Speaking:
Speculating About the Past
Grouping:
Time:
Pairs
20 minutes
Aim
Students will practice using modal verbs of certainty and speculation to discuss past events.
Materials
• A set of mysterious past event scenarios (e.g., “The door was open, but nobody was home.”)
Preparation
• Write several brief scenarios describing past events with missing details.
• Include both likely and unlikely explanations.
Activity Breakdown
1. The teacher introduces past modal verbs for speculation and certainty.
2. Each pair receives a scenario and discusses possible explanations using modal verbs.
3. Pairs present their speculations using phrases like must have, might have, could have, can’t have.
4. The class votes on the most plausible explanation.
Instructions
1. Read the scenario carefully with your partner.
2. Discuss possible explanations using modal verbs.
3. Choose the most likely and least likely explanations.
4. Share your ideas with the class.
5. Vote on the most convincing explanation.
Concept Checking Questions
• Does “must have” show certainty or possibility? (Certainty)
• Which modal verb shows the strongest doubt? (Can’t have)
Examples
• The lights were on, but nobody answered the door. → They must have left in a hurry.
• She didn’t reply to my message all day. → She might have lost her phone.
Extensions/Varations
• Harder: Students write their own mystery scenarios for classmates to discuss.
• Easier: Provide sentence starters for modal verb phrases.
Error Correction
• The teacher provides feedback on modal verb usage and the strength of certainty in responses.
Writing:
Rewriting for Certainty
Grouping:
Time:
Individuals
25 minutes
Aim
Students will rewrite sentences to express different degrees of certainty using modal verbs.
Materials
• A worksheet with neutral statements to modify.
Preparation
• Write sentences with neutral language that can be modified with modal verbs.
Activity Breakdown
1. Students receive sentences and rewrite them using modal verbs.
2. They create three versions: one with high certainty, one with medium certainty, and one with speculation.
3. Students compare their rewritten sentences in pairs.
4. The class discusses the effect of each change.
Instructions
1. Read the sentence on the worksheet.
2. Rewrite it using a strong modal verb (certainty).
3. Rewrite it again using a weaker modal verb (possibility).
4. Compare your sentences with a partner.
5. Discuss how the meaning has changed.
Concept Checking Questions
• Does “must have” show certainty or possibility? (Certainty)
• Is “might have” stronger or weaker than “could have”? (Same strength, both weak)
Examples
• He is probably at home. → He must be at home. (Certainty) → He might be at home. (Possibility)
• The team will win. → The team should win. (Less certainty) → The team could win. (Weak possibility)
Extensions/Varations
• Harder: Students rewrite a paragraph instead of sentences.
• Easier: Provide a list of modal verbs with explanations.
Error Correction
• The teacher corrects incorrect modal verb choices and discusses nuances in meaning.
Listening:
What Would You Do?
Grouping:
Time:
Small groups
25 minutes
Aim
Students will discuss and write about hypothetical decisions using advanced modal verbs.
Materials
• A set of dilemma scenarios (e.g., “You missed your flight because you overslept. What could you have done differently?”)
Preparation
• Write multiple real-life dilemmas that require hypothetical reflection.
Activity Breakdown
1. Students receive a dilemma and discuss possible alternative actions.
2. They write a short response explaining what they would have done differently.
3. Each group presents their best answer using would have, could have, and should have.
4. The teacher reviews and corrects modal verb usage.
Instructions
1. Read the dilemma with your group.
2. Discuss what could have been done differently.
3. Write a short response using modal verbs.
4. Present your response to the class.
5. Listen to feedback and make corrections.
Concept Checking Questions
• Does “should have” show a missed obligation or possibility? (Missed obligation)
• Which modal verb shows regret? (Would have)
Examples
• I missed the last train home. → I should have checked the timetable earlier.
• He got lost in the forest. → He could have taken a map with him.
Extensions/Varations
• Harder: Students create their own dilemmas.
• Easier: Provide model responses for students to analyze.
Error Correction
• The teacher highlights strong examples and corrects errors in modal verb use.
Reading:
Reading Between the Modals
Grouping:
Time:
Reading
30 minutes
Aim
Students will analyze the use of modal verbs in formal and journalistic writing.
Materials
• A newspaper article or opinion piece containing modal verbs for certainty and speculation.
Preparation
• Select an article with a range of modal verbs indicating speculation, obligation, or probability.
Activity Breakdown
1. Students read the article in pairs.
2. They underline all modal verbs and categorize them (certainty, speculation, obligation).
3. They discuss how the modal verbs affect meaning and tone.
4. The class compares different examples and their interpretations.
Instructions
1. Read the article carefully.
2. Underline all modal verbs.
3. Categorize them based on meaning.
4. Discuss how they change the tone of the article.
5. Share your findings with the class.
Concept Checking Questions
• Does “may” express strong or weak possibility? (Weak possibility)
• Is “must” a certainty or a suggestion? (Certainty)
Examples
• The government must take action soon. (Strong obligation)
• This could be the biggest discovery of the year. (Weak possibility)
Extensions/Varations
• Harder: Students rewrite sentences with different modal verbs and compare meanings.
• Easier: Provide a list of modal verbs with definitions.
Error Correction
• The teacher discusses how modal verbs influence tone and credibility.