You should have brought your umbrella

TABLE OF CONTENTS
PART A: Introduction
2
1. Rationale
2
2. Aims and objectives of the study
2
3. The scope of the study
3
4. Methods of the study
3
5. Design of the study
3
PART B: Development
4
Chapter I: Theoretical background
4
What are Modal Verbs?
4
Types of Modal Verbs
4
The usage of Modal Verbs
4
Some mistakes learners may make in using Modal Verbs
5
Chapter II: Advice, Permission and Offer expressed via Modal Verbs
7
2.1. Advice
7
2.2. Permission
8
2.3. Offer
11
Chapter III: Application to teaching Modal Verbs.
11
3.1. Pictures
12
3.2. Games
14
3.3. Role-play
15
3.4. Applying suggestions in teaching for 10th form sts
16
3.5. Result after applying the research
19
PART C: Conclusion
20
References
21
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.
- 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, beacause 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 3 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 assement of ability: 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 shouldis often abbreviated to I shouldand 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 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)
 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 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 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.
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, can not. 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 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.
 These pictures of diseases are not only applied in teaching Modal Verbs but also for teaching other grammatical items or vocabulary.
 1 2 3
 4 5
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.
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 teaching 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 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 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 describe 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 thi