Modal verbs in expressing advice, permission and offer and some applications to teaching modal verbs for the 10th form students

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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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

3.3. Role-play
3.4. Applying suggestions in teaching for 10th form sts

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3.5. Result after applying the research

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PART C: Conclusion
References

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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.

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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.

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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

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
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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 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.
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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
contexts where they would be acceptable alternatives.

might/can/could in

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.

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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.

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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)

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.

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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

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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

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
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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.
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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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2

4

3

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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

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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
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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

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 this game, you can use 3 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 do
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.
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
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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.
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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UNIT 14 – THE WORLD CUP
PERIOD 5: LANGUAGE FOCUS

I. Objectives:
1. Education Aims:

- Students revise:
- The uses of will.
- The difference between will and be going to.
2. Knowledge: - The uses of will.
- Will vs. be going to.
3. 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:
1. 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 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!

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 sts to do 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

- 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.

- Look at the examples.
- One st 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.

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on present evidence.
- T asks Ss to tell the difference between
“Will” and “Be going to” when predicting
the future.
c. Will: MAKING OFFERS
Example 6: Nam and Long go to watch
football. After the football match, Nam
feels very hot and tired.
Nam: It’s so hot.
Long: I will open the window.
- T elicits the language function of “Will”
in this example.
- Conclusion: “Will” is also used for
making an offer. “Be going to” isn’t used
with this function.
Exercise 2, 3:
- Ask sts to do execise 2,3 in pairs.

- 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:

1....he will help .....
2. ... won't lend me any money
3. ... it will rain today
4. ... will have to wear glasses
5. .... will have a headache
6…... won't like it
7. I will fail
- Some pairs report:
1. I will make you a glass of orange
juice.
2. I'll open it.
3. I'll lend you some.
4. I'll take you there.
5. I'll give you a helping hand.
- Listen and correct their work if
necessary.
- The class plays in two teams
* Keys:
Number 1: I will carry it for you. /
I will help you with it.
Number 2: Okay, I will buy you an
ice-cream. / I will buy you one.
Number 3: Lucky Number
Number 4: She is going to have a
baby.
Number 5: I am going to buy a
mobile phone.
Number 6: An is going to have a
birthday party tonight.

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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)

Mark
(from 0 to
3.4)

SL TL

SL TL

SL TL

SL TL

SL TL

3

11

17

9

5

Student

10A1

45

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

28,9 % 16

35,5 %

Mark
(from 3.5
to 4.9)

Mark
(from 0 to
3.4)

SL TL

SL TL

5

4

11,1
%

8,9 %

19


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
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 của thủ trưởng đơn vị

Thanh Hoá, ngày 28 tháng 04 năm 2016

Hiệu trưởng

Tôi xin cam đoan đây là SKKN
của mình viết, không sao chép nội dung
của người khác.
Người thực hiện

Đỗ Thận Tuấn

Lê Thị Liễu

20


REFERENCES
1. A. J.Thomson and A.V. Martinet 1985. A practical English Grammar,
Oxford University Press.
2. John Eastwood 1994. Oxford guide to English Grammar. Oxford University
Press.
3. L.G. Alexandra 1992. Long man English Grammar, Long man.
4. Parrot, Martin 2000. Grammar for English Teacher. C.U.P
5. Upgrade. 2001. English language teaching methodology, HN.
6. Doff, A. 1988. Teach English. A training course for teachers. Trainer’s
handbook. Cambridge: Teacher Training and Development.
7. Rivers, W.M. (1981). Teaching foreign language skills (2nd ed.). Chicago:
University of Chicago Press.
8. Sách “ Một số vấn đề về đổi mới phương pháp dạy học bậc THPT môn tiếng
Anh của Bộ GD-Đ”
9. Tài liệu tập huấn đổi mới phương pháp môn tiếng Anh
WEBSITES
1. />2. issues/modals in teaching.
3. />4. />5.

6.

21