Speaking:
Speculation Detective
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will use advanced modal verbs (must have, might have, can’t have, should have, needn’t have, could have) to speculate about a situation and discuss possibilities.
Materials
• A set of mystery case cards (e.g., a broken window, missing keys, an unfinished exam).
• A list of advanced modal verbs for speculation and deduction.
Preparation
• Prepare mystery situations with clues (e.g., A plate is on the floor, and a cat is looking guilty).
• Write example sentences using modal verbs.
Activity Breakdown
1. Students are given a mystery situation.
2. They discuss possible explanations using modal verbs.
3. They present their conclusions using at least three different modal verbs.
4. Groups compare their reasoning.
Instructions
1. Look at your mystery case card.
2. Discuss what must have happened using modal verbs.
3. Use at least three different modal verbs.
4. Present your findings to the class.
5. Compare ideas with other groups.
Concept Checking Questions
• “Which modal verb do we use for strong certainty?” (Must have)
• “Which modal verb shows that something was unnecessary?” (Needn’t have)
Examples
• “The window is broken. Someone must have thrown a rock.”
• “The lights are on. They might have forgotten to turn them off.”
Extensions/Varations
• Harder: Students create their own mystery situations for other groups.
• Easier: Provide sentence starters with gaps for modal verbs.
Error Correction
• The teacher notes errors in modal verb usage and suggests corrections.
Writing:
Rewrite a Formal Email
Grouping:
Time:
Individuals
20 minutes
Aim
Students will rewrite an informal email using formal language and modal verbs.
Materials
• A sample informal email with advice, speculation, and obligation.
• A writing task requiring students to rewrite it formally.
Preparation
• Write an informal email that lacks strong modal verbs.
• Provide a list of formal modal verbs (e.g., ought to, must, may).
Activity Breakdown
1. Students read the informal email.
2. They identify places where modal verbs could improve clarity.
3. They rewrite the email using formal modal verbs.
4. They compare their version with a partner.
Instructions
1. Read the email carefully.
2. Identify where modal verbs could improve clarity.
3. Rewrite the email using formal modal verbs.
4. Compare with a partner and discuss improvements.
5. Share key changes with the class.
Concept Checking Questions
• “Is ‘may’ stronger or weaker than ‘must’?” (Weaker, showing possibility)
• “What’s a formal alternative to ‘should’?” (Ought to)
Examples
• “You should book your ticket soon.” → “You ought to book your ticket in advance.”
• “He must be in a meeting.” → “He is likely to be in a meeting.”
Extensions/Varations
• Harder: Students write their own formal email from scratch.
• Easier: Provide a word bank of formal modal verbs.
Error Correction
• The teacher provides feedback on tone and modal verb choice.
Listening:
Listening for Speculation
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will identify and categorize modal verbs in a recorded dialogue.
Materials
• A recording of a conversation where people speculate about an event.
• A worksheet with gaps where modal verbs are missing.
Preparation
• Choose a recording with multiple modal verbs.
• Prepare a worksheet for students to fill in missing modal verbs.
Activity Breakdown
1. Students listen to the conversation.
2. They fill in missing modal verbs on the worksheet.
3. They categorize the modal verbs by function (speculation, criticism, obligation).
4. They discuss in pairs how the modal verbs affect meaning.
Instructions
1. Listen carefully to the conversation.
2. Fill in the missing modal verbs.
3. Sort them into categories (speculation, advice, etc.).
4. Compare answers with a partner.
5. Discuss how different modal verbs change the meaning.
Concept Checking Questions
• “What does ‘should have’ express?” (Regret or missed obligation)
• “Which modal verb shows that something is impossible?” (Can’t have)
Examples
• “She should have called earlier.”
• “He can’t have been at home; his car isn’t there.”
Extensions/Varations
• Harder: Students listen without seeing the transcript.
• Easier: Provide a list of possible modal verbs.
Error Correction
• The teacher provides clarification on subtle differences in meaning.
Reading:
Rewriting Advice & Criticism
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will recognize and transform sentences using modal verbs for advice and criticism.
Materials
• A short text with advice and criticism (e.g., a letter giving life advice).
• A worksheet requiring students to rewrite sentences using modal verbs.
Preparation
• Select a text containing indirect advice and criticism.
• Prepare sentences for students to rewrite using modal verbs.
Activity Breakdown
1. Students read the text and underline modal verbs.
2. They categorize them by function (advice, criticism, obligation).
3. They rewrite given sentences using different modal verbs.
4. They compare answers with a partner.
Instructions
1. Read the text carefully.
2. Underline all modal verbs.
3. Sort them into categories (advice, criticism, obligation).
4. Rewrite sentences using different modal verbs.
5. Compare answers with a partner.
Concept Checking Questions
• “What’s the difference between ‘should have’ and ‘must have’?” (Should have = advice/regret, must have = certainty)
• “What modal verb means something was unnecessary?” (Needn’t have)
Examples
• “You should have studied harder for the exam.”
• “She needn’t have bought so many groceries.”
Extensions/Varations
• Harder: Remove modal verbs and ask students to insert their own.
• Easier: Provide a list of suggested modal verbs.
Error Correction
• The teacher provides alternative phrasing and explanations for errors.