely used all over the world not only in communication but also in many other aspects such as culture, politics, economy, commerce, tourism and so on Along with mother tongue, everyone in the world can use English to communicate with one another It is English that helps people closer, more friendly and understandable 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 - Point out some mistakes learners may make when using Modal Verbs - Suggest some activities for teaching- learning of Modal Verbs in expressing advice, permission and offer to make learners understand better and more interested in learning them III The scope of the study In this paper, because of our limited time and knowledge, I only study concept, types, characteristics, usage and function of Modal Verbs I also mention to the use of Modal Verbs in expressing advice, permission and offer and suggest some applications to teaching Modal Verbs for upper- secondary school students IV Method of the study I use a combination of different methods - Collecting materials: Data are taken from various reference books, which related to modal verbs Information sources are also accessed from Internet - Analyzing and synthesizing: Data are analyzed to choose important information about Modal Verbs After that, synthesize them - Consulting our supervisor and other experienced teachers V Design of the study The study consists of three parts: Part A: Introduction Information about the rationale, aims and objectives, scope, method and design of the study are provided Part B: Development This part includes chapters: Chapter 1: Theoretical background I mention concept, types, characteristics, usages and functions of 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 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 Ought to Could Has/have (got) to May Be able to Might Shall Should Will Would Need*** * Need is a special verb since as an auxiliary it is almost always negative and it is also a lexical verb as in sentences like “He needs to speak to you now”, while it acts as a modal verb in sentences such as” You needn’t come to work tomorrow” where it has the same meaning as don’t have to 1.3 The usage of Modal Verbs 1.3.1 Meanings We use Modal Verbs to make an assessment, judgment or interpretation of what we are speaking or writing about or express our attitude to this The assessment of ability: I can play football The judgment of obligation: You must stay at home tonight The assessment of necessity: You must eat less meat The assessment 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 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 E.g I should find another way to solve this sum To solve this problem, when teaching Modal Verbs in expressing advice, offer and permission, teacher should remind learners the structure if I were you, I should… often abbreviated to I should 1.4.2 Speaking and writing - When giving advice, native speakers of English often try not to use the imperative mood or the Modal Verbs must as much as they can because the listener may misunderstand their good will But it is very common for Vietnamese learners of English to use the strong form” must” to give advice E.g You must learn English more frequently (It sounds too strong advice) - Different Modal Verbs have similar meaning Learners adopt one form and over- use it in cases where it would be more natural to vary the use for stylistic reasons They may use may to express probability and never use might/can/could in contexts where they would be acceptable alternatives To solve this difficulty, when teachers teach Modal Verbs to express some modal meanings, he/she should give different Modal Verbs and learners should vary the uses of these Modal Verbs - One Modal Verb can express different meanings Learners may not understand and remember all the meanings of one Modal Verb The solution to this problem is that teacher can apply matching exercise (one column is the example of meaning and one column is the meaning) Using the specific example is easier for student to remember A 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 In many contexts, stress is the most important feature we use to distinguish between can (generally not stressed and can’t (generally stressed) If learners inappropriately stress can, people may understand that they have said can’t Chapter II: Advice, permission, and offer expressed via Modal Verbs This chapter involves the study about how advice, permission and offer expressed via Modal Verbs I show how they differ from each other 2.1 Advice 2.1.1 Giving advice When giving advice we can use had better, should, ought to, must not, may, might, and could Should This is probably the most common of the structure for giving advice After should and its negative form –shouldn’t we use the base form of the infinitive form of the verb E.g You should stop being stupid You shouldn’t cheat in exam Had better This structure is common in spoken English and it is usually used in the contracted form After had better and its negative form – had better not, we use the base form of the infinitive of the verb E.g You’d better return the answers to the lecturer You’d better not tell any that you found them - There is a little difference between using should and had better We often use had better in the situation that is more serious If the speaker does not follow the advice, there will be something bad happen E.g You cough a lot You’d better give up smoking Ought to This is the most formal of the structure used for giving advice, and so it isn’t so 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 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 you think I should do? Shouldn’t I apply for this job? Ought I to buy this house? Oughtn’t I to 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) Could I borrow your book, Mary? (Informal) - May I? is a little more formal than Could I? but can also be used for both types of requests E.g Student: May I come in? Teacher: Come in, please - Might I? is more diffident than May I? and indicates greater uncertainty about the answer E.g Daughter: Might I go with him tonight? Father: No, you can’t You should forget him The negative interrogative forms Can’t I and Couldn’t I are used to show that the speaker hopes for an affirmative answer E.g Can’t I stay up till the end of the programme? Couldn’t I pay by cheque? May and might are not used in this way Answer to can’t I / could I requests will normally be: Yes, you can / Yes, of course (you can) No, you can’t Affirmative answers to may I / might I requests are normally: Yes, you may / Yes, of course (you may) For a negative answer “No, you may not “is possible but it would normally be replaced by a milder expression: E.g I’d rather you didn’t 2.2.2 Giving Permission 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 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 - 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 permission: E.g In certain circumstances a police officer may (= has the right to) ask a driver to take a breath test In informal English can / can’t would be used E.g He can take the car Could for permission in the past Could can also express general permission in the past 10 E.g On Sundays we could (= were allowed to) stay up late Couldn’t however can be used a little more widely than could E.g We couldn’t bring our dog into the restaurant Could can be used when there is an idea of condition: E.g Why don’t you ring him? You can / could use my phone Could is also used in indirect speech introduced by the verb in a past tense: E.g He said I could use this phone 2.2.3 Prohibition To make prohibition we can use must not, cannot Must not is used for emphatic prohibition E.g You must not smoke in this room You can’t park your car here 2.3 Offer * Typical offers inviting yes/no respond Can/could I offer you a sandwich? Will/won’t you have a sandwich? Would/ wouldn’t you like a sandwich? * Typical offers with “what” E.g What would you like to have? What would you rather to have? * Typical offers to 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 11 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 These pictures of diseases are not only applied in teaching Modal Verbs but also for teaching other grammatical items or vocabulary E.g In the picture 1: He has a headache Ask students to work in groups and give advice for people in the picture Call on some students to stand up and give advice in front of class Student 1: He must take the pill Student 2: He should listen to music Student 3: He had better go to bed Student 4: He ought not to walk in the sun 3.1.2 Using pictures for offer We can use the pictures, which are used in teaching offer Students also work in groups and base on these pictures to offer 12 e.g In the picture 1: He has a headache Student 1: Shall I buy you some aspirins? Student 2: Will I play the CD for you? Student 3: Can I bring you a cup of orange juice? 3.1.3 Using pictures for permission Pictures of traffic signs are available and applicable to teach permission Teacher gives pictures of traffic signs Students work in groups or in pairs Each group is delivered a pile of pictures; they will look at pictures and discuss what they can or what they cannot 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 13 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 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 English games such as Hangman, Shark attack, Cross Words, Noughts and Crosses…) - Each group describes their games by using Modal Verbs what is permitted and what is not permitted - Other groups guess the name of game E.g Group 1: In this game, you can use helps You can’t continue the game if you have a wrong answer Group 2: (may guess) Is it “who is millionaire?” Group 1: Yes, you are right 3.2.3 Games for offer (chain game) Teacher gives a situation “A student has a flu ” Other students will offer to something for him/ her one by one The person who offers the last one is the winner E.g Student 1: Shall I take you some medicine? Student 2: Will I buy you some food? ………………………………… Student 10: Can I give you a cup of water? 3.3 Role-play In most role- playing exercises, each student takes the role of a person affected by an issue and studies the impacts of the issues on human life and/or the effects of human activities on the world around us from the perspective of that person 14 Role-playing is simultaneously interesting and useful to students because it emphasizes the “real world” side of science It challenges them to deal with complex problems with no single “right” answer and to use a variety of skills beyond those employed in a typical research project In particular, role- playing presents the students a valuable opportunity to learn not just the course content, but also other perspectives on it 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 Nam: Dad, Can I go out to night? Father: Where are you going to go? Nam: I will take part in Dung’s birthday party Father: Yes, you can but you must come back home before 10 o’ clock Nam: 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 UNIT 14 – THE WORLD CUP PERIOD 5: LANGUAGE FOCUS I Objectives: Education Aims: - Students revise: - The uses of will - The difference between will and be going to Knowledge: - The uses of will - Will vs be going to Skills: - Work in pairs to discuss the exercises II Anticipated problems: Students may not know the difference between will and be going to III Teaching aids: - board, chalk, textbook IV Procedures Teacher's activities Students' activities Grammar: Presentation: - Show some pictures and give the examples - Use eliciting questions to help Ss realize the difference between “Will” and “Be going to” a Will vs Going to - Listen to the teacher Example 1: In a restaurant… - Look at the examples Waiter: Do you like beer or wine? - One student 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 student 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 something at the time of speaking - Look at the examples Example 3: - One student answers Helen: There’s a great movie on at Cao Tina’s decision is to see the film 16 Thang theater tonight! Tina: Oh, I know I’m going to see it tonight T makes question: Is Tina’s decision to see the film made before or at the time she says to Helen? - Elicit the conclusion: BE GOING TO is used when we talk about actions planned before the time of speaking Exercise 1: - Ask students to this execise individually - Move round to help if necessary - Ask some sts to report - Check and give remarks b Will: MAKING PREDICTIONS Example 4: A: Susan has been studying very hard for her exams B: I think she will pass the exams easily - T asks: Is B’s prediction a personal opinion or based on present evidences? - T elicits the conclusion by asking Ss: + What can we infer from the example above? + Is “WILL” used when we predict the future based on evidence or not? Conclusion: WILL is used when we predict the future based on personal opinions or experiences rather than specific evidences • We often use “will” with: I’m sure, 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 on present evidence - T asks Ss to tell the difference between “Will” and “Be going to” when predicting made before - One student 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 individually - Some Ss report I'll get I'm going to wash are you going to paint I'm going to buy I'll show I will have I will - Listen and correct their work if necessary - Look at the examples - One student answers WILL is used when we predict the future based on personal opinions or experiences rather than specific evidences - Listen to the teacher - Read the example - Pay attention to the italicized part 17 the future - Tell the T the use of will in this c Will: MAKING OFFERS situation: to make offer/ to show Example 6: Nam and Long go to watch willingness football After the football match, Nam - Do the exercise in pairs feels very hot and tired Exercise 2: Nam: It’s so hot he will help Long: I will open the window won't lend me any money - T elicits the language function of “Will” it will rain today in this example will have to wear glasses - Conclusion: “Will” is also used for will have a headache making an offer “Be going to” isn’t used 6… won't like it with this function I will fail Exercise 2, 3: - Some pairs report: - Ask students to execise 2,3 in pairs I will make you a glass of orange - Move round to help if necessary juice - Ask some students to report I'll open it - Check and give remarks I'll lend you some Production: Game: Lucky Number I'll take you there I'll give you a helping hand - Give instructions: There are numbers on the screen You will choose any - Listen and correct their work if number you like There are pictures and necessary eliciting questions behind each number Look at the pictures, and the questions to - The class plays in two teams make sentences using “Will” or “Be going * Keys: to” With each correct sentence, your team Number 1: I will carry it for you / will get 10 marks If you get a lucky I will help you with it number, you will get 10 marks without Number 2: Okay, I will buy you making the sentences Which team with an ice-cream / I will buy you one more marks will be the winner Number 3: Lucky Number - Check instructions Number 4: She is going to have a - Divide the class into two teams baby - Let Ss play the game Number 5: I am going to buy a - Give feedback and show the correct mobile phone sentences Number 6: An is going to have a - Decide the winner birthday party tonight Homework - Part B( page 81 - workbook) 3.5 Result after applying the research 18 Since I applied this research for my teaching at Trieu Son 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 2016-2017, I taught 10B5 I didn’t use these applications The number of students who are good at this skill is very low However, in the year 20172018, when I taught 10A4 after using some applications to improve the grammatical ability, I asked my students to a mini - grammatical test about modal verbs The result is very high The result at the end of school year 2016- 2017 (not applied the research) Number Grade of Student 10B5 45 Mark (from Mark (from Mark (from to 10) 6.5 to 7.9) to 6.4) Mark (from 3.5 to 4.9) Mark (from to 3.4) SL TL SL TL SL TL SL TL SL TL 11 17 7,5 % 15 % 42,5 % 22,5 % 12,5 % The result at the end of school year 2017- 2018 (applied the research) Number of Mark (from Mark (from Mark (from Grade Student to 10) 6.5 to 7.9) to 6.4) 10A4 43 SL TL SL TL 13 15 % SL TL 17.5 % 16 37.5 % Mark (from 3.5 to 4.9) SL TL Mark (from to 3.4) SL TL 10 % 7,5 % Part C: CONCLUSION To acquire a correct and fluent English, we should learn the basic rules of 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 19 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 Xác nhận thủ trưởng đơn vị Hiệu trưởng Thanh Hoá, ngày 25 tháng 05 năm 2018 CAM KẾT KHÔNG COPY Người thực Nguyễn Tài Quyển Đỗ Thị Tâm 20 REFERENCES A J.Thomson and A.V Martinet 1985 A practical English Grammar, Oxford University Press John Eastwood 1994 Oxford guide to English Grammar Oxford University Press L.G Alexandra 1992 Long man English Grammar, Long man Parrot, Martin 2000 Grammar for English Teacher C.U.P Upgrade 2001 English language teaching methodology, HN Doff, A 1988 Teach English Atraining course for teachers Trainer’s handbook Cambridge: Teacher Training and Development Rivers, W.M (1981).Teaching foreign language skills (2nded) Chicago: University of Chicago Press Sách “ Một số vấn đề đổi phương pháp dạy học bậc THPT môn tiếng Anh Bộ GD-ĐT Tài liệu tập huấn đổi phương pháp môn tiếng Anh WEBSITES http://www.waylink.co.uk/ http://www.3.telus.net/linguitics issues/modals in teaching http://www.tefl.net/teaching/teaching-tip_09.htm http://esl.fis.edu/learners/advice/vocab.htm http://www.teachingenglish.org.uk https://www.englishclub.com 21 ... 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 2: Advice, Permission and Offer expressed via Modal Verbs. .. teach Modal Verbs to express some modal meanings, he/she should give different Modal Verbs and learners should vary the uses of these Modal Verbs - One Modal Verb can express different meanings Learners... function of Modal Verbs I also mention to the use of Modal Verbs in expressing advice, permission and offer and suggest some applications to teaching Modal Verbs for upper- secondary school students