Unit 12

UNIT 12 WORKSHEET

MODAL AUXILIARY VERBS

Task 1 –Answer the questions on page 4 of the unit

i) 1. May I use your phone?

ii) 4. You should take an English course.

iii) 9. You could see a doctor about that cut on your arm.

iv) 12. You don’t have to use that door.

v) 13. I will be at your house by six o’ clock.

vi) 18. It must be Sally.

vii) 19. It may not be Mike.

viii) 24. He had to go home.

ix) 27. Each student must have a health certificate. 4-7 specifically asks for the strongest advice while 25-27 just asks for the strongest statement in general.

x) 28. Have got to- It is a strong necessity, stronger than ‘have to’.

29. Have to- It is a necessity but not essentially that strong.

30. Should- It is advisable to go or even morally obligated to go.

31. Supposed to- An obligation that the speaker should do but may not do

32. Better- It is highly advisable to go and is stronger than should.

33. Rather- This is the speaker’s preference to go.

Task 2 – Summarize what you learned when answering the questions on page 4.

            Must is usually the strongest modal auxiliary verb for an obligation, and may is normally the most formal modal auxiliary verb. Modal auxiliary verbs can be utilized as reasons too. They are also used for advice, obligation, permission/prohibition, and ability. Similar modal auxiliary verbs may have the same function, but they differ by degree. For example, ‘have to’ is expresses stronger need than ‘should.’ The same auxiliary verbs can be used for different functions as well. For example, ‘should’ can be considered advice or an unexpected result.

Task 3 – Identify the usage of each of the following modal verbs and give two activate stage teaching ideas for each, making sure that each teaching idea matches the usage of the example sentence. None of the teaching ideas should be the same:

a) May I use your toilet?

Polite request

1) Mother May I?- This game requires one student to be the ‘mother’ and the rest of the class as the ‘children.’ All of the children starts behind a line and asks the ‘mother’ to take a number of steps towards her. The mother can say yes, no, or compromise. The first person to reach the mother wins.

2) Students role-play a scene where your car breaks down. You have to ask the neighbor to use their restroom, a drink of water, and use their telephone as well as other favors.

b) Mathew might come to see you later.

Much less than 50% certainty

1) Act out a weather forecast. For example, “There might be a light shower tomorrow.”

2) Who’s at the door?- The teacher gives a couple of general characteristics of a famous person, and the student tries to guess who it is. The person could be living, imaginary, or even someone in the class.

c) You really should stop smoking.

Advisability

1) The teacher shows various scenes where the student must pretend to give advice to the person in the picture. For example, there is a picture of a person looking confused and a wallet with money on the ground. The students can give advice, such as you should give it to the police.

2) Role-play a counselor and a high school student ready to go to college. For example, “You should really take the SAT before October.” Or “You should apply to five colleges.”

d) I must do my homework.

Obligation

1) One student tries to ask another student out for a date, but that student will give a previous obligation as an excuse not to go out. “I have to clean the car.” “I need to study that day.”

2) End of the world- Ask students what they must do or bring if the world was ending.

e) Monkeys can’t swim

Ability/Inability

1) 20 Questions- A student thinks of an animal, and the rest of the class tries to figure out the animal by asking yes/no question about its abilities. For example. “Can it fly? Can it swim? Can it weigh more than a house?”

2) Learn the lyrics of the song “Anything You Can Do.”

PASSIVE VOICE

Task 4 – How do we form the passive voice?

Auxiliary verb ‘be’ + past participle (+ by + agent). Only transitive verbs can be used for passive voice.

Task 5 – Change the following from the active into the passive

(The first one has been done as an example):

A crocodile eats Henry – Henry is eaten by a crocodile.

A crocodile is eating Henry – Henry is being eaten by a crocodile.

A crocodile has eaten Henry – Henry has been eaten by a crocodile.

A crocodile ate Henry – Henry was eaten by a crocodile.

A crocodile was eating Henry – Henry was being eaten by a crocodile.

A crocodile had eaten Henry – Henry had been eaten by a crocodile.

A crocodile will eat Henry – Henry will be eaten by a crocodile.

A crocodile is going to eat Henry – Henry is going to be eaten by a crocodile.

A crocodile will have eaten Henry – Henry will have been eaten by a crocodile.

They have buried Henry (note that the agent isn’t important) – Henry has been buried.

Task 6 – Change these active voice sentences into the passive voice. Only include the agent/doer if you think it is important or relevant to the meaning:

a) Farmers grow rice in India.

Rice is grown in India.

b) I will finish the report later.

The report will be finished later.

c) Scotland has never won the World Cup.

The World Cup has never been won by Scotland.

d) The American people elected George W. Bush.

George W. Bush was elected by the American people.

e) Agatha Christie wrote ‘Murder on the Orient Express’.

‘Murder on the Orient Express’ was written by Agatha Christie.

Task 7 – State which tense the passive sentences below use and change them into the active voice (Bear in mind that even though the form is different for active and passive voice, the tense is the same).

a) I will be questioned by the police tomorrow.

Tense used: future simple

Active voice version: The police will question me tomorrow.

b) ‘E.T.’ was directed by Spielberg.

Tense used: past simple

Active voice version: Spielberg directed ‘E.T.’

c) The Band’s new song hasn’t been released yet.

Tense used: present perfect

Active voice version: They haven’t released the Band’s new song yet.

d) The report is being prepared by Mrs. Smith.

Tense used: present continuous

Active voice version: Mrs. Smith is preparing the report.

e) 1,000,000 pints of beer are consumed daily in Germany.

Tense used: present simple

Active voice version: People in Germany consume 1,000,000 pints of beer daily.

Task 8 – How would you explain the passive voice to a low level student using language they would understand? Give as much detail as possible of the study phase of this lesson.

            Engage- Class discussion about their favorite creative piece of work. It could a movie, painting, sculpture, or a novel. Then discuss who created them. Give the student a basic passive voice format to use to construct their sentences. The “________” was created by _______________ in _____.

            Study- Write sample sentences in the active voice on the board and have students rewrite them in the passive voice, using the format above. Then I would describe the usage and form. I would explain both sentences still have the same meaning but the focus of the sentence shifted. In the active voice, the focus is on the agent while the passive voice focuses on the subject and the agent is much less important. Then cut up varied active/passive sentences and get the students to match them.

            Activate- Role-play a student and a librarian. The student is searching for a specific book written by a certain author. The librarian is trying to help the student find the book.

PHRASAL VERBS

Task 9 – State the three types of phrasal verbs, explaining how they are different from each other. Give two example sentences of your own for each one.

            The difference is the placement of the phrasal verb in the sentence. The difference refers to the position of the phrasal verb in relation to the object of the sentence.

1) Type 1: Intransitive- They cannot be followed by a direct object.

She finally showed up.

That’s what we’re looking at.

2) Type 2: Transitive separable- An object pronoun can only come between the verb and the particle. However, an object noun can come either between the verb and the particle or after the particle.

Turn it off.

Turn off the gas.

Turn the gas off.

3) Type 3: Transitive inseparable

The object phrase or object pronoun both come after the particle. Unlike Type 2, the object can never come in between the verb and the particle. This type also includes phrasal verbs that have two particles.

He takes after his grandfather.

The jogger is running after the dog.

RELATIVE CLAUSES

Task 10 – State the difference between defining and non-defining relative clauses and give an example of each:

            The difference between defining and non-defining relative clause is the importance of the additional information given in a relative clause. The information given in a defining relative clause is essential to the meaning of the sentence. Without it, the sentence doesn’t really make sense or give you enough information. A defining clause makes clear which person or thing we are talking about.

            The information given in a non-defining relative clause is not essential to the meaning of the sentence. The sentence loses nothing if that information is not added. In non-defining relative clauses, a comma has to be put before the relative pronoun and at the end of the clause.

-Defining relative clause: The girl in the pink dress was at the ice cream shop yesterday.

-Non-defining relative clause: Sara, the girl in the pink dress, was at the ice cream shop yesterday.