essay about school rules and regulations using modal verbs

Modal Verbs: Useful Rules, List and Examples in English

Are you struggling to understand the concept of modal verbs? Look no further! In this article, we will dive into the basics of modal verbs and provide you with a clear understanding of their function in English grammar.

It is important to note that modal verbs have a unique set of rules that differ from regular verbs. For example, they do not use an “s” for the third person singular, and they make questions by inversion. It is also important to understand the different nuances of each modal verb and how they are used in context. So, let’s get started and explore the world of modal verbs together!

Definition of Modal Verbs

Modal verbs are a special class of auxiliary verbs that are used to modify the meaning of the main verb in a sentence. They are also known as modal auxiliary verbs or simply modals. Modal verbs are used to express different kinds of meanings such as possibility, ability, permission, necessity, and more.

Modal verbs are always used in combination with ordinary verbs and they change the meaning of the verb to something different from simple fact. They are commonly used in English and are an essential part of the language.

The following are some of the most common modal verbs in English:

Each of these modal verbs has a specific meaning and usage in English. For example, “can” is used to express ability, “may” is used to express possibility, and “must” is used to express necessity.

Modal verbs are also used to create different tenses in English. For example, “could” is used to create the past conditional tense, while “will” is used to create the future tense.

It is important to note that modal verbs do not have infinitive or participle forms. They are always used in their base form, and they do not take the -ing or -ed endings.

In summary, modal verbs are a special class of auxiliary verbs that are used to modify the meaning of the main verb in a sentence. They are used to express different kinds of meanings such as possibility, ability, permission, necessity, and more. Understanding the usage of modal verbs is essential for effective communication in English.

Types of Modal Verbs

Modal verbs are auxiliary verbs that express a range of meanings such as ability, permission, possibility, obligation, and advice. Here are the different types of modal verbs:

Modal verbs of ability express whether you are capable of doing something or not. The most common modal verbs of ability are “can” and “could.” Here are some examples:

• You can speak English fluently.
• I could run a marathon when I was younger.

Modal verbs of permission express whether you are allowed to do something or not. The most common modal verbs of permission are “may” and “can.” Here are some examples:

• May I leave early today?
• Can I borrow your car for the weekend?

Possibility

Modal verbs of possibility express the likelihood of something happening. The most common modal verbs of possibility are “may,” “might,” “could,” and “can.” Here are some examples:

• It may rain later today.
• The train might be delayed.
• She could be at home.

Modal verbs of obligation express whether you are required to do something or not. The most common modal verbs of obligation are “must” and “should.” Here are some examples:

• You must submit your report by Friday.
• You should apologize for your mistake.

Modal verbs of advice express recommendations or suggestions. The most common modal verbs of advice are “should” and “ought to.” Here are some examples:

• You should exercise regularly to stay healthy.
• You ought to try the new restaurant in town.

In summary, modal verbs are essential in expressing different meanings in English. Understanding the different types of modal verbs can help you communicate more effectively and accurately.

Modal Verbs: Rules & Examples

Learn how and when to use modal verbs in English with rules and example sentences.

1. To indicate that something is probable or possible, or not so.

For example:

• It is sunny today; it must be warm outside. = It is sunny today; it is probably warm outside.
• His mobile is not reachable; he may/might/could be travelling by metro. = His mobile is not reachable; it is possible that he is travelling by metro.
• This can’t be our bill. = It is not possible that this is our bill.

2. ‘Can’ and ‘could’ are used to refer to skills and abilities.

• He can cover a hundred metres in under ten seconds.
• My father could see perfectly before the age of fifty.
• I can’t ride a horse.

3. ‘Must’ is used to indicate that something is necessary or of extreme importance, and ‘should’ is used to suggest that something is advisable.

• You must do your homework.
• You mustn’t skip school.
• You should say sorry.
• You shouldn’t smoke.

4. ‘Can’, ‘could’ and ‘may’ are used to ask for, give and withhold permission.

• Can I try my hand at it?
• Could we disperse early today?
• You may not enter the premises.

5. ‘Will’ and ‘would’ are used to refer to habits and inclinations.

• When I was a child, I would often climb trees.
• I will never refuse you anything.
• He would never do such a thing.

Note : These verbs differ from ordinary verbs in 3 respects.

• When used with the third person singular (he, she), they don’t require the addition of an ‘s’.
• They can be used to form questions by inverting the structure of the sentence.
• They can be followed directly by the verb, without the use of ‘to’.

Usage of Modal Verbs

Modal verbs are an essential part of English grammar. They are used to express a variety of meanings such as ability, possibility, permission, and obligation. In this section, we will discuss the usage of modal verbs in statements, questions, and negative sentences.

In Statements

Modal verbs are often used in statements to express various meanings. Here are some examples:

• Ability: “I can speak French fluently.”
• Possibility: “It may rain tomorrow.”
• Permission: “You may leave the room now.”
• Obligation: “You must finish your homework before going out.”

Note that when using modal verbs in statements, the main verb is always in its base form (infinitive) without “to.”

In Questions

Modal verbs are also commonly used in questions to ask for permission, ability, or possibility. Here are some examples:

• Permission: “May I leave the room now?”
• Ability: “Can you swim?”
• Possibility: “Could it be true?”

In questions, the modal verb is usually placed at the beginning of the sentence.

In Negative Sentences

Modal verbs can also be used in negative sentences to express the absence of ability, permission, or obligation. Here are some examples:

• Ability: “I cannot speak French fluently.”
• Permission: “You may not leave the room now.”
• Obligation: “You must not forget to lock the door.”

In negative sentences, the word “not” is added after the modal verb.

It is important to note that some modal verbs have different meanings depending on the context. For example, “must” can express obligation, but it can also be used to express a strong recommendation or deduction. In addition, some modal verbs have more than one form, such as “may” and “might,” which can both be used to express possibility.

Overall, modal verbs are an important part of English grammar and are used in a variety of contexts. By understanding their usage in statements, questions, and negative sentences, you can improve your English communication skills.

Common Modal Verb Phrases

Modal verbs are often used with other verbs to create phrases that convey a specific meaning. Here are some common modal verb phrases and their meanings:

• Can’t help but  – This phrase is used to express that you cannot stop yourself from doing something. For example, “I can’t help but smile when I see puppies.”
• Have to  – This phrase is used to express obligation or necessity. For example, “I have to finish my homework before I can go out.”
• Need to  – This phrase is used to express that something is necessary. For example, “I need to drink water after exercising.”
• Should have  – This phrase is used to express regret about something that was not done in the past. For example, “I should have studied more for the test.”
• Would rather  – This phrase is used to express a preference. For example, “I would rather stay at home than go to the party.”
• Must have  – This phrase is used to express certainty about something that happened in the past. For example, “He must have left his phone at home.”
• Might as well  – This phrase is used to suggest doing something because there is no reason not to. For example, “Since we have some extra time, we might as well go for a walk.”

Modal verb phrases can be very useful in expressing specific meanings and adding nuance to your language. It’s important to use them correctly and in the appropriate context.

Modal Verbs vs Auxiliary Verbs

When it comes to understanding the English language, it’s important to know the difference between modal verbs and auxiliary verbs. While both of these types of verbs are used to help the main verb in a sentence, there are some key differences between them.

Modal Verbs

Modal verbs, also known as modal auxiliary verbs, are a group of verbs that give additional information about the function of the main verb. They show possibility, intent, ability, or necessity. Modal verbs do not change their appearance, and they are used alongside the infinitive form of the main verb of a sentence.

Some common examples of modal verbs include:

Modal verbs are used to show if you believe something is certain, possible, or impossible. They can also be used to talk about ability, ask permission, and make requests and offers.

Auxiliary Verbs

Auxiliary verbs , also known as helping verbs, are used to help the main verb in a sentence. They change according to certain factors in the sentence, such as tense, person, and number.

Some common examples of auxiliary verbs include:

Auxiliary verbs can be used to form different tenses, such as the present perfect or past continuous. They can also be used to form questions and negatives.

In summary, the main difference between modal verbs and auxiliary verbs is that modal verbs do not change their appearance, while auxiliary verbs change according to certain factors in the sentence. Understanding the difference between these two types of verbs can help you to use them correctly in your writing and speaking.

Modal Verbs in Different Tenses

When it comes to tenses, modal verbs are quite unique. Unlike regular verbs, modal verbs do not change their form to indicate different tenses. They are used in their base form regardless of the time frame.

Modal verbs can refer to present and future time, but only some of them can refer to past time. Here is a table showing the modal verbs that can be used to refer to past time:

For example, “I could swim when I was younger” or “He would always help me with my homework.”

It’s important to note that when using modal verbs to refer to past time, the main verb in the sentence should be in the base form as well. For example, “I could have gone to the party, but I decided not to.”

In addition to the past time usage, here are some examples of how modal verbs can be used in different tenses:

• Present: “You should eat more vegetables.”
• Future: “We will have to leave early tomorrow.”
• Perfect: “He must have forgotten his phone at home.”
• Continuous: “They might be playing tennis right now.”

Overall, modal verbs are a versatile and useful tool in English grammar. By understanding how they can be used in different tenses, you can effectively communicate your intentions and convey meaning in your writing and speech.

Frequently Asked Questions

What are some examples of modal verbs in English?

Modal verbs are used to express ability, possibility, necessity, and permission. Some examples of modal verbs in English include can, may, must, shall, will, could, might, should, and would.

How many modal verbs are there in English?

There are nine modal verbs in English: can, may, must, shall, will, could, might, should, and would.

What is the definition of modal verbs and how are they used?

Modal verbs are auxiliary verbs that are used to express various meanings such as ability, possibility, necessity, and permission. They are followed by the base form of a verb and do not change their form based on the subject of the sentence. Modal verbs can also be used to make requests, give advice, and express opinions.

What is a good worksheet for practicing modal verbs?

There are many worksheets available online for practicing modal verbs. One good worksheet is the “Modal Verbs Practice” worksheet from Englishlinx.com. This worksheet includes exercises for practicing the different uses of modal verbs in English.

What are some common sentences using modal verbs?

Some common sentences using modal verbs include:

• I can swim.
• You should study for the test.
• He may arrive late.
• We must finish the project by Friday.
• They could come to the party.

How do you pronounce modal verbs correctly?

Modal verbs are pronounced with stress on the first syllable. For example, can is pronounced as “kan,” may is pronounced as “may,” and must is pronounced as “must.”

thank you so much

Its amazing

Thank you. This would help me with my students.

Modal Verbs of Obligation — Examples

| Candace Osmond

Candace Osmond

Candace Osmond studied Advanced Writing & Editing Essentials at MHC. She’s been an International and USA TODAY Bestselling Author for over a decade. And she’s worked as an Editor for several mid-sized publications. Candace has a keen eye for content editing and a high degree of expertise in Fiction.

The four most common modal verbs of obligations are must, have to, should, and ought to. We use these modal verbs in any form for rules, laws, strong advice, and warm invitations.

Learn the complete definition and examples of modal verbs of obligations. Then, answer the worksheet I whipped up and provided to test your understanding.

What Are the Modal Verbs of Obligation?

In English grammar, a modal verb is a type of auxiliary verb that indicates a specific modality . These are single-word verbs like should, must, shall, can, and could.

Modal verbs of obligation indicate obligation. This type of verb accompanies the base form of the main verb or the bare infinitive form.

There are two main types of modal verbs of obligation:

• Modal verbs that show a firm obligation ( must, have to )
• Modal verbs that show recommendation or moral obligation ( should , ought to )

We can express modals in passive or active form. We can also use some in negative forms, perfect forms, and closed question forms. For example:

• Active form: You should read more grammar books to learn English.
• Negative form: You should not accessorize your school uniform.
• Question form: Should I stop smoking?

Modals of Obligation

Let’s look at the different modal verbs of obligation in the English language.

Use must when discussing obligations. It is typically used by a person of strong obligation. The correct form is subject + must + main verb or subject + must not + main verb for the negative form. Must not has no question form or past tense form.

Here are some sentence examples.

• You must go to the office early tomorrow.
• Everyone must not talk loudly.

Must can also indicate warm invitations. Here are some examples.

• You must come to our dinner tomorrow.
• You must join us for a celebration!

You can also express this modal of obligation in its present perfect form using must have or must not have . For example:

• You must have brought your assignment if you wanted to pass the subject.

Must have done is a rare modal verb of deduction or speculation. It is not a modal verb of obligation in the past.

Have to is the same as must, except it expresses external obligation. That means we use have to for rules, laws, and other external obligations. The negative form is don’t have to, which indicates an absence of obligation or negative obligation.

Like other modals, we use have to with a normal verb in its base form. For example:

• You have to clean your room. Mom told you to do it.
• She has to obey the school rules.
• You don’t have to bring the documents if your employer doesn’t require them.

We can also express have to in past form, which is had to or didn’t have to. For example:

• All you had to do was pick her up, but you didn’t.

Its other conjugations are has/have had to, has/have not had to, will have to, and will not have to.

Have got to is a British version of have to , which is stronger than have to . Its negative form is haven’t got to. For example:

• You’ve got to squeeze the ball harder.
• You’ve got to ride the car.
• We haven’t got to pay for the ride.

We can also use got to, gotta, and have got to in informal contexts, usually in the present tense. For example:

• We’ve gotta hurry now.

Need to implies strong recommendation. Its negative form is don’t need to or needn’t in informal situations. Remember that needn’t does not require a to after it. For example:

• You need to wear red.
• You don’t need to worry about me.
• You need not/needn’t find me.

Unlike must and have to, should expresses weak obligation. This modal verb can also be used to give advice. Its negative form is shouldn’t or should not.

• You should bring your gym uniform to school tomorrow.
• She shouldn’t leave the television on when no one is at home.
• I should not eat too many sweets. It’s terrible for my health.

The present perfect form of should is should have or shouldn’t have. For example:

• You should have passed by my house when you visited the city.

Ought to also expresses weak obligation. Its negative form is ought not to or oughtn’t to when contracted . For example:

• You ought to listen carefully to my story.
• Kelly ought to go by herself to the library.
• They oughtn’t to have let that happen.

The present perfect form of ought to is ought to have or ought not to have. For example:

• Her brother ought to have listened to their warnings.

Modal Verbs Summary

This guide has shown you the meaning and types of modal verbs of obligations. Remember that modal verbs are auxiliary verbs paired with a main verb to indicate modality.

We use modal verbs of obligation in any form for suggestions, obligations, necessity, and warm invitations. The four most common examples are must, should, have to , and ought to.

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Creative Resources for ESL/EFL Teachers

Modal Verbs Conversation Questions, Use, and Examples

Practice modal verbs with conversation questions, watch video explanation and study example sentences.

What are modal verbs? According to Merriam-Webster , a modal verb is a verb (such as  can, could, shall, should, ought to, will , or  would ) that is usually used with another verb to express ideas such as possibility, necessity, and permission.

Modal verbs and their meanings.

I also recommend this wonderful video by Khan Academy . You can assign it as homework, it explains modal verbs in a very approachable and enjoyable way.

Practice modal verbs with Quizlet.

(Choose Flashcards in the Study mode in the bottom right corner, and click on the arrows above it to switch between front and back sides.)

Modal verbs conversation questions

1) Is there anything you can’t do and would like to learn?

2) What are the three things you can do best?

3) Name three things you may do this weekend.

4) Name three things you may not do at school.

5) Should students be allowed to eat during lessons? Why or why not?

6) Name two things you must do every day.

7) Name two things you mustn’t do at home.

8) What activities couldn’t you do last year because of the pandemic?

9) Name three things you could do when you were younger but can’t do anymore.

10) Is there anything you can do better than your parents?

Other resources

Conversation Questions Gerunds and Infinitives: ESL Speaking Activity

Conversation Questions Conditionals: ESL Speaking Activity

Conversation Questions: Present Perfect and Past Simple

Present Tenses Exercises: Present Simple and Continuous

Conversation Questions: Future Tenses

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WOW!! Your content was very useful for me, thanks

is there a model must for obligation when i wrote the answer in my note book then cheaked my answer by turning my answer worng the answer is had to why ? please kindly cheak and give me answer what was that

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• Knowledge Base
• What Is a Modal Verb? | Definition & Examples

What Is a Modal Verb? | Definition & Examples

Published on February 14, 2023 by Eoghan Ryan . Revised on December 6, 2023.

A modal verb (also called a modal auxiliary verb ) is used along with a main verb to express possibility, ability, permission, or necessity. For example, in the statement “you must leave,” “must” is a modal verb indicating that it’s necessary for the subject (“you”) to perform the action of the verb (“leave”).

The modal verb “will” is used to form the future tense, indicating an action that has not yet occurred (e.g., “I will clean the garage”).

Can you drive me to the airport?

Table of contents

How are modal verbs used in sentences, modal verbs list, modal verbs and auxiliary verbs, modal verbs and mood, other uses of modal verbs, other interesting language articles, frequently asked questions.

Modal verbs are used along with a main verb to indicate ability, necessity, possibility, and permission. In sentences containing modal verbs, the main verb typically takes the infinitive form. Modal verbs come before main verbs and never change form.

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Below is a table that illustrates some of the various uses of modal verbs. Note that modal verbs are very commonly used in a wide variety of senses—this table doesn’t cover every possible usage.

Modal verbs are classed as a type of auxiliary verb . Auxiliary verbs are used along with a main verb to express tense, mood, or voice. However, unlike modal verbs, regular auxiliary verbs follow subject-verb agreement and must be conjugated for tense and mood.

Gordon has burned the toast.

Modal verbs can be used along with auxiliary verbs to refer to possible past, continuous, or future action.

When a modal verb is followed by another auxiliary verb (e.g., “have,” “be”), the main verb takes either the past participle form (typically ending in “-ed,” “-n,” or “-t”) or the present participle form (ending in “-ing”).

The modal verb “will” is used in all aspects of the future tense (e.g., “I will talk,” “you will be traveling ”).

You may be wondering what I mean.

The grammatical mood of a verb indicates the intention of the sentence. Modal verbs and auxiliary verbs are used along with a main verb to express mood.

Modal verbs have various other functions in English. They can also be used:

• In indirect speech
• In negative statements
• For emphasis

Indirect speech

Modal verbs are used in indirect speech to indicate what someone else said. While most modal verbs stay the same when used in indirect speech, the past form of some modal verbs is used instead (e.g., “can” becomes “could”).

Negative statements

In negative statements containing modal verbs, the adverb “not” comes immediately after the modal verb and before all other verbs. The negative form is often contracted (e.g., “would not” becomes “wouldn’t”).

In everyday conversation, people sometimes place emphasis on a modal verb to refute a previous statement or question. The emphasized word is often italicized when written down.

If you want to know more about commonly confused words, definitions, common mistakes, and differences between US and UK spellings, make sure to check out some of our other language articles with explanations, examples, and quizzes.

Nouns & pronouns

• Common nouns
• Proper nouns
• Collective nouns
• Personal pronouns
• Uncountable and countable nouns
• Verb tenses
• Phrasal verbs
• Sentence structure
• Active vs passive voice
• Subject-verb agreement
• Interjections
• Determiners
• Prepositions

Modal verbs (also called modal auxiliary verbs ) are used along with a main verb to express ability, possibility, necessity, and permission. They are a type of auxiliary verb .

For example, in the statement “I can drive,” “can” is a modal verb indicating that the subject (“I”) has the ability to perform the action of the verb (“drive”).

“Would” is a modal verb that’s often used along with the auxiliary verb “have” to indicate that something was possible in the past but no longer is (e.g., “She would have been a professional athlete if she hadn’t broken her leg”). It can be contracted to “would’ve.”

People sometimes mistakenly write “would of” because of its similar pronunciation. However, “would of” is never correct.

“May” is a modal verb used to indicate possibility (e.g., “I may miss the bus”), make a request (e.g., “May I have a drink?”), or indicate permission (e.g., “You may sit down”).

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

Ryan, E. (2023, December 06). What Is a Modal Verb? | Definition & Examples. Scribbr. Retrieved September 4, 2024, from https://www.scribbr.com/verbs/modal-verb/

Aarts, B. (2011). Oxford modern English grammar . Oxford University Press.

Butterfield, J. (Ed.). (2015). Fowler’s dictionary of modern English usage (4th ed.). Oxford University Press.

Garner, B. A. (2016). Garner’s modern English usage (4th ed.). Oxford University Press.

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Modals of Obligation, Prohibition and Permission- Class Rules

A lesson plan for english language teachers.

Students practise "have to" etc as they make rules for things that students should be forced to do, be encouraged to do, be banned from doing etc, then compare with real class rules.

Lesson Plan Content:

Class rules modals of obligation, prohibition and permission practice.

Fill the gaps below with modals verbs like these to make the real rules in this class :

Suggested modal verbs

You need to = have to                              -            You can’t = mustn’t = aren’t allowed to  

You can = are allowed to                                                                   

You don’t have to = don’t need to = there is no need to = it isn’t necessary to                   

• _________________________________________________ attend every lesson.
• _________________________________ miss the class because of club activities.
• ______________________ use a dictionary, but you have to ask the teacher first.
• ___________________________ be sitting down at your desk when the bell rings.
• ____________________ provide proof if you say you are late because of a train.
• ____________________________________________ be even one minute late.
• _______________________________________________ do all the homework.
• ________________ do the homework of the last class even when you miss a class.
• ____________ check with the teacher if you might not understand the homework.
• __________________________________________________________________ say you didn’t do the homework just because you didn’t understand or remember.
• ________ ask the teacher to explain again and again until you completely understand.
• ________________________ touch or look at your mobile phone during the class.
• ______________________________ look at your mobile phone to check the time.
• ______________ keep your mobile phone where you can see it (on the desk etc).
• ____________________________ chat with anyone in Japanese if you arrive late.
• ________________________ come early and do your homework before the class.
• __________ ask the teacher for advice about improving your English outside class.
• _____________________________________ bring your textbook to every class.
• ______________________ worry about making mistakes when you are speaking.
• ____________ be 45 minutes late because of a train which was five minutes late.
• _______________ remember language that we studied during previous lessons.
• ___________ have high level English to pass the course, you just have to improve.
• __________ work hard to pass – you can’t pass just because your English is good.
• ________________________ bring your notes and worksheets from past classes.
• _____________________________________ revise (= review) between classes.
• ________________ ask for copies of the materials from classes that you missed.
• ___________________ use the internet or books to help you with your homework.
• _______________________ ask the teacher to check any extra work that you do.
• _____________________________________________________ ask your teacher to help with using English outside class, e.g. checking an email before you send it.
• _______________________________ finish all homework before the class starts.
• ________________________________ copy your homework from someone else.
• _________________________________ speak the same amount as your partner.
• __________________ bring a pen or pencil and notebook or blank paper to class.
• _____________________ try to finish speaking activities as quickly as possible.
• ______ put your book away or pack your bag before the teacher ends the lesson.
• _____________________________ sketch on worksheets or in your notebook.
• _________________________________________________________ ask the teacher to change the classes to match your needs or interests.

Suggested answers Note that: don’t have to = don’t need to, can’t = mustn’t = aren’t allowed to, can = are allowed to, need to = have to

• You have to attend every lesson.
• You can’t miss the class because of club activities.
• You can use a dictionary, but you have to ask the teacher first.
• You have to be sitting down at your desk when the bell rings.
• You have to provide proof if you say you are late because of a train.
• You mustn’t be even one minute late.
• You have to do all the homework.
• You have to do the homework of the last class even when you miss a class.
• You have to check with the teacher if you might not understand the homework.
• You can’t say you didn’t do the homework just because you didn’t understand or remember.
• You can ask the teacher to explain again and again until you completely understand.
• You mustn’t touch or look at your mobile phone during the class.
• You can’t look at your mobile phone to check the time.
• You mustn’t keep your mobile phone where you can see it (on the desk etc).
• You can’t chat with anyone in Japanese if you arrive late.
• You can come early and do your homework before the class.
• You can ask the teacher for advice about improving your English outside class.
• You have to bring your textbook to every class.
• You don’t have to worry about making mistakes when you are speaking.
• You aren’t allowed to be 45 minutes late because of a train which was five minutes late.
• You need to remember language that we studied during previous lessons.
• You don’t have to have high level English to pass the course, you just have to improve.
• You have to work hard to pass – you can’t pass just because your English is good.
• You need to bring your notes and worksheets from past classes.
• You need to revise (= review) between classes.
• You can ask for copies of the materials from classes that you missed.
• You can use the internet or books to help you with your homework.
• You can ask the teacher to check any extra work that you do.
• You can ask your teacher to help with using English outside class.
• You have to finish all homework before the class starts.
• You can’t copy your homework from someone else.
• You have to speak the same amount as your partner.
• You have to bring a pen or pencil and notebook or blank paper to class.
• You mustn’t try to finish speaking activities as quickly as possible.
• You can’t put your book away or pack your bag before the teacher ends the lesson.
• You can’t sketch on worksheets or in your notebook.
• You can ask the teacher to change the classes to match your needs or interests.

Any breaking of the rules above will be written down and will be remembered when your final pass or fail and final mark are decided. Anyone breaking any rules above more than once will be made to leave the class and will be marked as absent.

Anyone doing anything else again when the teacher has said to stop doing it will be made to leave the class and be marked absent for that lesson. Anyone doing the same thing in multiple classes will be asked to leave the class and marked absent.

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Modals ( can , will , should , etc.), also known as modal auxiliaries, are difficult to learn because they seem to function like a verb but don’t follow the same rules. For example, modals act more like the auxiliary verb do/does when do/does precedes a verb; however, modals are different from do/does in that they do not change for tense or the subject’s number.  We will examine the forms, meaning, and use of modals in more depth.

The forms of modals fall into two categories (Yule, 1998): simple modals and periphrastic, or phrasal, modals. Simple modals are single words such as can, will, could, and would. Each simple modal has a present and past tense form, but these tense forms do not function the way tense functions in other verbs. For example, can is often used for the present tense, and could is used as the past tense of can ; however, could can also be used in other contexts to refer to present or future time (Celce-Murcia & Larsen-Freeman, 1999). In short, modals do not follow the usual grammar rules for verbs and so fall into their own special category.

The other type of modals is periphrastic modals (Yule, 1998), more commonly known as phrasal modals. Phrasal modals look like phrases: be able to, have got to, be going to, etc . Phrasal modals use the common verbs be or have , which can make these modals easier for students to learn because they follow more familiar grammar rules.

Modals are used to indicate certainty, possibility, necessity, inference, or prediction. For example, the sentence It must be easy to live so close to the store is an inference that expresses a high level of certainty. If the sentence changes to It might be easy to live so close the store , the sentence is still an inference, but the modal might expresses a much lower level of certainty: it might be easy to live near the store, but it might not be easy. Changing the modal in a sentence can also change the degree of certainty that the speaker has about the situation. Therefore, learners must recognize the varying degree of certainty, possibility, or necessity that a modal can express. They also must understand that a modal is used to communicate the speaker’s perspective in any given situation. Again, this can be difficult for learners to grasp given that a modal looks much like a verb but functions differently.

Modal use often depends on context and the degree of formality and politeness that a social situation requires. For example, modals such as could and would are considered more polite than their present tense counterparts can and will. English language learners need instruction and practice to understand these slight differences in use.

In this month’s Teacher’s Corner, we present four activities that focus on the form, meaning, and use of modals in everyday English. The activity offered in Week 1 uses common classroom instructions to help learners differentiate between modals expressing necessity and those expressing possibility. Week 2 gives learners a chance to recognize equivalent simple and phrasal modals. In Week 3 an activity explains how to teach a common speech act. We end the month with a common icebreaker activity adapted to emphasize modals. 

Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course

                  (2 nd ed .). Boston, MA: Heinle & Heinle.

Yule, G. (1998). Explaining English grammar . Oxford: Oxford University Press.

Additional Resources

For additional information about modal verbs , check out this resource and many others available on the American English website:

·      Modal Verbs & Adverb Clauses of Reason: Stranded on the Moon

Table of Contents

Walk into a classroom in the United States, and you’ll see a variety of posters stating different classroom rules and instructions for students. Some of these posters might include phrases such as raise hand to speak or don’t interrupt another student. Even if there are no posters, most teachers have a list of classroom rules and instructions. These rules are usually written as short phrases without modals; however, a modal is still implied.

Some rules in the classroom are obligatory and others range from strong to weak suggestions. For example, some teachers have a rule that says, “Be on time for class.” The intended meaning for some teachers is “You must be on time for class.” The rule is obligatory, and there are consequences for students who are late. Other teachers might intend the rule to mean “You should be on time to class.” Given this meaning, the teacher is making a strong suggestion, but there might not be consequences for not following the rule. Rephrasing rules using modals helps to reveal the intended level of necessity.

In this week’s Teacher’s Corner, you get a chance to review your classroom rules with students and assess their understanding of the rules. Your students will decide the level of necessity implied in each directive and then rewrite each rule using an appropriate modal.

High Beginning and higher (Some awareness of modal forms required)

Language Focus

During this activity, students will be able to do the following:

• Define classroom rules according to degree of necessity
• Rewrite classroom rules into complete sentences using the appropriate modal
• Chalkboard/white board and chalk/markers
• Paper and pencils/pens
• List of classroom rules Note : You can use the list of classroom rules in Appendix A, use or make your own list, or use posters from your classroom.

Preparation

• Post the list of classroom rules where all students can see it.
• Write the following rule on the board to use as a model: Raise your hand before speaking .
• Write following chart on the board:

1.     Begin class by telling students: “Today we are going to review some classroom rules and rewrite them so that each rule’s meaning is clear. In order to do that, we must talk about modals and how they are used in English to show whether a rule is necessary or optional.”

2.     Turn students’ attention to the model on the board: Raise your hand before speaking.

• Ask students to explain the rule.
• Follow up with the question “Do you always need to raise your hand before speaking in our class, or only sometimes?”
• Once students answer this question, turn their attention to the chart written on the board. Explain that using different modals can change how necessary a rule is.
• Ask students which modal they would use with the rule Raise your hand before speaking.
• After students choose a modal, ask them how they would describe the meaning of the modal. Write their definitions on the chart.

3.     Group students into small groups of three.

• One quick and easy option is to group them by their seating arrangement.

4.     Tell students that they will work together in their groups to define the other four modals listed on the chart.

5.     Once each group has come up with a definition for the other modals, have each group share a definition for one of the words. Ask the class what they think of the group’s definition and, if everyone approves of the definition, write that definition on the board.

6.     Return to the example rule: Raise your hand before speaking. Ask the class how they would write the rule using a modal.

• Remind learners that modals do not change for tense or subject and that they precede the main verb.
• Write their examples on the board. For example, students might say, You must raise your hand before speaking .

7.     Ask learners to look at the classroom rules posted at the front of the classroom. Assign each group one or two rules, depending on how many groups there are, and ask them to do the following:

• First, decide the degree of necessity implied in the rule.
• Then, choose an appropriate modal to use with the rule.
• Finally, write the rule in a complete sentence using a modal. Most of the rules listed will need a subject and a modal added to the rule.

8.     Once groups finish rewriting the rules assigned to them, ask them to write their rules on the board or share them with the whole class.

9.     Review all of the rules with the students so that they know how obligatory each rule is.

An alternative to this activity is to have students work together to come up with a list of classroom rules rather than providing the list for them. Students could work as a whole class to brainstorm what they believe the rules of the classroom are, and they could then write those rules on the board at the beginning of the activity.

The activity could be extended for students by asking them to create new posters for the rule they developed with the group. The poster could contain a shortened version of the rule and the longer version with the modal included. These posters could be hung around the classroom as a reminder of the class rules.

Classroom Rules

Raise your hand before speaking.

Wait until someone finishes talking to begin speaking.

Go to the bathroom as needed.

Bring paper and pencil or pens to class.

Turn in your homework on time.

Be on time for class.

Put your books on the shelf.

Keep your backpacks out of the aisle.

Look at your paper during tests.

Put cell phones on silent during class.

Modals can be divided into two categories: simple and phrasal. Simple modals are the most familiar— can, would, must —while phrasal modals (also known as periphrastic modals) are phrases formed with the verbs be or have . Some examples of phrasal modals are have (got) to or be allowed to. While simple modals and phrasal modals share similar meanings and are used in similar ways, they are not exact equivalents. As a result, it is important to teach the two forms and help learners distinguish between them.

In this week’s Teacher’s Corner, students work together to rewrite sentences that use either simple or phrasal modals. This activity is a great way to draw attention to modals, to their different forms, and to how those different forms can create slight differences in meanings.

Intermediate and up (some awareness of modal forms required)

During this activity, students will be able to:

• Distinguish between simple modals and phrasal modals
• Identify a phrasal modal that is similar in meaning to a simple modal
• Rewrite sentences using a simple modal or a phrasal modal while keeping a similar meaning
• Two sets of sentences (see Appendix A and Appendix B)
• Make enough copies of each sentence set (Appendix A and Appendix B) for half of your students.
• Pair students according to level; assign a more advanced student to work with a less advanced student.
• Write the following lists on the board:

      Simple Modals                   

     Can, May, Must, Should, Will                                                                                               

      Phrasal Modals

     Have (got) to, Be able to, Be supposed to, Be allowed to, Be going to                       

Note: In the phrase “has got to,” the word “got” can be included or omitted, i.e., “She has to wash dishes” or “She has got to wash dishes.”

Activity Part One: Defining and Matching Modals

1.     Start class by arranging students into the pairs you organized before class.

2.     Turn their attention to the modals written on the board. Point to the two types of modals. Explain that simple modals are single words while phrasal modals are phrases using the verbs be or have . Tell learners that the simple modals on the board can be matched to a phrasal modal. The two modals do not mean exactly the same thing, but they can be used in similar ways.

3.     After you explain the modal categories, tell students that with their partners they will identify the meanings of the simple modals listed and match them with phrasal modals that have the closest meanings.

• Have students write down the lists of modals from the board, using pencil and paper.
• Tell students to first review the list of simple modals and discuss with their partner the meaning of each simple modal.
• As they discuss the meaning of a simple modal, tell them to notice what words they use to define the simple modal. These words can give clues to which phrasal modal might be the best match.
• The students then use their definitions to match each simple modal to a phrasal modal.

4.     After students define and match all simple modals to phrasal modals, assign each pair of students to compare their answers with another pair of students.

5.     Check in with the whole class to ensure that everyone has the same answers or to give them a chance to ensure that their answers are correct. The matching pairs are can/be able to ; may/be allowed to ; must/have (got) to ; shall/be supposed to ; will/be going to .

Activity Part Two: Using Modals in Sentences

1.     Have students return to working with their original partners.

2.     Hand out the first sentence set (Appendix A) to half of the pairs and the second sentence set (Appendix B) to the other pairs.

3.     Tell the students to work with their partners to complete the sentences with the correct modal from the list of modals on the sheet.

Note: The students should only fill in the sentences at the top of the sheet. The bottom half of the sheet will be filled in later.

4.     Once the pairs finish, tell them to trade their sentence set with the group they worked with earlier.

5.     Explain that they must rewrite the sentences using the modal from their sheet that most closely matches. For example, the pair that worked on the worksheet with simple modals will rewrite the other group’s sentences using the appropriate simple modal.

6.     When the pairs finish, have them return the worksheets to the original group. Ask them to compare their original sentences with the rewrites.

7.     When everyone has reviewed their answers, ask each pair to choose one of their rewritten sentences and write it on the board. When this is done, all of the sentences from the worksheets should be on the board. The students can double-check their work and use this time to ask questions.

One way to vary this activity is to utilize a reading that you have previously used in class. Modify half of the reading to use simple modals and the other half of the reading to use only phrasal modals. Students will be familiar with the material and vocabulary, making it easier for them to focus on examining the differences in meaning between the two types of modals.

An extension to this activity could have students writing their own sentences using simple or phrasal modals as they choose. Giving learners an opportunity to create new sentences gives them a greater stake in the meanings that they want to communicate, and they may find it easier to understand the differences in how each modal is used.

Sentence Set One

Simple Modals

• We ____________________ go to the party if we have enough time.
• Zahra and Fatima  _____________________ arrive early if they want to ride to the party with us.
• You _____________________ have two cookies now, but no more. You’ll eat cake and sweets at the party.
• They ___________________ come home by ten, but they might come home a little later.
• Don ___________________ be at the party tonight. We can talk about it then.

Rewritten sentences

• ____________________________________________________________________

Sentence Set Two

Phrasal Modals

• They ___________________________ go to the swimming pool on Saturday.
• Niu ____________________________ swim. He learned while studying in Australia.
• David and Michelle ___________________________ be at the pool by 10:00 am.
• Since we know the lifeguard, we ________________________ go into the pool early.
• Everyone ________________________ wear water shoes while swimming at the public pool.
• _____________________________________________________________________

Answer Key (for teachers)

Appendix A:

Appendix B:

• are going to
• are supposed to
• are allowed to
• has (got) to

The speech act of making requests is quite complex in English. A speaker has to consider several factors before making a request that would be well received. First the speaker must consider the size of the request and the person who he or she is talking to. Then, the speaker must choose an appropriate modal based on these factors.

In English, the more polite the request, the longer and more buried the actual request is; a shorter, more direct request, however, is considered less polite. Look at the two examples here: Give me your pen versus Would you be able to give me a pen, please? In the first request, which is short and direct, no modal is present, but the request is quite clear. In the second request, two modals are used, making the request much longer and indirect—but also more formal and polite.

Knowing how to use modals when making requests is important for social interactions. For example, if a student makes a very short, direct request of a teacher, the teacher may see this request as impolite. Even if the student did not intend to be impolite, such a request may lower the teacher’s opinion of the student. Like the student in this scenario, some students may find it difficult to know the rules of speech acts without explicit instruction. As a result, it is essential that teachers discuss the complexities of making requests.

In this week’s Teacher’s Corner, students engage in a fun and interactive activity in order to practice making appropriate requests. First, teachers will review the rules of making requests in English and then students will try making appropriate requests in a series of realistic scenarios.

High intermediate and above (some awareness of modal forms required)

• Recognize the variables to consider when making context-appropriate requests in English
• Apply the rules of making requests to a set of scenarios to make appropriate requests
• Set of scenarios (Appendix A)
• Set of respondents (Appendix B)
• Prepare for students to work in teams of 8-10. (If the class has 10 or fewer students, have them work as a single group.)
• Put the following figure on the board:

Modals of Requests

Less direct                                More direct

<-------------------------------------------------->

More polite                               Less polite

Activity Part One: Directness-Politeness Continuum

1.     Start class by telling students that today they are going to learn about making polite requests in English.

• Explain that requests in English require a modal to be considered polite.
• Ask students to give some examples of modals in English.
• Write their responses on the board.

2.     Ask students to turn to a neighbor and ask to borrow a pen. After they talk, have students share their requests with the class. Write their responses on the board.

• If students are slow to respond, you can share some of the following examples: Can I borrow a pen? Do you have a pen I can use? Give me a pen please. Would you lend me a pen?

3.     Explain to the class that in English, the more polite the request the less direct the request. Show them the figure on the board and explain that the continuum shown in the figure is one way to think about making polite requests.

4.     Use one of the students’ examples for demonstration. For example, point to the request: Give me a pen, please . Ask students if this request is direct or indirect. Then ask the students to describe the politeness of the request. If they had to choose, where would they put the request “Give me a pen, please” on the figure? Explain that the request is very direct, but not considered very polite in English.

5.     Have students turn to their neighbor again. Tell students that they need to work together to organize the requests on the board along the continuum shown in the figure. Which request is the most polite, but least direct? Which is the most direct, but least polite? Where would you put the modals along this continuum?

6.     As students finish, tell each pair to write a request along the continuum on the board.

7.     As a class, review how the students organized the requests. Ask each pair to explain why they put their request in a particular spot.

• As you work through each request, encourage students to challenge other students’ choices.
• If necessary, explain that in English the order of politeness for modals is as follows, with the most polite listed first: would, could, will, can. Ensure that what is listed on the board follows this order.

Activity Part Two: Variables Affecting Requests

1.     Put students into the teams of 10 prepared before class. Have each team organize themselves into two rows of five facing each other so that each group member is facing another group member. Give each team a set of scenario cards (Appendix A) and pass them out so that each person has one.

2.     Tell students they are going to practice making requests based on the scenarios in their hands.

3.     Have the students read the scenarios aloud to the students sitting across from them. Then each student must prepare a request based on the scenario and make the request to the person across from him or her.

4.     Tell the students they will have 1 minute to complete the task. When they hear the teacher clap, they must trade scenario cards, and students in one row must move one spot to the right while the students in the other row stay in the same spot.

• Students will rotate through this game a minimum of five times in order to practice making requests.
• While the students go through this activity, circulate and make note of some examples of requests.

5.     After the time is up, ask students to return to their seats. Review some of the requests you heard students make, and ask students which requests are polite and which are direct.

6.     Explain that you are now going to talk about some other considerations to make when making requests.

7.     Return to the example, “Give me a pen, please,” and ask students to describe the size of the request. Is asking for a pen a big request or a small request? In English, request size is based on how much the respondent has to do in order to fulfill the request.

• Ask students what would happen if they changed the word pen for the word car. Would they ask the same way, or would they try to ask more politely? Which request phrase on the board would they choose if they were asking to borrow a car?

8.     To bring in another variable, ask students how they would change the request “Give me a pen, please” if they were asking a teacher. What about a sibling or a close friend?

• Explain that in making requests in English, the speaker also considers who the respondent is.
• Again, change the word pen for the word car and tell students they are making the request to a grandparent. How would they make the request?

9.     Ask students to return to their teams and to organize themselves again into rows of five facing each other. They will now do the same game again; however, this time they will consider a new variable: the respondent.

10.  Hand out the second set of cards (Appendix B). Each person should get one respondent card in addition to his or her scenario card.

11.  Tell students that the new card has a person listed. When they read their scenario card they must also read the person listed on the card.

12.  Students must then make the request as if they are talking to the person listed on the card. For example, a student has a scenario card from the first game and now has a respondent card that says teacher. The student reading the scenario must then figure out how to make the request as though he or she is asking a teacher.

• Remind students that the size of the request is important to consider as well.

13.  Again, students will have 1 minute with their partners. At the end of the minute, students will switch cards with their partners. One row will move one spot to the right while the other row stays in the same place.

14.  While the students continue this activity, teachers should circulate and make note of some examples of requests.

15.  When the game is complete, have students return to their seats.

16.  Point out some of the examples you heard. Ask students if the examples are appropriate requests based on the size of the request and the person being asked.

17.  Give students time to ask questions and clear up any issues they still have about making requests in English.

Vary this activity by having students work through the activities in pairs rather than setting up the game with teams. In pairs, students can work through the scenarios, first through speaking and then by writing the requests they made. The written requests would give the teacher a chance to assess students’ comprehension on an individual level.

This activity can be extended to offer a homework opportunity. Have students record three requests they make outside of class. Students must write down the scenario, who the respondent is, and how they would make the request in English. Students must then bring these examples to share in class. For example, a student goes home and needs to ask a friend for a ride to the market. The student would then write down and bring to class something like the following: I needed to ask my friend for a ride to the market. I know this friend pretty well. In English I would say, “Would you give me a ride to the market? I need to get some things for my mother.”

Scenarios for Making Requests

Respondents for Requests Scenarios

Icebreaker activities are great ways to get students talking.  Icebreakers are even better when students are both talking and practicing a specific language skill or component. “Find Someone Who...” is a common icebreaker in which students get a list of characteristics and they must find classmates who meet the characteristics on the list. For example, the worksheet might say, “Find someone who has traveled to Japan.” Students must then walk around the room asking classmates about their travels. Once they find a student who has traveled to Japan, they get that student’s signature and move onto the next item on the list.

In this week’s Teacher’s Corner, we modify the “Find Someone Who...” game to include modals. The goal is for students to ask questions and give answers using modals. The game is a lot of fun and can be adapted to fit the level, needs, and experiences of your students.

Intermediate and above (knowledge of question formation and modals necessary)

• Practice using modals in situations related to possibility, ability, and predictability
• Form questions and answers using modals
• Worksheet: Find Someone Who...  (Appendix A)
• Make enough copies of Worksheet: Find Someone Who...  (Appendix A) for all students in the class.

1.     Warm up the class by asking some questions to get students thinking about modals and questions. Here are some examples to use:

• Would you like to climb a mountain?
• Are you going to be wealthy in the future?
• Can you swim?

2.     Tell students they are going to play a game called “Find Someone Who...” and explain the directions.

• Each student will get a copy of a worksheet with phrases.
• To play the game, the student will pick one phrase to turn into a question using a modal.
• Then the student will go around the room and ask the question to classmates to find someone who answers “yes.”
• When the student finds a classmate who answers “yes” to a particular question, the student must get the classmate to sign next to that item. The student can have their classmates sign only once on the worksheet.
• After finding a classmate to sign for one item, the student then forms a question for another item and repeats asking the question to classmates. 
• The first student to get a signature for every item on the list wins.

3.     Hand out copies of the “Find Someone Who...” worksheet. Give students time to review the items on the list and to ask questions about anything that they don’t understand.

4.     Have students stand up. Tell them they have 10 minutes to talk to classmates and to try to get every item on the list signed.

• Tell students “Go,” when you are ready to start the clock.

5.     As students circulate, take time to listen and ensure that students are asking questions accurately.

6.     When the first person finishes, review his or her worksheet.  Ask the student to read his or her answers in complete sentences.

7.     Finish the activity by having all students make complete sentences using the answers they have. If you want, you can collect and check the sentences each student writes.

There are a number of possible variations and adaptations for this activity. One variation starts the activity by asking students to write the questions they will ask before the activity starts. Each student gets a worksheet and spends time turning each phrase listed into a complete question. Students then have the questions ready before they start the game.

Another alternative is to have students create their own worksheet. Each student must come up with a single item to use in the game. Post all the items on the board. The students then copy the phrases into their notebooks before starting the game. Students now have a worksheet that is better tailored to their experiences.

Finally, teachers can rewrite the items listed on the worksheet to match the language level and the experiences and background of the students.

Find someone who...

1.     would like to travel around the world.                                    ________________________________________

2.     is going to a university.                                                                      ________________________________________

3.     can bake desserts.                                                              ________________________________________

4.     would eat bugs for money.                                            ________________________________________

5.     is going to watch a movie this weekend.             ________________________________________

6.     will have children.                                                               ________________________________________

7.     can speak multiple languages.                                                     ________________________________________

8.     will be famous.                                                                      ________________________________________

9.     would go camping for 30 days.                                                      ________________________________________

10.  can play an instrument.                                                  ________________________________________

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How To Use Modal Verbs In English (The Complete Guide)

Modal verbs in English can be confusing! In this guide, we’ll explain what they are, why and how we use them correctly, and give you examples to improve your understanding. Mastering modals like should, would, may and might will help you express yourself clearly in the English. Don’t forget to download the pdf so you can study more at home!

What are modal verbs?

• How many are there in English?
• Why use modals?

6 types of modal verbs (with examples)

• Modal verbs – past, future, passive

What you will learn:

Modal verbs allow us to express ideas and opinions connected with possibility, certainty, necessity, ability, obligation or the willingness to do something. Common modal verbs include: can , should and must . For example, in ‘I must go home’ the modal verb ‘must’ shows obligation.

Modals are a type of auxiliary (helping) verb. Sometimes we can use a normal auxiliary verb and a preposition to express the same idea. For example, in ‘I have to go home’ this combination means the same as ‘must’. We call this a “semi-modal”.

Some important differences between modals and other verbs are:

• I can give you the answer tomorrow morning. – Right
• I can ___ the answer tomorrow morning. – Wrong
• He should tell his mother. – Right
• He shoulds tell his mother. – Wrong
• We might go to the cinema this evening. – Right
• We might to go to the cinema this evening. – Wrong
• I should vs. Should I go?

How many modal verbs are there in English?

English has 9 modal verbs: can, could, may, might, must, shall, should, will, would .

As we mentioned above, there are also some semi-modals that can be used to express the same thing as modal verbs. Common examples are: have to, need to, able to and ought to.

There are many different ways of using the 9 modal verbs in English. In this guide, we will show you how to use them to express your ideas and opinions.  

Why do we use modal verbs?

We can use modal verbs for a variety of purposes. We have summarised their main uses for you below.

• If you want to send a letter, we can draft it for you. (more direct)
• If you would like to send a letter, we will be happy to draft it for you. (more polite)
• It will / may / might / should / could rain this afternoon. (degrees of likelihood)
• It was John’s mistake that lost us the contract. (fact)
• It could / might / must / can’t have been John’s mistake. (levels of certainty)
• I want to open the window. (not asking permission)
• Can / May / Shall I open the window? (asking if it is alright to do it)
• Could / would you open the window, please? (asking somebody to do it)  
• I might / may / should / will / should have got that job. (degrees of certainty)
• I might / could / must / should / will / may go to see the film tomorrow. (different possibilities)
• My family could / might / may / should be coming to see me at the weekend. (some doubt)

When we say “types” here, we really mean “modalities” – this is where the term ‘modal verb’ comes from. A modality is a specific way of doing or experiencing something. Some modals are flexible and can be used to express several different modalities, but others are limited to just one or two situations. Let’s take a look!

1. Modals of Ability – can, could

The Merriam Webster Learner’s Dictionary says that ability is the power or skill to do something . There are two ways we can use modals to express ability – in the present and in the past. Quite simply, can is used to talk about things in present time, and could is when we want to talk about the past. So, we have present and past ability. Here are some examples of ability modals in use:

Present ability: Paul can play the piano very well. Present ability negative: You can’t sing and you can’t dance either!

Past ability: When you were a child, you could read long books. Past ability negative: I couldn’t ride a bicycle until I was 5 years old.

What about modals of ability in the future? Well, for this we do not use can or could . Instead, we need to use the semi-modal able to , and often this is used together with will . For example:  

Future ability: I am learning guitar and soon I will be able to play my favourite songs. Future ability negative: She does not practise much, so she won’t be able to win her next match.

A common mistake is to use an infinitive after a modal verb. Don’t do it! We must instead only use the base form of the verb. I must to go to London tomorrow. (Wrong) I must go to London tomorrow. (Right)

2. Modals of Advice & Suggestion – should, could, might, would, shall

Merriam Webster defines advice to be an opinion or suggestion about what someone should do , while the Macmillan Dictionary says that suggestion is an idea or plan that you offer for someone to consider .

For giving advice, we most commonly use the modal verb should . However, we can also use could or might , though giving advice this way is less strong. Using would to give advice is more abstract or hypothetical, as in: What would you do if you won the lottery? We can sometimes use shall , but only in questions.

Here are some examples:

Present advice / suggestion:

• You really should give up smoking!
• Tonight we could go to see a film or to a restaurant.
• It might be a good idea to phone them before we go there.
• If I were you, I would take an umbrella when you go out tonight.

Present advice / suggestion negative:

• He shouldn’t eat so many chocolate because it will make him fat.
• You might not want to go to the party because your ex will be there.
• Couldn’t you phone them again just to make sure they are at home?
• I wouldn’t go there if I were you. It’s a dangerous part of town!

Present advice / suggestion question:

• Should I stay at home or go to the party with George?
• Shall we have a barbecue sometime next week?
• Could you ask your dad to help with your homework?

We can also use the semi-modals ought to and had better to give advice. Ought to is similar in meaning to should, but had better is for much stronger advice. Some examples of these in use are:

Present advice: It’s very cold today, and you really ought to wear a scarf and gloves. Present advice: You are driving much too fast! I think you had better slow down! Present advice negative: You had better not waste any more time on your ex-boyfriend!

Remember that we don’t use the -ing form of the verb after a modal. Instead, we have to use the base form.

We can’t going to the cinema next week. (Wrong)

We can’t go to the cinema next week. (Right)

3. Modals of Deduction – must, may, might, could, can’t

Merriam Webster says that deduction is a conclusion or opinion that is based on logic or reason . However, there are different ways to say how sure we are, and we can be more or less certain that what we are talking about is true. So, we need to use different modals of deduction to show this:

• We use must when there is very strong evidence that something is true
• May suggests: more possibly yes
• Might suggests: more possibly no
• May is used more formally than might or could
• Could is the most commonly used of the three, and you should use might when you are less sure
• We use can’t when there is very strong evidence that something isn’t true

Here are some modals of deduction examples:

Present deduction:

• This must be her house. I can see her car in the garage.
• Robert could be at the library now. He has an exam tomorrow.
• George may be stuck on the motorway in traffic.
• She might go to the cinema with you tonight if you ask her.

Present deduction negative:

• You have been sleeping all day so you can’t be tired now!

4. Modals of Obligation & Prohibition – must, should, can’t

Merriam Webster says that obligation is something that you must do because of a law, rule, promise, etc . On the other hand, prohibition is the act of not allowing something to be used or done .

There are two types of obligation – strong obligation using must and recommendation or moral obligation where we use should . And with prohibition, we use can’t for when it is strong, and shouldn’t for times when it is “recommended not to”.

It is also worth saying that there are semi-modal verb forms that we can use here. We can use have to in a similar way to must , and the semi-modal ought to can be used in the way that we use should . However, there are some important differences:

Present obligation with must / have to

Despite what many grammar books tell you, there is almost no difference in meaning between must and have to in the positive form. Yes, many grammar sources talk about internal and external obligation, but these are interchangeable and the strong obligation is the same.

• You must / have to be over 18 to buy alcohol in this town.
• I must / have to go to bed early tonight as I have an exam in the morning.

In the negative form , and with prohibition , this is where there is a very clear difference between the two. In fact, mustn’t and don’t have to are almost opposite in their meanings. Mustn’t is a way to express strong prohibition , whereas don’t have to shows there is a complete lack of obligation.

• You mustn’t smoke in the house. (100% do not do it!)
• You don’t have to stay here if you don’t want to. (Go if you want to, but there’s no pressure to stay or to go)

We can’t use two modal verbs together, one after the other. Instead, we use a semi-modal.

He won’t can meet us at work in the morning. (Wrong)

He won’t be able to meet us at work in the morning. (Right)

Present obligation with should / ought to  

It is not so common these days to hear somebody using ought to , and it is a rather formal way to express obligation. As far as differences go, ought to shows a slightly stronger obligation than should , but generally speaking we use should much more often.

• You really should / ought to go and see the doctor if you feel so ill.
• I think you should / ought to go and say sorry because you upset Tim last night.

Present prohibition with should / ought to

It is even less common to use ought to in the negative form. It is grammatically possible, but the construction is a little wordy and awkward.

• You shouldn’t / ought not to go to work today if you feel so ill.
• You shouldn’t / ought not to do things like that. People don’t like it!

Present prohibition with can’t

It is also possible to use can’t to express prohibition, though it is not as strong as when you use mustn’t . We also tend to use can’t to talk more about something that is not possible. Let’s contrast these two sentences:

• You can’t go out tonight. You’ve got homework to do for school tomorrow!
• You mustn’t go out tonight. You’ve got homework to do for school tomorrow!

Obligations and prohibitions in the past

Again here, some semi-modals come into use – especially when using the past form of must .

• Must (present) → had to (past)
• Should (present) → should have (past)
• Don’t have to (present) → didn’t have to (past)
• Shouldn’t (present) → shouldn’t have (past)
• Can’t (present) → couldn’t (past)

5. Modals of Permission – can, may, might, could, must

Permission , says the Macmillan dictionary, is the right to do something that is given to you by someone in authority . Can and may are the most commonly used modal verbs when asking for permission. May is used much less these days and sounds politer and more formal.

• You can go out when you’ve finished your dinner.
• Can I borrow your car at the weekend, Dad?
• Use a black pen to complete the form, but you may also use a blue pen if you do not have one.
• May I ask what your full name is, please?

Using might for permission is possible, but it is very rarely used outside formal situations, and even then is used only in questions. Might I can also be used to make a suggestion in a very formal and polite way. Some people think of might as a more formal version of may .

• Might I recommend the grilled salmon fillet to go with your white wine? (posh, formal)

We can also use must not or mustn’t to talk about permission. Of course, this is when we are not giving permission. These modals are more formal and are often used on signs and in official announcements.

• Passengers must not speak to the driver while the bus is moving.
• You mustn’t smoke in this restaurant – it is not allowed here!
• Children under 10 must not use the swimming pool without adult supervision.

In addition, we use could to ask for permission, and it is a more formal version of can .

• Could I have some more orange juice, please?

To talk about permission in the past, we can only use the modal verb could . But it is also possible to use semi-modal forms in the past:

• Can (present) → could (past)
• May / might (present) → was / were allowed to (past)

Some examples of this in use:

• Both staff and students could use the ice rink.
• We couldn’t study in the library after 6pm.
• I couldn’t ask any questions until the end of the lecture.
• Although I was a little too young, I was allowed to enter the race.
• My tutor’s name was Robert, but we were allowed to call him Rob.

Similarly, we can also use these semi-modals to talk about the present:

• I’m sorry sir, you are not allowed to go backstage without a pass.
• My dog is not allowed to jump up or sit on the sofa.

Be careful when using modal verbs in the negative form. Avoid using don’t and didn’t .

I don’t should drink so much coffee at work. (Wrong)

I shouldn’t drink so much coffee at work. (Right)

6. Modals of Possibility & Probability – could, may, might, should, must, will, can

The Macmillan Dictionary says that possibility is the chance that something might happen or be true , and that probability is a measure of how likely something is to happen .

This is probably the most common use of modal verbs, and all modals can express these two functions in some way.

In terms of common usage, it is the 7 above that we are mainly concerned with here. We can order them in this way:

• Could, may, might → maybe
• Should → this is probably true
• Must → I’m pretty sure this is true
• Will → I’m very sure this is true
• Can → this is generally possible  

Remember that can is not used to talk about specific events:

• Where’s Paul? I’m not sure. He may / might / could be in his office. ( NOT can !)

Here is another subtle difference between can and may / might / could :

• Dogs can be dangerous. = Sometimes dogs are dangerous, but not usually
• That dog may / might / could be dangerous. = it’s possible the dog is dangerous, we don’t know for sure, be careful

We also use can’t or cannot when we talk about things that are impossible (in our opinion):

• That can’t be true!
• You cannot be serious!

We use must to say we are sure something is true and we have reasons to believe this:

• It’s getting dark. It must be quite late already.
• You haven’t eaten all day. You must be hungry.

We use should when we want to suggest that something is true and we have reasons to believe this:

• Ask my mother about that. She should know the answer.
• It’s nearly 6 o’clock. The train should be here soon.

Last of all, we use will when we are quite sure that something is true because we know that this is how it normally happens:

• It’s 10 o’clock so she’ll be at work by now.
• The bus will be here in the next five minutes, so don’t worry!

Here are a few more examples of modals of possibility and probability:

• I can’t find my keys. They must be here somewhere – I had them this morning!
• This may be the last time I come to this bar – I’m leaving town tomorrow.
• Elvis Presley can’t be alive. Someone would have seen him by now.
• She might come this evening, but she said she had some work to finish first.
• Alice is quite conservative. She may not like that pink wallpaper!

Modal verbs in the past, future and passive

Modals in the past (perfect modals) – could, should, might, may, must, can, would.

We can use modal verbs to talk about the past and what has happened or what we think happened . The form we use to talk about modal verbs in the past is:

MODAL VERB +  have  +  3 rd FORM OF VERB (past participle)

For modals of obligation and prohibition , we have the following:

Let’s look at some examples of past forms of modals with the other modalities:

• We should have taken the bus, but we decided to walk.
• You could have listened to me, but you decided not to!
• You might have caught a taxi as I suggested, but instead you decided to walk.
• Diana must have forgotten about our lunch date because she is not here.
• Julia may have been in an accident because I heard about it on the radio.
• You can’t have been at work today because your car was in the garage all day!
• How did she fail that exam? She can’t have studied very much.
• Leila was hungry, but she didn’t eat very much. She mustn’t have liked the food.
• He might not have received the message because he hasn’t replied yet.
• I wouldn’t have called if I had known you were asleep.
• I shouldn’t have shouted at you yesterday. I’m sorry. I was very upset!

Modal verbs in future tenses

We have looked at the most common ways of using modals in the present and past as support for the main verbs. But let’s not forget about future forms, which also involve modals as much as the others.

All modals can be used to refer to future time in some way or another. Take a look at these examples:

• Maybe the decision was made at the time of speaking, but the appointment with the doctor is coming soon.
• The speaker wants an answer to his/her question now, but the sentence refers to some time in the (distant) future.
• Again, decision made now, but it’s unclear when the person is coming to do the job.
• Maybe the car will stay, maybe not. But for now they have it, though in the future maybe not!
• The job has not started yet, and it can’t start if the listener doesn’t do the exam soon.

The problem with modal verbs in the future is that we need other verbs to “help” them. This is because we cannot have two modals together in the same sentence . To solve this problem, we need to use a semi-modal:

• She will be able to type very fast when she finishes her course.
• It will be possible to cross the river when they fix the bridge.
• I would be allowed to drink alcohol if I was an adult.
• We must be allowed to talk to the Prime Minister before we leave!
• It won’t be possible to return your books when the library is closed.
• The company should be able to finish the building work by Christmas.
• If I may be permitted to bring in another witness to the court, then we can continue.
• If you are quick, it might be possible to get your letter posted on time.

Finally, here are some more examples of future tense forms used together with will :

• The decision in the present decides an action in the future.
• This statement in the present tells us when a future action starts.
• Tells us about an action that completes by a future time.
• Tells us how much time an action will have taken by a certain time.

Passive voice modals

With modals in the passive voice, we have present and past forms:

• Present tense forms: modal +  be   +  3 rd form of the verb (past participle)
• Past tense forms: modal +  have been  +  3 rd form of the verb (past participle)

Let’s look at some examples of the passive with modal verbs in the present tense :

• The bill must be paid before leaving the restaurant.
• You will be told which room the exam is in today.
• The central heating should be fixed by the end of the day.
• The candidates can be given detailed information about the new job.

Here are some more examples of modals in the passive voice in the past tense :

• The letters should have been sent out by now.
• You may not have understood what he was trying to tell you yesterday.
• These books should have been studied carefully before the exam!
• That necklace is not in the shop window so it must have been sold .

We spoke previously about the future uses of modal verbs , and we can do this with passive voice modals too:

• The car must be taken back to the garage after the test drive.
• These sandwiches will be sold by the end of the day.
• Bicycles may be ridden on this bike path again from next week.
• Something should be done about the noise from the neighbours next door.

Alex Jude is the Founder & CEO of Online Teachers UK. He holds a BA hons degree in Linguistics from The University of Manchester and is a life-long English teacher. Following graduation, he spent 2002-2012 living and teaching in Russia, where he lectured in General Linguistics and Translation Studies. Alex is a fluent Russian speaker and worked with the BBC at the World Cup in 2018. In his spare time, he enjoys camping/bushcraft, playing guitar and watching rugby league.

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Modals for Obligation: Understanding and Usage Guide

Modals for obligation: a comprehensive guide to understanding and using them, introduction:, a. what are modal verbs, b. must and have to: firm obligation and necessity.

“Must ” and ” have to” primarily express a firm obligation or necessity. It’s important to note that “ must ” only exists in the simple present and present perfect forms, whereas “ have to ” encompasses all normal tenses.

Must in the present

Must with the present perfect (logical conclusion in the past):, 3. have to:.

Have to in the affirmative: Expressing obligation or necessity.

Have to in the negative: indicating the absence of obligation or necessity., 4. have to vs. must, affirmative form:, negative form:, interrogative form:, comparison table: difference between must and have to.

5. Mustn”t vs. Don’t Have To: Understanding the Difference

1. must not:, 2. don’t have to:, 6. usage of “got to”, c. should and ought to: recommendation or moral obligation, the negative of “should”, 2. ought to:, ought to in the negative, 3. ought to vs should, need to: expressing necessity, conclusion:.

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A Complete Guide to Modal Verbs

Posted by David S. Wills | Sep 22, 2023 | Grammar | 0

Have you ever wondered how to talk about possibility, obligation, or ability in English? If so, welcome to the world of modal verbs! Modal verbs are incredibly versatile and essential for expressing various tones, moods, and attitudes in English. In this guide, we will explore what modal verbs are, delve into their usage, and examine some common rules and examples.

Table of Contents

What are modal verbs, types of modal verbs, rules for using modal verbs, common mistakes.

Modal verbs are auxiliary, or “helping,” verbs that modify the main verb in a sentence to express possibility, ability, necessity, or other conditions. These include words like “can,” “could,” “will,” “would,” “shall,” “should,” “may,” “might,” and “must.”

• This shows ability.
• This is a suggestion.

Additional Examples:

• Can : She can play the piano well.
• Could : When she was younger, she could climb trees easily.

Possibility and Speculation

• May : It may rain tomorrow.
• Might : I might visit my grandparents this weekend.
• Can : Can I use your phone?
• May : May I come in?

Obligation and Necessity

• Must : You must report to the office immediately.
• Have to : I have to pick up my kids from school.

Prohibition

• Cannot/Can’t : You can’t park here.
• Mustn’t : You mustn’t smoke in this area.

Offers and Invitations

• Will : Will you have some coffee?
• Would : Would you like to join us for dinner?

Suggestions

• Shall : Shall we go for a walk?
• Should : We should take a break.
• Could : Could you please pass the salt?
• Would : Would you mind helping me with this?

Future Probability

• Will : She will probably come to the party.
• Shall : They shall succeed with enough effort.

Past Probability

• Would have : She would have succeeded if she had tried.
• Could have : He could have won the race but decided to stop and help an injured runner

These examples showcase the various contexts and conditions in which modal verbs are often used. They allow for a nuanced expression of mood, probability, ability, necessity, and more. By understanding how to use them appropriately, you can convey your ideas and attitudes much more clearly and effectively. Remember that accuracy is very important!

Possibility

• Can : Can you finish the project by tomorrow?
• Might : He might come to the party later.
• Can : Maria can speak four languages.
• Could : I could run fast when I was young.
• Must : We must complete the assignment.
• Have to : They have to take the medicine.

Request and Offers

• Will : Will you marry me?
• Would : Would you like some tea?
• May : You may find the book interesting.
• Could : They could arrive late due to traffic.
• Will be able to : She will be able to finish the project by next week.
• Would be able to : If she had more time, she would be able to complete it sooner.
• Should : You should take an umbrella; it looks like it’ll rain.
• Ought to : They ought to apologise for their behaviour.
• Can : Can you help me with my homework?
• Shall : Shall I open the window for you?

These additional examples should provide a broader understanding of the different ways modal verbs can be employed for various purposes. Whether you’re indicating possibility, showing ability, emphasising necessity, or making requests and offers, modal verbs are your go-to tool for nuanced communication.

• No Conjugation : Modal verbs do not change form based on the subject.
• Incorrect: She cans swim.
• Correct: She can swim.
• Incorrect : He wills go to the market.
• Correct : He will go to the market.
• Incorrect : They musts complete the project by tomorrow.
• Correct : They must complete the project by tomorrow.
• Incorrect : She coulds read when she was four.
• Correct : She could read when she was four.
• Incorrect : We cans see the mountains from here.
• Correct : We can see the mountains from here.

As you can see, the modal verb stays the same form irrespective of the subject, thus making it simpler than regular verbs, which often require conjugation based on the subject. (Learn more in this article on subject-verb agreement .) Understanding this rule is essential as it simplifies the process of constructing sentences.

• Double Modals Are Rare : Using two modal verbs together is generally avoided.
• Incorrect: She might can go.
• Correct: She might be able to go.
• Incorrect : They should must complete the project.
• Correct : They should complete the project. / They must complete the project.
• Incorrect : He will can join us later.
• Correct : He will be able to join us later.
• Incorrect : She may should attend the meeting.
• Correct : She may need to attend the meeting. / She should attend the meeting.
• Incorrect : We could will win the game.
• Correct : We could win the game. / We will probably win the game.
• Incorrect : I would can help you with that.
• Correct : I would be able to help you with that.

By avoiding double modals, the sentences remain clearer and easier to understand. If you feel the need to use two modal-like ideas, consider replacing one with an equivalent phrase, like “be able to,” “have to,” or “need to,” among others. This will help you maintain the clarity and grammatical integrity of your sentences.

• Always Use Base Form : Always use the base form of the main verb after a modal.
• Incorrect: He must to go.
• Correct: He must go.
• Incorrect : She can runs fast.
• Correct : She can run fast.
• Incorrect : They should eats healthily.
• Correct : They should eat healthily.
• Incorrect : We will sees you tomorrow.
• Correct : We will see you tomorrow.
• Incorrect : He might goes there.
• Correct : He might go there.
• Incorrect : She would likes some coffee.
• Correct : She would like some coffee.

As shown, the main verb that follows a modal should always be in its base form. This is crucial for constructing grammatically correct sentences. Ensuring you follow this rule will make your English sound more natural and accurate. It will also help you to get a better score for Grammatical Range and Accuracy .

Confusing “Should” and “Must”

• You should eat more fruits.
• You must obey the law.

“Should” for Advice or Recommendation

• Here, “should” offers a suggestion for maintaining good health.
• In this example, “should” advises more frequent contact with parents.
• “Should” here recommends contemplating alternative approaches.
• This is a suggestion aimed at a better environmental future.

“Must” for Stronger Necessity or Obligation

• “Must” indicates a firm deadline that is non-negotiable.
• Here, “must” emphasises the crucial nature of taking medication for health.
• The necessity of being punctual for the meeting is stressed by using “must.”
• This statement indicates an urgent need to act for environmental reasons.

As you can see, “should” is less forceful and is generally used for giving advice or making recommendations. In contrast, “must” implies a stronger sense of obligation or necessity. Choosing the appropriate modal verb can greatly influence the tone and meaning of your sentences.

Confusing “would” and “could”

These two modals are often confused by English learners. This is understandable because they can have slightly similar meanings. Both can be used in polite requests and both can appear in conditionals .

However, the main difference is that “could” shows possibility and “would” shows intention. For example:

• This shows the intention to do something.  
• This shows the possibility of being able to do it.

Confusing “can” and “would

These two modals are often confused. Again, it comes down to their basic function: “can” shows the ability to do something. Meanwhile, “would” has a range of uses as we can see above.

Here’s a visual lesson that I made for my social media followers:

Misplacing the Modal Verb

Sometimes, beginners struggle with placing a modal verb in a sentence.

• Incorrect: He swim can.
• Correct: He can swim.
• Incorrect: She drive should carefully.
• Here, “should” should be placed before the main verb “drive” to offer advice about driving.
• Incorrect: They must go will to college.
• “Must” should directly precede the main verb “go” to express necessity.
• Incorrect: You sing can well.
• The modal “can” should come before the main verb “sing” to indicate ability.
• Incorrect: He soon will arrive.
• “Will” should be placed right before “arrive” to denote future action.
• Incorrect: We may late be.
• The modal “may” should directly precede the main verb “be” to express possibility.

As shown, misplacing the modal verb can cause confusion and make the sentence grammatically incorrect. Ensure that the modal verb is placed right before the main verb to maintain the intended meaning and grammatical structure of the sentence.

In summary, understanding modal verbs is essential for mastering the English language. By knowing how to use them correctly, you can express a range of ideas—from possibility to obligation—clearly and efficiently.

Remember, the key is practice. The more you use them, the more natural they will become.

About The Author

David S. Wills

David S. Wills is the author of Scientologist! William S. Burroughs and the 'Weird Cult' and the founder/editor of Beatdom literary journal. He lives and works in rural Cambodia and loves to travel. He has worked as an IELTS tutor since 2010, has completed both TEFL and CELTA courses, and has a certificate from Cambridge for Teaching Writing. David has worked in many different countries, and for several years designed a writing course for the University of Worcester. In 2018, he wrote the popular IELTS handbook, Grammar for IELTS Writing and he has since written two other books about IELTS. His other IELTS website is called IELTS Teaching.

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Three Rules to Follow to Avoid Common Mistakes with Modals

Are you confused about modals?   Are you interested in learning how to use can, could, may, might, should, ought, must, have to, shall, will, or would ?

Today we will talk about how to use modal verbs properly. Many English learners make mistakes about the use of these special helping verbs . We will also study how to avoid these common mistakes. I know that the word modal verb doesn’t sound too exciting. But when you see what they are, you’d understand that we use these verbs all the time.

What are modals?

Modals are special verbs that behave irregularly in English.   They are also known as modal auxiliaries or modal auxiliary verbs . They are different from normal verbs like eat, drink, visit, laugh, jump, dance, follow , etc. They give additional information about the function of the main verb that comes after it. These are verbs that express different kinds of things. When you use them, they express certainty, ability, willingness, necessity, permission, obligation, and possibility . Since they behave differently from regular verbs, they are a little confusing.

Modal verbs that are most commonly used in everyday conversations or writing are   “can”, “could”, “may”, “might”, “should”, “ought to”, “must”, “have to”, “will”, “shall”, and “would”.

Three basic rules to follow

So, here are the three basic rules to follow to avoid the common mistakes that are made with the modal verbs.

1.  Use the modal verb as is.

Don’t change its form and turn it into the present, future, or past forms. Don’t add anything to it. You can’t add s, ed, or ing .

Here’s the correct sentence:

• “ Joan can swim .”

Not correct:  

• “ Joan can s swim .”
• “He might s go to sleep .”
• “ She will s go to Spain next month .”

We should not change that modal verb ever. Leave it as it is.

2.  Use the base form of the verb after a modal.

Don’t use “to” or the full infinitive verb “to”.

• “ Clara might join them .”

Not correct:

• “ Clara might to join them .”
• “ You must to finish your dinner .”
• “ You should not to smoke .”
• “ They can to stay with us this summer .”
• “ We would not to arrive in time for his speech .”

This is quite a common error, so be careful about the “to” there. Make sure not use the full infinitive form “to join” after the word might, will, should, may, or can. Just use the base form of the verb, which is “join”. You can say any of these correct sentences:

• Clara could join us.
• Clara might join us.
• Clara must join us.
• Clara should join us.
• They can stay.
• They can come.
• They can leave.

Just take note, no “to” after the modal.

3.  If you need to use modals in the negative form, then use only “not” AFTER the modal verb .

Don’t add any extra words anymore. So, don’t use words like “isn’t”, “doesn’t”, “don’t”, “won’t”, “wasn’t”, “aren’t”.

For example:  

• “You should not drink too much.”
• “You don’t should drink too much.”
•   “ I don’t can swim.”
• “We don’t could call him.”

Notice in the correct sentence that “not” came after “should”.

You may have learned in other grammar lessons the words, such as “wasn’t”, “isn’t”, “don’t”, “aren’t”. And you’re probably excited about using them in your sentences. But using them with modals is wrong.

Remember though that there is one exception. It’s with the modal verb “have to” . If you use this in the negative form, you need to say, “You do not have to go there.”   Here, you put “not” in the middle of “have to”. But with the other modals, you only say “You could not”, “You might not”, “You ought not”, “You shall not”, and so on. You can see that “not” always comes after the modal verb.

Other examples of “have to” in the negative form:

• “ They don’t (do not have) have to bring all those bags.”
• “I don’t have to see it to believe it.”
• “We don’t have to bring umbrellas today.”
• “You don’t have to watch that movie.”

Another thing to remember is when you use “not” with “can” to express a negative statement, you always put them together. They actually become one word: “cannot”, and not “can not”. This is the only time you join a modal verb with “not” into one. But with the other modals, “not” is always a separate word.

For example:

• “She cannot come to the wedding.”

Not correct:  Using modals with “not” this way is wrong

• ”She maynot come to the wedding.”  
• “She willnot come to the wedding.”

So other than “cannot”, the other modals should not be joined with “not” into one word.

• “She may not come to the wedding.”
• “She will not come to the wedding.”

This time, let’s go over the common everyday modals and look at some examples. Here, we will see the communicative functions of these special verbs.

• CAN shows ability: Beth can dance very well.
• CAN shows permission: Can I use your car?
• CAN shows possibility: Driving in heavy rain can cause an accident.
• COULD expresses possibility: The roof could collapse if they don’t do repairs.
• MAY expresses permission: May I borrow your umbrella?
• MIGHT conveys possibility: I might move to Vietnam next year.
• SHOULD is used for giving advice: You should revise the intro to your essay.
• OUGHT TO is used to offer logical conclusion: After driving all day, you ought to be tired.
• MUST expresses strong obligation: You must be at the train station at 3PM   to meet the guests.
• HAVE TO expresses strong obligation: You have to come on time if you don’t want to miss the bus.
• WILL is used to state a promise: I will stop eating sugary and salty foods.
• SHALL expresses suggestion as used in the first person: Shall I pour you a cup of green tea?
• WOULD shows habits in the past: He would visit his mom every Friday before she died.
• WOULD is used for a polite request: Would you close the windows, please?

Modals may be overwhelming and difficult to remember at first, but the more you practice the more you’re going to use them properly. Try to observe English sentences in books you read, radio programs, TV shows, or English native speakers talking, you can actually see that modal verbs are used all the time .

The more you’re exposed to the English language, the easier it will be for you to use modals naturally in your conversations .

• Intermediate

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