Structural conversion with modal verbs (supplementary practice for teaching part e unit 11 12 english 12)

PART I: INTRODUCTION
1. Rationale of the Study
Modal verbs are essential parts of spoken and written English at all levels.
These are really difficult topics but interesting when we take deep investigation into
them. Not only students but also many teachers are challenged by modal verbs. They
appear in part E of Unit 11 and Unit 12 of the textbook of English 12 – basic
curriculum. When teaching these points, I myself find it confusing to get students to
memorize their usage. The only way to keep them in our minds is to learn by heart
and to practice regularly.
During my teaching and carrying out extensive research into this problem, I
found it necessary to provide more theory and also extra practice for teachers and
students when teaching and learning this. For all the reasons, I would like to conduct
my research on the topic: “Structural Conversion With Modal Verbs”.
2. Aim of the Study
The main aims of the research are:
- To provide teachers and students with full theory of Modal Verbs in English used
in sentence transformation exercises.
- To provide opportunity to practice writing skills, especially the skill of doing
sentence transformation exercises for gifted students
- To hope to provide reference materials for any teachers or students who intend to
master the language of English or want to make their English more natural and more
fluent.
3. Method of the Study
Multi-methods are integrated to conduct this research, including mainly
methods of observation and analysis. Beside, the research is undertaken as a result of
the reality of the long-time process of my daily teaching at school, especially my
teaching gifted students.
4. Objective and Scope of the Study
The objective of the study is modal verbs that are often used in sentence
transformation exercises, including rewrite the sentences using the given words and
rewrite the sentences using the key word(s). These exercises are collected from a

variety of kinds of material sources. Because of many reasons, both subjective and
objective, the study will limit itself within “sentences transformation with modal
verbs”, and this will mainly apply to the gifted students or those who intentionally
attend the classes learning Literature, Math and English, known as group D or Math,
Physics and English – group A1.

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PART II: PROBLEM SOLVING
1. Theoretic basis of the problem
As mentioned, modal verbs play a vital role in learning English. Anyone who
does not know them well are not considered good learners or speakers.
Modal verbs occur around the textbooks of English 10, English 11 and English
12 and are the main contents of part E – Language Focus in English 12 at units 11 and
12. The only way to master them is to learn by heart and to practice them again and
again. This research hopes to be a good material for both teachers and students in their
teaching and learning.
2. Practical basis of the problem
Mai Anh Tuan High School is located in the rural area with many mountainous
and poor villages. People here are mainly farmers with average and low living
standard. As a result, students did not have much good chance of studying and using
English until recently. Students (and even their teachers) do not have an English
environment to practice. Learning English here has not still been really important to
students and people here. Therefore, the teachers have so much difficulty in teaching
English.
Working as a teacher for a long time, I myself understand the nature of the
problem and usually find it necessary to find out the ways to improve the situation. I
try my best to do this research with a view to getting my students and other teachers
to benefit from it by giving them more opportunities to practice and to better their

English.
3. Solutions to the problem
After studying the content of the textbooks English 10, 11 and 12, especially
the part E – Language Focus of units 11 and 12, and taking deep investigation into
this problem, I have found out some useful measures to deal with this problem.
The study consists of two main parts: Part A – Theory of Modal Verbs and Part
B – Practice on Sentence Transformation Exercises with Modal Verbs. Part A consists
of characteristics, functions of modal verbs and structural conversion with them and
synonymous expressions. Part B gives students a chance to practice doing 6 sentence
transformation exercises with modal verbs at all levels.

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PART A: MODAL VERBS
FUNCTIONS AND STRUCTURAL CONVERSION
I. Characteristics of Modal Verbs
Modal Verbs (can, could, may, might, must, will, would, shall, should) are
auxiliary verbs that give imformation about ability, possibility or necessity. They take
no –s in the third person singular. They come before the subject in questions and are
followed by “not” in negations. The modal verbs are followed by an infinitive without
TO except for “ought to” and their form doesn’t change.
E.g. - He could speak French and Italian. (Not: He coulds speak…)
- Could you speak French before you lived there? (Not: Did you could
speak…?)
Certain verbs or expressions have virtually the same meaning as some modals. These
are Need (= must), had better (= should), have to/have got to (= must), be able to (=
can), used to (= would) and so on.
E.g. I have got to hurry to catch the bus. (= I must hurry)
We use modal verbs to express: ability, advice, criticism, logical assumptions,

necessity, offters, obligations/duty, permission, possibility, probability, prohibition,
requests/suggestions.
II. Functions of Modal Verbs and Synonymous Expressions
USE
Ability

PRESENT/FUTURE
- He can read Arabic.
- She’s able to run a marathon.

Possibility

- He can win the race. (90%
certain)
- They could still be at school.
(50% certain; it’s possible they are
still at school)
- Tom may be studying in his
room. (perhaps; 50% certain; it’s
possible that he’s studying)
- He might want some more food.
(40% certain; perhaps he wants
some more food)
- It is likely that he will arrive
tonight.
- He is likely to arrive tonight.
3

PAST
- He could/was able to rea Arabic

when he was four. (repeated
action – ability in the past)
- He was able to escape. (single
action)
- She could have been killed in
the car crash. (Luckily, she wasn’t
killed.)
- He may have spoken to Jenny
yesterday. (Perhaps he spoke to
Jenny)
- He might have forgotten.
(Perhaps he has forgotten)
- It was likely that he had arrived
the day before.
- He was likely to have arrived


the day before.
Probability

- They will be home soon. (100%
certain; prediction)
- Greg should win easily. (90%
certain; future only; he’ll win
easily)
- They ought to be home by now.
(90% certain; they will probably
be home.)
Logical
- She must be working. (90%

Assumptions certain – possitive; I’m sure she’s
working.)
- She can’t be over forty.
(negative; I’m sure she isn’t over
forty.)
- He couldn’t be at work.
(negative; I don’t think he’s at
work.)
Permission
- You can/can’t borrow my car.
(giving or refusing permission;
informal)
- Could I use your phone? (more
polite; asking for permission)
- You may use the phone. (formal;
giving permission)
- Might I speak to Mr. Jones,
please? (more formal; asking
permission)
- I’m afraid you can’t/mustn’t see
the patient. (informal; refusing
permission)
- Children may not be left
unaccompanied. (Formal; refusing
permission + written notice)
Necessity

- I must buy a new jacket. (I say
so.)
- He has to put some petrol in the

car. (necessity coming from
4

- He should have received his
prize by now. (He has probably
received it by now.)
- They ought to have arrived an
hour ago. (They have probably
arrived.)
- She must have been working.
(possitive; I’m sure she was
working.)
- She can’t have stolen the
money. (negative; I’m sure she
didn’t steal the money.)
- He couldn’t have been at work
yesterday. (negative; I don’t think
he was at work yesterday.)
- He wasn’t allowed to/ couldn’t
cross the border.
- He was allowed to enter the
country. (not: could)

- I had to buy a new jacket. (I was
obliged to)
- Since his car was being repaired
he had to go to York by train.


Advice

Criticism

Obligation

outside the speaker)
- I’ve got to go the bank now.
(informal)
- My car needs repairing. Or:
My car needs to be repaired. (it’s
necessary)
- They don’t have to/ do’t need to/
needn’t come if they don’t want to.
(It isn’t necessary – absence of
necessity)
- I ought to get my hair cut. (it’s
necessary)

- I had to go to the bank
yesterday.

- You should drink more water.
(general advice; I advice you)
- You ought to respect the elderly.
(I advice you; most peole belive
this)
- You had better finish it. (it’s a
good idea; advice on a specific
situation)
- Shall I buy that car? (asking for

advice)
- You could at least help me.

- You should have gone to bed
earlier last night. (but you didn’t)
- He ought to have seen a doctor
earlier. (but he didn’t)
- It would have been better if you
had finished it yesterday. (but you
didn’t)

- I must go on a diet. (I’m obliged
to; I say so.)
- I have to go on a diet. (i’m
obliged to; the doctor says so.)
- We ought to help the poor. It’s
5

- My car needed repairing. Or:
My car needed to be repaired. (it
was necessary)
- She didn’t have to go. (It wasn’t
necessary – absence of necessity)
- He needn’t have worn such
heavy clothes. (It wasn’t
necessary for him to wear such
heavy clothes but he did.)
- She didn’t need to/ didn’t have
to buy any apples. (It wasn’t
necessary for her to buy any

apples and she didn’t.)

- You could have at least helped
me last night.
- They should have tried harder.
(but they didn’t)
- You ought to have behaved
yourself yesterday. (It was the
right thing to do but you didn’t do
it.)
- I had to go on a diet a month
ago.
- I had to go on a diet a month
ago.


Requests

Offers

Suggestions

Prohibition

Duty

the right thing to do, but people
don’t always do it.
- Can I borrow your book?
(informal)

- Could I borrow your book?
(polite)
- May I have a cup of coffee,
please? (formal)
- Might I used your phone? (very
formal)
- Will you phone Jane tonight?
(very friendly)
- Would you mind sending this
fax? (polite)
- Can I/we do anything for you?
(informal)
- Shall I/we do it for you?
(informal)
- Would you like me to help?
- Shall we dance?
- I/We can go now if you like
- We could leave if you want.
- You can’t smoke there. (You
aren’t allowed to)
- You mustn’t smoke there. (It’s
forbidden.)
- You may not smoke there.
(formal)
- Everyone must obey the law.
- People ought to be more tolerant.
(It’s the right thing to do but they
do not always do it.)

- He could have consulted a

lawyer.
- They couldn’t smoke there.
(They weren’t allowed)

- All the villagers had to obey the
law.
- He ought to have been more
tolerant. (It was the right thing to
do but he didn’t do it.)

*. Some special notes
1. Can – could – was able to (ability)
- Can expresses ability in the present and future. Could expresses ability in the past.
The verb can is used only in the present or future and could in the past. Can borrows
the rest of its tenses from be able to. E.g. He could climb up mountains before he had
an accident. He cana’t climb mountains now but he had been able to do so before his
accident.
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- Was able to (= managed to) is used to express ability in the past for either single or
repeated actions. E.g. He was able to reach Brighton before midnight. (single action)
(Not: could)
- Could is used in statements to express general ability in the past for repeated actions.
E.g. She could/was able to read when she was four. (could/was able to are both
correct). However with “feel/hear/see/smell/understand…” we normally use could for
single actions. E.g. I could hear a noise coming from the dining room. (single action)
(not: was able to)
- Could/Was able to are both used in negations and questions for either single or
repeated actions. E.g. They weren’t able to/ couldn’t win the race. (single action).

Could you/Were you able to drive a car when you were fifteen? (repeated action –
general ability in the past)
2. Must – have to – have got to
- Must is used when the speaker decides what it is necessary to do. E.g. I must buy
some new clothes. (I say so. I decide what to do.)
- Have to is used when the necessity comes from outside the speaker or when others
decide for the speaker what it was necessary to do. E.g. He has to be at work at 9.00.
(The boss says so.)
- Have got to has the same meaning as have to but it is used in spoken English. E.g.
“Mum, I’ve got to go to the library.”
- Must is stronger than have to and indicates urgency and importance. E.g. I must
meet Jane tonight. (It’s very urgent that I meet her.) I have to meet Jane tonight. (I
need to meet her.)
- Must is used only in the present or future. E.g. I must go to the meeting tomorrow. It
borrows the rest of its tense from have to. E.g. She had to be present at the lecture last
Monday.
3. Mustn’t – needn’t
- Mustn’t (it’s forbidden): You mustn’t get off the bus before it stops.
- Needn’t/ Don’t have to (it isn’t necessaryy): Today is a holiday – you needn’t/don’t
have to go to work.
4. Needn’t – Didn’t need to – Needn’t have
- Don’t have to/ Don’t need to/ Needn’t + present infinitive (it is not necessary in the
present or future)
E.g. You don’t have to/ don’t need to/needn’t worry about it any more. I’ll take care of
that. (It is not necessary to worry…)
- Didn’t need to/; didn’t have to (It was not necessary in the past and we may not
know if the action heppened or not.) E.g. She didn’t need to/ didn’t have to buy a
dress for the party. (It wasn’t necessary for her to buy a dress, and we don’t know if
she bought one.)
- Needn’t + bare perfect infinitive (We know that something happened in the past

although it was not necessary.) E.g. You needn’t have said that. She was very upset by
your remarks. (You said it, although it was not necessary.)
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5. Expressions similar to Modal Verbs
- Be supposed to + infinitive means “should” but it expresses the idea that someone
else expects something to be done. E.g. I’m supposed to attend the seminar. (The
manager expects me to do so. I should attend the seminar. It’s a good idea because I
might get some useful information.)
- Be to + infinitive means “must” but it expresses the idea that someone else demands
something.
E.g. I am to be at the air port at 9.00. (My boss has told me to go there, so I can’t
avoid it.) I must be at the airport at 9.00. (If I don’t go there, there will be no one to
meet Mr.Jons who is coming tonight.) Be supposed to and be to are used to express
what someone expects about a previously arranged event. E.g. The conference is
supposed to/is to start tomorrow. (it is sheduled.)
- Be likely to mean “may” (possibility). To express possibility in questions we don’t
use “may”. We use: Is he likely to …?, Is it likely that he …?, Can he …?, Could
he…?, Might he…?. E.g. Is he likely to win the reace? Is it likely that he will win the
race? Could he win the race? etc
- Would you mind is used to express polite, formal requests. E.g. Would you mind
lending me a hand?
- Lets…/How about…?/Why don’t we…?/ What about…? are used to make
suggestions. E.g. Let’s go for a ride. How about going for a ride? Why don’t we go for
a ride? What about going for a ride?
- Would you like to/ Would you like me to…? (= Shall I…?) are used when we offer to
do something. E.g. Would you like me to pick up your laundry? (Shall I pick up your
laundry?)
- Be allowed to is used to express permission, to say what the rule is. E.g. He was

allowed to cross the border. (Not: He could cross…) Was he allowed to enter the
building?
6. Adverbs and Alternative to modals
Adverbs like also, always, never, sometimes, just and only come after modal verbs:
E.g. You should always carry plenty of loose change.
You must never do that again.
To add extra emphasis we can use really before the verb:
E.g. You really have to see it to believe it.
Adverbs like certainly, probably, possibly, perhaps and may can be used to express
similar ideas to modal verbs:
E.g. He had probably been attacked and robbed. (= he must have been attacked)
We can use it + be + certain/likely/probable/possible/impossible to express ability,
probability and possibility:
E.g. It is possible to program your computer to translate texts automatically. (= you
can probram your computer)
E.g. It is possible that the train will be late. (= the train might be late)
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III. Structural Conversion of Modal Verbs
May = Perhaps Must = I think/ I suppose, I strongly believe
think, I don’t suppose

Can’t = I don’t

STRUCTURAL CONVERSION
- Perhaps she is abroad.
 She may be abroad.
- Perhaps she moved to Rome.
 She may have moved to Rome.

- Perhaps she wasn’t taking a bath.
 She may not have been taking a bath.
- Perhaps he was studying/ he has been
 He may have been studying.
studying.
- I think she has lost her way.
 She must have lost her way.
- I suppose he has left Austria.
 He must have left Austria.
- I think he was in Germany.
 He must have been in Germany.
- It is certain that he’ll fail.
 He is bound to fail.
- It is certain that she (has) attended the
 She is certain to have attended the
ceremony.
ceremony. / She must have attended the
ceremony.
- I’m sure she is sleeping.
 She must be sleeping.
- I’m sure he hasn’t left.
 He can’t have left.
- It’s forbidden to smoke in hospitals.
 You mustn’t smoke in hospitals.
- I must reject this plan.
 I have no option but to reject this
plan. / I will have to reject this plan.
 She can’t have forgotten.

- I don’t think she’s forgotten.

- I’m sure he isn’t lying to us.
- He is likely to win the race.

 He can’t be lying to us.
 It is likely that he’ll win the race. 

- She is unlikely to pass her exams.

He’ll probably win the race.
 It is unlikely/ not likely that she’ll
pass her exams./
 There’s little likelihood/ possibility
of her passing her exams.
 There’s little likelihood/ possibility
that she’ll pass her exams.
 It’s doubtful whether she’ll pass her
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exams
 In all probability, he will win the

- He is likely to win the prize.

prize
 It is likely that he will win the prize.
 It is very possible that he will win
the prize.
 He could certainly win the prize.
 There is every likelihood that he will

- It wasn’t necessary for you to finish it
today.
- Was it necessary for Ann to leave the
party that early?
- It isn’t necessary to do the ironing today.
- It wasn’t necessary for you to buy so
many roses as you did.
- Was it necessary for her to behave like
that?
- It wasn’t necessary for me to walk to
work as he gave me a lift.
- There’ no need to correct the tests today.

- He isn’t obliged to tell you the truth.

- It is important for you to learn to drive.
- Are exams compulsory at this school?
10

win the prize.
 You needn’t have finished it today.
 Did Ann need to/have to leave the
party that early?
 You don’t have to/ don’t need to/
needn’t do the ironing today.
- You needn’t have bought so many
roses.
- Did she need/ have to behave like that?
- I didn’t need to walk to work as he
gave me a lift.

- Don’t bother to correct the tests today.
- It isn’t necessary to correct the tests
today.
- You needn’t correct the tests today.
- You don’t need to correct the tests
today.
- He needn’t tell you the truth.
- He doesn’t need/ have to tell you the
truth.
- You need/have to learn to drive.
- Do you have to sit for exams at this


school?
- It’s optional for senior students to take
tests./ It’s not compulsory for senior
students to take tests.
- You mustn’t write your answer in ink.

- Senior students don’t have to take tests.

- It is against the rules to write your
answer in ink.
- It is forbidden to speed in the city centre. - You mustn’t speed in the city centre. /
Under no circumstances should/ must
you drive fast in ...
- He couldn’t go out because it was
- The rain prevented him from going
raining.
out.

- You’d better ask for some advice.
- You should ask for some advice.
- It is advisable to speak politely to your
- You should speak politely to your
teachers.
teachers./ You had better speak politely
to your teachers.
- It would be a good idea to go on a diet.
- You had better go on a diet./ You
should/ ought to go on a diet./ It is
advisable to go on a diet.
- Why don’t you go to see the dentist?
- You should go to see the dentist.
- Why didn’t you consult your lawyer?
- You shouldn’t have consulted your
lawyer.
- Shall I help you with the dishes?
- Would you like me to help you with the
dishes?
- Would you mind if I used your phone?
- May/Might I use your phone?
- Let’s work out the details.
- Shall we work out the details?/ Why
don’t we work out the details?
- Let’s go for a walk.
- Shall we go for a walk?
- Shall I help you with the dishes?
- Would you like me to help you with
the dishes?
- Could you come on Monday?

- Would Monday be convenient for
you?/ How does Monday suit you?
- May I borrow your car?
- Do you mind if I borrow your car?/
Could I borrow your car, please?
11


/ Would you mind if I borrowed your
car?/ I was wondering if I could borrow
your car.
- Would it interest you to open an
account?/ Would you be interested in
opening an account?/ How would you/
do you feel about opening an account?/
How about opening an account?

- Would you like to open an account?

PART B: PRACTICE ON STRUCTURAL CONVERSION
WITH MODAL VERBS
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EXERCISE 1: Complete the second sentence so that it has a similar meaning to
the first sentence. Use the word given and other words to complete each sentence.
You must use between two and five words. Do not change the word given.
1. It wasn’t necessary for you to bring me flowers as I already had a lot. (need)
=> You …………………………………………………….… flowers.
2. Perhaps he left the car unlocked. (may)

=> He …………………………………………………………… the car unlocked.
3. I’ll carry that bag for you. (like)
=> Would …………………………………………………………… that bag for you?
4. I advice you to drive more slowly. (should)
=> You …………………………………………………………… slowly.
5. It would be a good idea for you to leave early. (better)
=> You …………………………………………………………… early.
6. Driving without headlights is forbidden. (drive)
=> You …………………………………………………………… headlights.
7. Let’s go shopping in town. (about)
=> What …………………………………………………………… in town?
8. I’m sure he lied to you. (have)
=> He …………………………………………………………… to you.
9. I don’t think he has been feeling well lately. (have)
=> He …………………………………………………………… well lately.
10. It’s possible that Ann is looking for a new job. (may)
=> Ann …………………………………………………………… a new job.
EXERCISE 2: Complete the second sentence so that it has a similar meaning to
the first sentence. Use the word given and other words to complete each sentence.
You must use between two and five words. Do not change the word given.
1. He will probably pass his driving test. (likely)
=> He …………………………………………………………… his driving test.
2. It was not necessary for him to pay for the damage, although he did. (needn’t)
=> He …………………………………………………………… for the damage.
3. You are not allowed to leave until the exam has finished. (mustn’t)
=> You ………………………………………………… the exam has finished.
4. I’d better start saving for my summer holiday. (should)
=> I ……………………………………………………… for my summer holiday.
5. We’ll probadly stop and get something to eat on the way home. (likely)
=> It ……………………………… stop and get something to eat on the way home.

6. It’s possible that you forgot to pick up your change. (have)
=> You …………………………………………………………… up your change.
7. You mustn’t take photos in the cathedral. (allowed)
=> You …………………………………………………… photos in the cathedral.
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8. It wasn’t necessary for them to pay for our meal, but they did. (paid)
=> They …………………………………………………………… for our meal.
9. Is it possible that hats are coming back into fashion? (be)
=> Could ………………………………………………… back into fashion?
10. It wasn’t necessary to get dressed up, so we didn’t. (need)
=> We …………………………………………………………… get dressed up.
EXERCISE 3: Rewrite the following sentences using the words in capitals
1. It’s possible that Eve forgot about the meeting. . (MAY)
=> ……………………………………………………………………………………
2. It is necessary for governments to take action against tax evasion. (MUST)
=> ……………………………………………………………………………………
3. Would you like me to help you? (CAN)
=> ……………………………………………………………………………………
4. Sue didn’t leave home in time and now she is running late for work. (SHOULD)
=> ……………………………………………………………………………………
5. Give this massage to Mrs. Bates, please! (WILL)
=> ……………………………………………………………………………………
6. I don’t believe the President made such a contradictory statement. (CAN’T)
=> ……………………………………………………………………………………
7. I believe business is now experiencing a severe recession. (MUST)
=> ……………………………………………………………………………………
8. Is it possible to pay in installments? (COULD)
=> ……………………………………………………………………………………

9. I don’t believe Harry spent the whole evening studying for his French exam.
(CAN’T)
=> ……………………………………………………………………………………
10. Do you want to have a look at my article before I hand it in? (WOULD)
=> ……………………………………………………………………………………
EXERCISE 4: Rewrite the following sentences using the words in capitals
1. Is it really necessary for me to make the presentation tomorrow? (HAVE)
=> ……………………………………………………………………………………
2. Aunt May cooked chicken soup for us, even though we told her were eating out.
(NEED)
=> ……………………………………………………………………………………
3. It is doubtful whether he will be appointed Minister of Health. (MIGHT)
=> ……………………………………………………………………………………
4. He didn’t make sure he had a spare tyre and he got a puncture miles from
anywhere. (SHOULD)
=> ……………………………………………………………………………………
5. It is not advisable to make personal phone calls at work. (OUGHT)
=> ……………………………………………………………………………………
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6. It is extremely dangerous to strike a match at a petrol station. (MUST)
=> ……………………………………………………………………………………
7. It was wrong of you to rely on Michael’s support. (SHOULD)
=> ……………………………………………………………………………………
8. It’s a good idea to get a dental check-up every six months. (OUGHT)
=> ……………………………………………………………………………………
9. Perhaps she was behaving so arrogantly because of her insecurity. (MAY)
=> ……………………………………………………………………………………
10. Is there any possible of the flight being cancelled? (LIKELY)

=> ……………………………………………………………………………………
EXERCISE 5: Rewrite the following sentences using the suitable modals.
1. I don’t think Madonna’s new CD has been released yet.
=> ……………………………………………………………………………………
2. I think Mark was living in Spain at the time.
=> ……………………………………………………………………………………
3. I strongly believe David is not lying this time.
=> ……………………………………………………………………………………
4. Perhaps you will need to hand in a research paper.
=> ……………………………………………………………………………………
5. George is thinking of buying a house this year but he’s not sure whether he will.
=> ……………………………………………………………………………………
6. I strongly believe he wasn’t just speculating when he said that prices will rise.
=> ……………………………………………………………………………………
7. I’m sure Linda is earning a high salary.
=> ……………………………………………………………………………………
8. You aren’t allowed to use a dictionary during the exam.
=> ……………………………………………………………………………………
9. It isn’t necessary for Mary to go to work tomorrow.
=> ……………………………………………………………………………………
10. It isn’t necessary for Brian to finish the reports quickly.
=> ……………………………………………………………………………………
EXERCISE 6: Complete the second sentence so that it has a similar meaning to
the first sentence using the word given. Do not change the word given. You must
use between three and eight words, including the word given.
1. Jeff, shall we go out tonight? (how)
=> Jeff, ………………………………………………………………. tonight?
2. It is very possible that he’ll be promoted. (every)
=> There …………………………………………………………… promoted.
3. It is certain that he will return this afternoon. (bound)

=> He ……………………………………………………………… this afternoon.
4. He wasn’t able to understand the radio message because of interference.
(impossible)
15


=> The interference on the radio ………………………………… the message.
5. Why haven’t you signed this form at the bottom? (sign)
=> Weren’t …………………………………………………… at the bottom?
6. Could he have been telling the truth? (likely)
=> Is ………………………………………………………………… the truth?
7. Could you come on Saturday? (suit)
=> How ………………………………………………………………… you?
8. How do you feel about going on an excursion? (like)
=> How …………………………………………………… on an excursion?
9. You don’t have to inform the agency beforehand. (compulsory)
=> It ……………………………………………………… the agency in advance.
10. May I borrow your typewriter? (mind)
=> Do …………………………………………………….. your typewriter?

SUGGESTED ANSWER
EXERCISE 1:
16


1. You … needn’t have brought me … flowers.
2. He may have left the car unlocked.
3. Would you like me to carry that bag for you?
4. You should drive more slowly.
5. You’d better leave early.

6. You mustn’t drive without headlights.
7. What about going shopping in town?
8. He must have lied to you.
9. He can’t have been feeling well lately.
10. Ann may be looking for a new job.
EXERCISE 2:
1. He is likely to pass his driving test.
2. He needn’t have paid for the damage.
3. You mustn’t leave until the exam has finished.
4. I should start saving for my summer holiday.
5. It is likely that we will stop and get something to eat on the way home.
6. You might have forgotten to pick up your change.
7. You aren’t allowed to take photos in the cathedral.
8. They needn’t have paid for uour meal.
9. Could hats be coming back into fashion?
10. We didn’t need to get dressed up.
EXERCISE 3:
1. Eve may have forgotten about the meeting.
2. Government must take action against tax evasion.
3. Can I help you?
4. Sue should have left home earlier/in time.
5. Will you give this massage to Mrs. Bates?
6. The President can’t have made such a contradictory statement.
7. Business must be now experiencing a severe recession.
8. Could I/we pay in installments?
9. Harry can’t have spent the whole evening studying for his French exam.
10. Would you like to have a look at my article before I hand it in?
EXERCISE 4:
1. Do I really have to make the presentation tomorrow?
2. Aunt May needn’t have cooked chicken soup for us.

3. He might not be appointed Minister of Health.
4. He should have made sure he had a spare tyre.
5. We oughtn’t to make personal phone calls at work.
6. They mustn’t strike a match at a petrol station.
7. You shouldn’t have relied on Michael’s support.
8. You ought to get a dental check-up every six months.
9. She may have been behaving so arrogantly because of her insecurity.
17


10. Is it likely that the flight will be cancelled?/Is the flight likely to be cancelled?
EXERCISE 5:
1. Madonna’s new CD can’t have been released yet.
2. Mark must have been living in Spain at the time.
3. David can’t be lying this time.
4. You may need to hand in a research paper.
5. George may buy a house this year.
6. He can’t have been just speculating when he said that prices will rise.
7. Linda must be earning a high salary.
8. You mustn’t use a dictionary during the exam.
9. Mary needn’t go to work tomorrow. /Mary doesn’t have to go to work …
10. Brian needn’t finish the reports quickly.
EXERCISE 6:
1. Jeff, how about going out tonight?
2. There is every likelihood that he’ll be/ is every possibility of his being promoted.
3. He is bound to return this afternoon.
4. The interference on the radio made it impossible for him to understand the
message.
5. Weren’t you supposed to sign this form at the bottom?
6. Is he likely to have been telling/ it likely he was telling the truth?

7. How does coming on Saturday suit you?
8. How would you like to go on an excursion?
9. It is not compulsory for you to inform the agency in advance.
10. Do mind if I borrow/ mind lending me your typewriter?

4. Evaluatiion the results of the study
4.1. Findings of the study
18


After a trial period in some classes at Mai Anh Tuan High School (mainly class
12M and 12I), I noticed that the students made a considerable progress. They know
more phrasal verbs and know how to do rewriting sentences exercises with them
effectively.
Specific findings
Number
Class of
Boys
student
12I
50
26
12M
43
32
Total
93
58

8-10

6.5-7.9

5-6.5

<5

TS

%

TS

%

TS

%

TS

%

7
6
13

14
13,6
13,8

15
10
25

30
22,7
26,6

27
25
52

54
56,8
53,3

1
3
4

2
6,9
6,3

4.2. The effectiveness of the study in comparison with the previous methods
The research results above show that doing the researches not only helps the
students understand the lessons well and have a good chance to practice what they
have learnt but the teachers themselves benefit from it a lot. To achieve this requires
the teacher to invest time, effort and intelligence to discover treasures of knowledge.

It is also necessary for the teachers to select proper methods so that they can promote
the students’ proactive ability in learning English.
However, not all students can achieve the desired result because phrasal verbs
are difficult points. I myself usually adhere to the principal that it is better if I teach
my students five things and they can achieve four things than I teach them ten things
and they may only achieve three things. The teachers, therefore, should understand
their students well so that they can gain the best result from their teaching.

PART III – CONCLUSIONS AND RECOMMENDATIONS
19


1. General overview and enhancement of the study
Knowledge is like an endless ocean. The English teaching methods are plentiful
and flexible, depending on many factors. Therefore, the teachers should find
themselves the most appropriate way to achieve the best result but not be mechanical
and rigid.
Although this is only my private experience as a result of my teaching
everyday, I hope it will be beneficial to other teachers and students. Beside, it reminds
me not to stop learning and studying to find out new teaching methods and interesting
activities so that I can achieve the best effects.
This is my personsal study, so some mistakes are unavoidable. I hope to get any
comments from kind-hearted colleagues so as that my research will be better.
2. Suggestions for further studies
That the research is restricted to modal verbs is due to both some subjunctive
and objective reasons. Some suggestions are hoped to be developed for further and
more extensive study in the future as followings: Test Your Modal Verbs. These will
cover a wider range of usage of modal verbs in various kinds of exercises.
3. Recommendations
To improve the school’s education requires that the School Administrators,

organizations are constantly interested in investment of educational facilities such as
projectors, laptops, labs, and so on so that the teachers can have opportunities to use
up-to-date technologies in teaching.
Administrative officers of Education and Training at higher level should pay
more attention to daily life of teachers, encouraging them timely in their teaching job,
especially in scientific research such as teaching aids, innovative experience and
higher science study.
…… The End ……

THE CONFIRMATION OF THE HEADMASTER
……………………………………………………………
20

Nga Son, 05/06/2016
I hereby declare that this is my


……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

innovative experience and that no parts
of the initiative have been copied and
reproduced by me from any other’s
work without acknowledgement.
Writer

……………………………………………………………
……………………………………………………………

REFERENCES
21

Nguyen Duy Xuan


1. Tiếng Anh 10, Hoàng Văn Vân, Nhà xuất bản Giáo dục Việt Nam
2. Tiếng Anh 11, Hoàng Văn Vân, Nhà xuất bản Giáo dục Việt Nam
3. Tiếng Anh 12, Hoàng Văn Vân, Nhà xuất bản Giáo dục Việt Nam
4. Ngữ Pháp Tiếng Anh, Mai Lan Hương, Nhà xuất bản Đà Nẵng
5. Bồi Dưỡng Học Sinh Giỏi 11, Nguyễn Phú Thọ, Nhà xuất bản Đại học Quốc gia
Hà Nội
6. Bồi Dưỡng Học Sinh Giỏi 12, Nguyễn Phú Thọ, Nhà xuất bản Đại học Quốc gia
Hà Nội
7. Certificate in Advanced English 1, Cambridge University Press
8. Certificate in Advanced English 2, Cambridge University Press
9. Certificate in Advanced English 3, Cambridge University Press
10. Certificate in Advanced English 4, Cambridge University Press
11. Oxford Advanced Learner’s Dictionary, 8th Edition, Cambridge University Press

INDEX
22


TABLE OF CONTENTS

page

PART I: INTRODUCTION

1. Rationale of the study
2. Aim of the study
3. Method of the study
4. Objective and scope of the study
PART II: PROBLEM SOLVING
1. Theoretic basis of the problem
2. Practical basis of the study
3. Solutions to the problem
Part A: Theory of Modal Verbs
1. Characteristics of Modal Verbs
2. Functions of Modal Verbs and Synonymous Expressions
3. Structural Conversion with Modal Verbs
Part B: Practice on Sentence Transformaion with Modal Verbs
Exercises
Suggested Answer
4. Evaluation of the results of the study
4.1. Findings of the study
4.2. The effectiveness of the study in comparison with the previous
methods
PART III: CONCLUSIONS AND RECOMMENDATIONS
1. General Overview and Enhancement of the study
2. Suggestions for further studies
3. Recommendations

1
1
1
1
1
2

2
2
2
3
3
3
9
13
13
17
19
19

SIGNATURE AND COMMITMENT
REFERENCES
INDEX

21
22
23

LIST OF ABBREVIATIONS
St
= something
Sb
= somebody
E.g.
= for example

23

19
15
15
15
15