II. Social Function of Modals: Modals for Social Interaction and Engagement

4.0 Categories of the Social Function of Modals

4.1 Willingness, Promises and Intentions

1. Underline the modals in the following sentences.  When you are finished, discuss with a partner whether each is a modal of willingness, promises, or intentions.
    
   Imagine that you are the CEO of a rocket company.  You are very good at building rockets, but you don’t know how to make them actually fly.  You need to find another company that can (ability—not willingness) build the equipment and computer programs that are needed to control the rockets.  You have a number of companies that are applying to do this work, but they seem to have different levels of confidence.
    
   Contractor #1 says that they can do this—they have the ability and willingness to do this.
    
   Contractor #2 says that they are going to do this.  They seem to have a lot of confidence that they can do it, and they seem to have plans to do it.  But last year, they said that they could do it, but they got too busy with something else, and then told you that they had to back out (but… maybe someone else was actually paying them more money?).  Now they say that their schedule is clear and that they are going to do this.  They already have it in their schedule, and they have plans to do it.  Well, they have a lot of plans, but you wonder if they really mean it when they say that they are going to do it.
    
   Contractor #3 doesn’t seem to have as much confidence as company #2.  They said that they should be able to do this.  But maybe they mean that they have the ability to do it but not the time?  Or maybe they have the time but are not sure if they have the expertise to do it.  Their plans don’t seem to be set in concrete (firm/solid).
    
   Contractor #4 can’t do it.  They are very capable and trustworthy.  They do what they say they will do.  Unfortunately, they told you that they would do it, but that they are too busy.  They did say that they don’t want to miss this opportunity, but that they couldn’t truthfully say that they can do it.
    
2. Underline the modal and double underline the main verb in the following paragraph.

   A: I thought that you were going to clean up the apartment this morning.

   B: I would do it, but I just got a call from my friend, and she wanted to go out for coffee.  She did not get the job she wanted, so she was feeling a little depressed.

   A: Well, couldn’t you clean it up when you get back?

   B:  Well, I could, but listening to my friend made me tired, and I needed to rest a bit.

   A: Okay, but it needs to be done.  When are you going to do it?

   B: Ahh.  I would do it now, but I need to get some groceries.  I have nothing to eat.  I could do it this this evening after dinner, but I will definitely do it by tomorrow morning.
    

3. Decide the best modal to use in the following sentences and write it in the blanks below.  Choose from ‘can’, ‘will’, ‘going to’, and ‘should be able to’.  For negative forms, use ‘would’.
    
   1. A: I am having trouble finding a way to my doctor’s appointment tomorrow.  Would anyone be able to help me?
      B: Well, if you want a ride, I                       do it.
   2. A: We really need to submit the proposal for the building project by Monday.
      B:  Well, I have been working hard on it.  It is almost done; I                       submit it on time.
   3. A: Do you think that you could come to the dance on Saturday?
      B: It sounds like fun, and I                       go, but unfortunately I need to see my friend in the hospital.
   4. A: Are you really intending on returning this library book tomorrow?  Do you really have time to go to the library?
      B:  I said that I                       do it, and I                      .
   5. A: I’m                       do some hiking tomorrow.  Do you want to come with me?
      B: But is supposed to rain tomorrow.
      A: I don’t care.  I have been planning this for weeks already, and I have a good rain jacket.
   6. A: I heard that you                       be attending Ivy University this fall.
      B: Well, I was                       go to Ivy, but I lost my job, and now I can’t afford it.
   7. A: It looks like you need a new pair of shoes.
      B:  I                       buy a new pair, but I love these shoes.  I don’t usually wear them in public.
      A: Oh, I see.  But, really, they look like they are falling apart.
   8. A:                       you please help me!  I have been trying for one hour to get this coffee machine to work.
      B: Sure, I                      , but maybe you should just plug it in first.
   9. A: I’m                       drive to the grocery store.  I have made up a list of the things I need.  Do you want me to pick up anything for you?
      B: Actually, I am having a friend over this afternoon.  I’m                       need some coffee.
   10. A: Some of us in this class are getting together tomorrow at 3:00 to plan our project.  Can you make it?
       B: I                      , but I need to check my schedule first to make sure that I don’t have any other meetings I need to be at.

    

4. Write sentences that use modals for willingness, promises and intentions.  Use ‘can’, ‘will’, ‘going to’, and ‘should be able to’.  For negative forms, use ‘would’.
    
   1. What is something that you said as a promise in the past, but that you wish you had not promised?  What did you say?
                                                                                                                                      
   2. What is something exciting that you are going to do in the next year?  What plans have you made?
                                                                                                                                      
   3. If a friend called you right now and asked you to go to a restaurant for dinner, what would you say?  (use either ‘will’ or ‘would . . . but’)
                                                                                                                                      
   4. What is something that you are really hoping to do and maybe have already made some plans for, but you are not sure if it will work at this time?
                                                                                                                                      

4.2 Permission and Prohibition (Social Regulation)

1. Underline any modal of Permission or Prohibition in the following descriptions for visiting these important royal palaces or capitol grounds and buildings.
    
   Rules for the capital grounds in Rome, Italy
   • You are not permitted to enter with a motor vehicle.
   • You are not allowed to damage plants or pick flowers.
   • You may not dispose of your garbage on the grounds of the capital.
   • You must use a leash if you have a dog.
   • You must clean up after your dog if they leave a mess.

    
   Rules for visiting the Emperor’s Palace in Japan
   The public is generally not permitted on the innermost grounds of the Emperor’s Palace in Japan; however, on the day after New Year’s Day and on the emperor’s birthday, the public is allowed to enter the inner grounds to see members of the emperor’s family.  Of course, you are not allowed to get too close.  The emperor’s family appears on a balcony to give a short speech.
    
   During the rest of the year, you may tour the outer grounds of the palace.  However, you must make reservations to do this.  You can also see the East Gardens of the Imperial Palace.
    

2. Underline the modals in the following paragraph.  Discuss with a partner why you think each was used in this context (or write your opinion in brief notes).
    
   Rules for Touring the U.S. Capitol Building
   • You must go through a security check and leave all large items, such as backpacks, behind.
   • Food and drinks are not allowed in the Capitol Building.
   • You must not touch any objects of art, such as statues.
   • You are not permitted to go into any areas that are blocked by ropes.
   • You must not run, push, yell, or do anything that could disturb others or potentially damage the building.
   • You may talk in the building, but you are asked to use a quiet voice.
   • You may bring your cell phone into the building, but it must be turned off while you are in the building.

    
   Rules for Touring Buckingham Palace (Palace of the Queen of England)

   • You cannot bring food or drink onto the palace grounds, except for bottled water.
   • If you would like to eat something, you may get food at the Garden Café.
   • You may not bring a baby carriage onto the palace grounds; however, you can borrow a baby carriage.  Breast-feeding your baby is also permitted.
   • Carrying anything that could be used as a weapon, such as a knife, is not permitted on the grounds.  It is illegal.
   • Bicycles and skateboards are not allowed on the grounds.
   • Visitors must be screened before entering.  Before they are screened, they must remove anything made of metal from their pockets.

    

3. Write a modal for Permission and Prohibition from the following conversations.
    
   Student A is someone who is not very polite, while Student B is someone who always tries to be polite.  The teacher is quite traditional and is more formal.
    
   School Situation
   A: (1)                  I use your eraser for a minute?  I made a mistake on my test.

   B: Yes, you (2)                 , but I need it back right away.  I also made a mistake.

   Teacher: Excuse me, you (3)                  to speak during an exam.

   A: Sorry, I was just asking Tomas if I (4)                  use his eraser.

   Teacher: Well, next time you should raise your hand and ask me about it first.

   A: Okay, well (5)                  I use Tom’s eraser?

   Teacher: Yes, you (6)                 .  If he agrees, that is.

   B: Yes, he (7)                  use my eraser.

   Teacher: Yes, well then you (8)                  use his eraser.
    

4. Fill in the blanks with one of the following modals with the indicated verb: can, cannot, may, may not, BE permitted to, BE not permitted to, BE allowed to, BE not allowed to.  Be sure to keep in mind the aspects of intensity and official functions of the modal.  Remember that the phrasal modals ‘BE allowed’ and ‘BE permitted’ are not true modals.  They are already verbs, so these forms must be followed by an infinitive.
    
   1. We                  (use) our cell phones during the meeting.  (use the past tense)
   2. You                  (use) this study room while you are staying here.
   3. You                  (get) a cold drink from the refrigerator if you are thirsty.
   4. Starting next month, we                  (drink) coffee in the library.  Maybe I won’t keep falling asleep in the library anymore.
   5.                  I                  (use) your phone to call for a taxi?
   6. You                  (park) here only between the hours of 3:00 PM and 4:00 PM in the afternoon.
   7. You                  (call) the office between the hours of 9 AM and 5 PM.
   8. This sign says that only guests of the hotel                  (use) the pool.
   9.                  I                  (use) one of these pens to fill out the application form?

    

5. Use the following phrases to write sentences that use modals for Permission and Prohibition.  You will need to add the modal that is in [square brackets].  You may also need to add words such as the verb ‘BE’ or change verbs to an infinitive form as you do this.  You also may need to change the order of the phrases.
    
   In some cases, there are two clauses, with one following the right arrow (→).  Use the conjunction that is in the (round brackets).
    
   Use ‘can’, ‘cannot’, ‘may’, ‘may not’, ‘are permitted’, ‘are not permitted’, ‘are allowed’, or ‘are not allowed’ for the following sentences:
    
   1. [permitted]: take / employees / 15-minute break / every two hours
                                                                                                                                      
   2. [may] anytime / call / she / after 3:00 p.m.
                                                                                                                                      
   3. [permitted (not)]: after 10:00 p.m. / use the laundry facilities / residents
                                                                                                                                      
   4. said that / the teenager’s mom → [allowed (not)] is / stay out / after 10:00 p.m. / on school days / he
                                                                                                                                      
   5. [can]: at my place / stay / you → (when) on your vacation / you / are
                                                                                                                                      
   6. [may] the common room / use / of the building / residents → (if) they / one week in advance / reserve it
                                                                                                                                      

    

6. Write six rules for visiting a zoo.  Use the different modals that are indicated.
    
   1. (must not)                                                                                                                                 
   2. (not permitted)                                                                                                                                 
   3. (not allowed)                                                                                                                                 
   4. (can)                                                                                                                                 
   5. (must not)                                                                                                                                 
   6. (may)                                                                                                                                 

4.3 Requests, Offers, and Obligations

1. Underline the modals for requests, offers and obligations (can, could, would) in the conversation below.
    
   A: Could you help me get a table from the store?  You have a van, right?

   B: Yes, I have a van.  When would you like some help?

   A: Are you available this Saturday?

   B: Sorry, but I need to meet a friend this Saturday.  But I could do it next Saturday.

   A: Uhh. . . that won’t work.  I really need help this Saturday.

   B: Well, like I said, I would help you, but I really have to see my friend on Saturday.

   A: You could change your plans, right?  I mean, why do you have to see your friend on Saturday?

   B: No, you don’t understand.  She is a really good friend.

   A: A better friend than me?

   B: Well, no offence, but actually—yes.  My friend and I are getting married this Saturday.
    

2. Choose the right modal of requests, offers and obligations.  Write ‘can’, ‘could, or ‘would’ in the blanks below.

   I Need Help!

   A: (1)                       you go with me to choose a new phone?  I don’t know much about phones.

   B: When (2)                       you like me to go?

   A: How about tomorrow in the afternoon?

   B: Well, I can’t go in the afternoon, but I (3)                       go in the morning.

   A: What about on Friday?

   B: Well, I (4)                       be able to go, but I really need to go to the dentist.

   A: You sound quite busy.  I don’t want to bother you, but is there any time that you are able to go?

   B: Well, I (5)                       actually go right now.

   A: Oh, that’s too bad.  I (6)                       be able to go now, but I have to help my mother.  I told her that I would bring her to the dentist.
    

3. Complete the conversation with a modal for requests, offers and obligations.  Use ‘can’, ‘could’, or ‘would’.   Some of these modals are actually modals of possibility, so they are not included as a question.

   Playing Badminton

   A: I need someone to play badminton on the weekend.  Are you free?

   B: Yes, I (1)                                           play with you.  I love badminton.

   A: (2)                                           you play on Saturday?

   B: Well, I (3)                                          , but I need to get my groceries on Saturday.

   A: How about Friday evening?

   B: That would work.  I can (possibility) definitely play on Friday evening.  But I also have a request for you.  (4)                                           you lend me a badminton racquet?  I broke mine last week.

   A: Well, I (5)                                           lend you my extra racquet.  But you broke your last racquet because of clumsiness, and I am worried about it getting broken.  It is very expensive.

   B: No problem, if I break it, I (6)                                           replace it.

   A: Are you sure?  Like I said, it is very expensive.  It is a professional racquet.  It cost me hundreds of dollars.

   B: Oh, that is expensive.  Maybe I can’t (possibility) play.
    

4. Complete the sentences that express a willingness to do something that cannot actually be done.  Some clauses are the excuse for not being able to do something, and other clauses are the (impossible/unreal) offer to help.
    
   1. I would take dance lessons with you, but                                                                                  .
   2. They would like to help learn to drive, but                                                                                  .
   3.                                                                                  , but I am afraid of water.
   4. I would take care of your cat while you are gone, but                                                                                  .
   5.                                                                                  , but I really hate disco music.

4.4 Preference and Desires

1. Fill in the blanks with a modal expression of preference or desire.  Use the modal form that is in [brackets] at the front of the sentence.
   • If the preference is about an action (there is a verb in parentheses behind it), be sure to write the verb as an infinitive.
   • In a conversation the person who is answering uses the same modal that the person asking the question used.
     Example:
     A: Do I need to finish this?
     B: Yes, you do need to finish it (or “Yes, you do.” for a short answer).

    

   1. [like, would] I can speak Italian, so I                                  (visit) Italy someday.
   2. [like, would] A: Which                                  (like, you) spaghetti or lasagna?
      B: I                                  spaghetti.
   3. [prefer, would] A: Which                                  (prefer) your daughter as a pet?  A cat or a dog?
      B: She                                  a dog.
   4. [would] My friend is really thirsty.  She                                  (like) some cold water if you have any.
   5. [rather, would] A:                                  (take, you) the bus or ride a bicycle?
      B: I                                  (take) the bus.  I am very tired.
   6. [like, would] A:                                  (like, you, leave) at 6:00 or at 7:30?
      B:                                  (leave, I) as soon as possible, so 6:00 sounds good.
   7. [prefer, would] A: Which hair style                                  (prefer, you)—straight, wavy or curly?
      B: I                                  my hair to be curly.

    

2. Answer the following questions about desires and preferences.  Use complete sentences.  Then tell why you would choose what you have chosen.  After you are finished, you may share your answers with a partner.
    
   1. Would you rather have a dog or a cat as a pet?
                                                                                                                                      
      Why?                                                                                                                                  
   2. Which country would you like to travel to?
                                                                                                                                      
      Why?                                                                                                                                  
   3. If someone offered you a new car, what kind of car would you like?
                                                                                                                                      
      Why?                                                                                                                                  
   4. Would you rather live in an extremely cold climate or an extremely hot climate?
                                                                                                                                      
      Why?                                                                                                                                  
   5. Would you like to work as a dentist or as a realtor (sell houses or property).
                                                                                                                                      
      Why?                                                                                                                                  
   6. Would you prefer to live at the age you are or be a child of six years old?
                                                                                                                                      
      Why?                                                                                                                                  
   7. What would you like to eat right now?
                                                                                                                                      
      Why?                                                                                                                                  

4.5 Advice and Obligation: Different Levels of Intensity

1. Look at the situations below.  What level of intensity would you use in the following situations: Weak?  Medium?  Strong?  Write ‘w’ for weak, ‘m’ for medium, and ‘s’ for strong.  If someone has an obligation to do something, write ‘mo’ for a medium obligation and ‘so’ for a strong obligation.
    
   1.                          Your friend doesn’t know which pants they should wear to a wedding.
   2.                          Your mother is upset.  Your mother’s friend forgot her birthday.
   3.                          Your grandfather wants to learn to play an instrument.  He wants advice on which instrument to play.
   4.                          Your friend can’t decide whether to wear a sweater or a jacket.
   5.                          Your uncle doesn’t want to attend his nephew’s wedding.  He doesn’t like his nephew’s girlfriend.
   6.                          Your friend is depressed.  He just broke up with his girlfriend.  He wants to see a movie, but he can’t decide whether to see an action movie or a romantic comedy.
   7.                          Your friend just got her driver’s license, and she has been driving too fast.
   8.                          Your younger brother wants to play football on the school team, but your parents want him to spend more time studying.
   9.                          Your friend is sick and needs to stay home from classes.   Students are required to contact the teacher if they are going to be absent, but your friend is not feeling well and doesn’t think it is important.

    

2. Write advice for the above situations using a modal at the level of intensity that you have chosen.  If the situation takes the form of an obligation, use a modal for obligation.  Then, tell why you have made the suggestion.
    
   1.                                                                                                                                 
      Why?                                                                                                                                 
   2.                                                                                                                                 
      Why?                                                                                                                                 
   3.                                                                                                                                 
      Why?                                                                                                                                 
   4.                                                                                                                                 
      Why?                                                                                                                                 
   5.                                                                                                                                 
      Why?                                                                                                                                 
   6.                                                                                                                                 
      Why?                                                                                                                                 
   7.                                                                                                                                 
      Why?                                                                                                                                 
   8.                                                                                                                                 
      Why?                                                                                                                                 
   9.                                                                                                                                 
      Why?                                                                                                                                 

III. Descriptive/Interpretive Function of Modals: Descriptions from the Speaker’s Point of View (Opinion)

3.0 Introduction to Modals of Probability (Predictions or Certainty)

3.4 Using Modals of Probability in the Present, Past and Future

3.4.1 Probability in the Present: Modal + Verb BE + Modifier

1. The following paragraph uses modals of probability in the present.  In Part A, underline the modals that express probability in the present.  In Part B, indicate whether the modal that is used has weak, medium, or strong probability.
    
   1. Underline the present modals of probability in the following paragraph (could be, might be, should be, will be, must be, can’t be, may be, must have).

      A: I wonder why Abel hasn’t sent out his graduation invitations yet.

      B: Well, I heard that he had to cut back his class load last semester because he needed a job.  It might be that he will not graduate this spring.  I heard that he needed to get a job to pay for his classes.

      A: That might be true, but he didn’t need that many credits to finish his degree.  He also told me that he will be finished soon.  It may be that he is just so busy that he didn’t have time to send out the invitations yet.

      B: Yes, but he should be finished with his classes already.  Besides, the graduation is next week.

      A: Well, it can’t be that he is not inviting us.  After all, we are good friends with him.

      B: He does have a very poor memory.  I wonder how he got through university.  He has also been very busy lately.  I can’t think of any other reason for not sending them.  He must have forgotten to send them.  I’ll call him to see if we are invited.
       

   2. Now, in the space after the modal form, indicate whether the modal has weak, medium, or strong probability.  w = weak, m = medium, s = strong

      A: I wonder why Abel hasn’t sent out his graduation invitations yet.

      B: Well, I heard that he had to cut back his class load last semester because he needed a job.  It might be (1)                  that he will not graduate this spring.  I heard that he needed to get a job to pay for his classes.

      A: That might be true, but he didn’t need that many credits to finish his degree.  He also told me that he will be finished (2)                  soon.  It could be (3)                  that maybe he is just so busy that he didn’t have time to send out the invitations yet.

      B: Yes, but he should be finished (4)                  with his classes already.  Besides, the graduation is nextweek.

      A: Well, it can’t be (5)                  that he is not inviting us.  After all, we are good friends with him.

      B: He does have a very poor memory.  I wonder how he got through university.  He has also been very busy lately.  I can’t think of any other reason for not sending them.  He must have forgotten (6)                  to send them.  I’ll call him to see if we are invited.
       

2. Fill in the blanks with a modal form using the different probabilities for a certain level of probability (weak, medium, strong).  Use the context of the sentence to decide whether a weak, medium, or strong modal should be used for that situation.
    
   weak: could be, might be
   medium: should be
   strong: must be/must not be, has to be, can’t be, will be
    
   1. I have heard different things from different people, but I think that Darko                       sick.
   2. Is that the person we were supposed to meet here?  He told us that he has was quite short, with dark eyes, a beard, and long hair.  This person has dark eyes, a beard, and long hair, but he is quite tall.  It                       be him.
   3. She                       here by now.  Her train was supposed to arrive at 1:30 p.m.
   4. The time that they told us to be here                       the right time.  We have already waited 30 minutes for them.
   5. At the airport . . .
      A: That                       the taxi that we called.  It seems like the driver is looking for someone, but there are other people waiting here.
      B: True, but we called a taxi 30 minutes ago, and these other people just arrived at the waiting area for the taxi.  That                       our taxi.
   6. You                       exhausted.  How long were you driving to get here?  Wasn’t it fifteen hours?
   7. Oh, my package has arrived.  It                       the new coat that I ordered last week.
   8. Oh no!  I missed my bus, and my appointment starts in 15 minutes.  I had better call the doctor’s office and tell them that I                       late.

    

3. Finish the sentence or write another sentence to make predictions about the following using the different probabilities that are indicated.
    
   1. My phone isn’t working.  (must be)                                                                 
   2. My friend hasn’t texted me for three days.  (might be)                                                                 
   3. The bus is late.  (should be)                                                                 
   4. It is supposed to snow tomorrow.  (will be)                                                                 
   5. No one has called about the table I have for sale.  (must not be)                                                                 
   6. The weather forecast said that (should be)                                                                 
   7. Write your own sentences using the following modals:
      1. (could be)                                                                                                                                 
      2. (must not be)                                                                                                                                 
      3. (will be)                                                                                                                                 

3.4.2 Probability in the Past: Must Have/Must Not Have

1. The following paragraph uses modals of probability in the past.  First, underline the modals that express probability in the past.  Then, indicate whether the modal that is used has weak (write ‘w’), medium (write ‘m’), or strong (write ‘s’) probability.
    
   A Bright Light

   A: Did you see that bright light in the sky yesterday?

   B: What bright light?

   A: Well, it just lit up the whole sky, and it was just hanging there—not moving at all.

   B: OK?  Well, it must have been the moon then.

   A: No, it couldn’t have been.  The moon was also in the sky—in another place.

   B: What?  Okay, then it could have just been a very bright star.

   A: No, it couldn’t have been.  It was much brighter and bigger than a star.

   B: OK.  So, do you think it may have been a meteor?

   A: No, it couldn’t have been a meteor.  It wasn’t moving.

   B: Well, you may not have seen a meteor, but are you sure that your mind is not playing tricks on you?  Could you have stayed out a little late last night?  Maybe you could have drunk a little too much last night, huh?

   A: No, I was wide awake.  I took a nap in the afternoon, so I couldn’t have lacked sleep—and I didn’t drink anything.

   B: Well then, what do you think you could have seen?

   A: I’m not sure, but it had windows in it, and I could see little green men inside of it.

   B: Well then, I think that you must have been feeling a bit crazy then.  Been to a doctor lately?
    

2. Fill in the blanks with a modal form using the different probabilities for a certain level of probability (weak, medium, strong).  Use the context of the sentence to decide whether a weak, medium, or strong modal should be used for that situation.
    
   Use ‘must have’, ‘must not have’, ‘couldn’t have’, or ‘would have’ as the stronger modals of probability.  Use ‘may have’, ‘could have’, ‘may not have’ or ‘might not have’ as the weaker modals of probability.
    
   1. When Elif didn’t call after being out until 2:00 a.m., her mother                       (BE) so angry.
   2. Some people think that the Great Chicago Fire of 1871                       (start) because a cow in a barn kicked a lantern over into the hay, lighting the barn on fire.
   3. I don’t know why Yusuf didn’t come to the meeting.                        (know) the right time.  Did anyone tell him when the meeting started?
   4. When a ‘prank’ Halloween radio broadcast of an alien Martian (Mars) invasion of Earth came over the radio, people                       (BE) absolutely terrified.
   5. The accident                       (avoid).  A black bear suddenly ran out of the trees beside the road at night, when it was very dark.
   6. Filip                       (taken) my suitcase by mistake.  It looked exactly the same as mine.
   7. When teacher Christa McAuliffe took off on the U.S.  space shuttle on January 28, 1986, she                       (know) about the explosion of the shuttle that was soon to happen.
   8. When the first astronauts landed on the moon, they                       (BE) amazed when they saw the Earth from so far away.
   9. Chiara                       (avoid) the embarrassment of making a mistake on her violin in front of 300 people if she had just practiced a little harder.

    

3. Finish the sentence or write another sentence to make predictions about the following using the different probabilities that are indicated.
    
   Use ‘must have’, ‘must not have’, or ‘couldn’t have’ as the stronger modals of probability.
    
   Use ‘may have’, ‘could have’, ‘may not have’ or ‘might not have’ as the weaker modals of probability.
    
   1. When Jakob got here, he was all wet.  (must have)                                          
   2. Caroline was so angry when she left her supervisor’s office.  (must not have)                                          
   3. Julia decided to drive to Mexico instead of flying.  (couldn’t have)                                          
   4. Aurora was so angry.  (may have)                                          
   5. Yuka left her laptop at the restaurant.  (could have)                                          
   6. Lukas ran out of gas on the way here.  (may not have)                                          
   7. Krishna didn’t get the money that she had asked her parents for.  (might not have)                                          
   8. Write your own sentences using the following modals:
      1. (could not have, couldn’t have)
                                                                                                                                         
      2. (must not have been)
                                                                                                                                         
      3. (may have)
                                                                                                                                         

3.4.3 Probability in the Future: BE Going To

1. The following paragraph uses modals of probability in the future:
    
   1. The world of our children will definitely be different than our world today.  There will certainly be challenges ahead, but many people are already working on those challenges today.  These people, including scientists, engineers and sociologists, have already been working on these problems, and they are going to continue working on solutions for cutting back on carbon emissions.  The technology that is available now has already changed the way the future will look, and there is hope that we will be able to solve at least some of the major challenges ahead.
   2. We may be able to fix all of the problems ahead, but if we are going to solve these challenges, we should not let fear or negativity stop us from trying.  If there is a any possibility that we may be able to solve them, we should try.  There is too much at risk to just give up.  We must take the attitude of, “If we can do it, we will do it.”

    
   Which paragraph has more modals of strong probability, Paragraph #1 or Paragraph #2? Put a check mark in the blank beside the correct answer.
    
          1st paragraph
          2nd paragraph
    

2. In the following sentences, first decide if the sentence requires a modal of strong probability or weak probability.  Then, write either a positive or negative modal of strong, medium or weak probability and add the base form of the verb that is given.  It is possible to use either simple or phrasal modals.  More than one answer might be possible.
    
   1. I’m not sure what the problem with your phone is.  Your phone is quite old.  We                                          (get) parts for it.  We will try, but . . .
   2. Your phone is quite old, but we can probably get parts for it.  We                                          (fix it).
   3. I’m doubtful.  Our new employee keeps coming in late for work.  We                                          (keep) him as an employee.
   4. Our customers really like this coffee.  So, I                                          (order) several boxes of it.
   5. If Martina keeps avoiding studying, she                                          (fail) the test.
   6. When are you                                          (buy) your train ticket?
   7. I                                          (visit) my friend in Vietnam on New Years.

    

3. Write questions about your sentences above.  Question #6 is already a question.  Instead, change it to a regular sentence.
   • When writing a question using ‘should be able to’ as the phrasal modal, use ‘would’ instead of ‘should’.

    

   1.                                                                                                                                 
   2.                                                                                                                                 
   3.                                                                                                                                 
   4.                                                                                                                                 
   5.                                                                                                                                 
   6.                                                                                                                                 
   7.                                                                                                                                 

    

4. Finish the sentence or write another sentence to make predictions about the following using the different probabilities that are indicated.
    
   1. Mike has saved up enough money for a new phone.  (going to)                                                                 
   2. I have some free time in the summer.  (might be able to)                                                                 
   3. John has the day off on Saturday.  (should be to)                                                                 
   4. I am excited about graduating in the spring.  When I graduate . . .  (will)                                                                 
   5. When I go home on New Year’s Day.  (going to be able to)                                                                 
   6. I am super busy this week.  (may not be able to)                                                                 

    

5. Write sentences to make predictions about the future using the different indicated modals of probability for the future.
    
   1. (going to)                                                                                                                                 
   2. (might be able to)                                                                                                                                 
   3. (should be able to)                                                                                                                                
   4. (will be)                                                                                                                                 
   5. (must not be)                                                                                                                                 
   6. (may be able to)                                                                                                                                 
   7. (will)                                                                                                                                 

4.0 Modals of Ability

4.3 Multiple Levels of Certainty are Possible

1. Underline the modals of ability in the following paragraphs.
    
   In the past, the small California town of MacFarland wasn’t exactly well-known.  It was an agricultural town, with many of its residents being Mexican field workers.  One day, however, a high school teacher, Jim White, was hired by the high school.  He had coached high school running teams in the past, but he didn’t really see much potential for running as a sport in this small rural town—at least at first.  The students in the school had never been able to participate in sports before.  They were too busy working in the fields.
    
   But one day, he became aware of the amazing running ability of some of MacFarland’s students.  Some of the Mexican field workers were high school students.  They would go to school in the morning, and then quickly run out to the fields after school to help their parents in the vegetable fields and fruit orchards.  Because of this, they developed an amazing ability.  They could run very fast over long distances, and they were able to do it in heat that could reach 40^o Celsius (over 100 degrees Fahrenheit).
    
   So, Coach White began to form a plan.  He thought that these young runners might be able to form a winning running team.  But he realized that the students may not be able to run after school.  Their parents needed them to work in the fields.  But while he thought that they may not have been able to practice after school, he was able to convince their parents to let them join the team.
    
   At first, they did not do well, but eventually they realised that they could do this.  They were able to develop confidence, and they practiced hard.  The students from MacFarland were able to win against other schools that were famous for winning competitions.  Eventually, this team from MacFarland was able to win the California State Track and Field Championship in running.
    
2. Use the modals of probability in parentheses below and finish the sentence with your own ideas.
    
   1. When I was a child, I                                                                  (able to, not)
   2. In elementary school, I                                                                  (could)
   3. When I was in high school, my family                                                                  (able to)
   4. When I got my first job, I                                                                  (able to, not)
   5. Right now                                                                  (can, negative)
   6. So far in my life, I                                                                  (able to, perfect tense)
   7. In the future, I                                                                  (able to, might)
   8. In the next year, I                                                                  (able to, not)

4.4 Questions: Modals of Ability

Write questions of ability for the past, present and future that you would like to ask your family, parents, friends, or classmates.  Indicate who you would like to ask the question to.  Alternatively, you could write questions for your classmates and then ask them.  Write their answers.  Use either simple modals or phrasal modals.

5.0 Hypothetical Conditionals: Conditions in Abnormal or Hypothetical (Imaginary) Situations

5.1 Examples with Different Verb Tenses

1. The following paragraph uses modals in conditions in abnormal or hypothetical (imaginary) situations using past, present, future and perfect forms of modals.  Underline the present, future and perfect forms of modals in the conversation below.
    
   Excuses
    
   A: I heard that you were needing help moving to a new apartment yesterday.  In fact, I really wanted to help you, and I would have been able to help you, but I hurt my back, and I couldn’t lift anything.  I would have helped you in normal situations, but my doctor said that I needed to lie flat on my back.  I even thought of calling some of my friends to try to help you, but they all said that normally they would have helped you, but that they needed to study for an exam the next day–today.  They’re all in the same class.  Luckily, this morning, my back was better, and I was at least able to go to my exam today.
    
   B: (person needing help) Oh, good thing!  Are you finished with your exam?
    
   A: Yes, I think I did quite well actually.  Because I was lying flat on my back yesterday, I was actually able to study a lot without being distracted with other things.  Without that, I think I would’ve normally been distracted by other things like cleaning up my apartment.
    
   B: Well, that’s great, I’m glad you did well on your exam.  Actually, though, because no one was able to help me yesterday, I still need help moving.  Do you have some time this afternoon?
    
   A: Ahh, well, I would, but I really should clean up my apartment.  I mean, I would really love to help, but I just can’t study with a messy apartment—you do understand, don’t you?
    
   B: Well, I would understand, but when I move out, your apartment—I mean our apartment will already be a lot cleaner.
    
2. Practice with writing clauses for hypothetical conditions that are not desirable or possible situations.  What is the desired result of an action that is not desirable or possible?  Finish the sentences with a clause explaining why the desired result is not possible.  Be sure to use either the coordinating conjunction ‘but’ or the conjunctive adverb ‘however’.
    
   Examples:
   • I would help you, but I need to study for an exam.
   • I would help you.  However, I need to study for an exam.

    

   1. I would get up earlier,                                                                                                                                 
   2. My mother would have been kinder to me,                                                                                                                                 
   3. I could have gotten better grades in high school,                                                                                                                                 
   4. I would learn to play a new instrument.  (use ‘however’)                                                                                                                                 
   5. I would get together with my friends more often,                                                                                                                                 

    

3. Practice writing clauses with modals for abnormal or hypothetical (imaginary) situations using past, present, future and perfect forms of modals.  Add a condition that needs to happen to get the desired result, which is given.  Remember that the condition, however, is not desirable or possible.  Also, there are some blanks where you may need to add a word of your choice to describe the desired result.
    
   Example:
                                                                , but I don’t have                                                              to take care of it.
   Answer: I would get a pet, but I don’t have time to take care of it.
    
   1.                                                              , but I really don’t like                                                              .
   2.                                                              .  However, I’m not very good at math.
   3.                                                              , but I haven’t learned how to speak French.
   4.                                                              , but I wasn’t very good at                                                               when I was young.
   5.                                                              , but I really don’t want to be a                                                               as a career.

5.2 Conditionals in Imaginary Situations

1. The following paragraph uses modals of conditionals in imaginary situations.  In the following passage, underline the modals of conditionals in imaginary situations.
    
   Contrasting Worlds

   Imagine if we ‘human animals’ didn’t take care of our animal family and they were all to go extinct.  Even if we only caused the extinction of many of the animals on the Earth, it is hard to imagine a more dull and boring world.  Hikers would not have to worry about encountering a bear on the trail because there wouldn’t be any, but neither would they experience the joy of seeing a grizzly bear in the distance, minding its own business while feeding on salmon from a far.  There would be no bald eagles floating in the sky.  The African savannah would be empty, except for grass that is much longer than normal because there would not be any animals to eat it.  The few birds that we would see would mostly be of the same breed—crows and brown scavengers, with no colourful hummingbirds flitting around and no vibrant parrots.
    
   Children would go to the zoos and see only live insects or maybe a few small lizards, mice or rodents.  Instead of seeing elephants, tigers, and hippopotami, there would only be fake animatronic animals, moving clumsily in one place—front paws chopping at the air.  Eventually, we would despair of seeing any of the live animals of the past, because once they’re gone you will never bring them back—ever.
    
   But then imagine if we humans were to start to see animals not as pests but as beings that make our world colourful and rich and which we have a relationship with.  Instead of destroying them, we would help them to thrive, blossom, and flourish.  Instead of seeing a few small elk herds roaming the meadows of the Rocky Mountains, we would see vast herds of them as far as the eye could see.  Instead of seeing a few small flocks of flamingoes on a small lake, the lake would be bursting with pink from shore to shore to shore.
    
   If we were to care and stop to think about the effects of our actions now, at least we would keep what we have now, though it is already less than before.  It truly is an amazing, awe-inspiring world that we live in.  What if we were to realize the riches of our extraordinary world?  Wouldn’t the sound of thousands of buffalo hooves pounding on the prairie be more exciting and worthwhile than staring at our phones for mind-numbing hours at a time?
    

2. Finish the following sentences using hypothetical modals and a base verb of your choice.
    
   1. If I were a dolphin,                                                                 .
   2. If everyone had a flying car,                                                                 .
   3. If robots did all of our work,                                                                 .
   4. In a classroom with no tests,                                                                 .
   5. In a world where it was always winter,                                                                 .

    

3. Write about your own imaginary world.  First, identify the world you are imagining by completing the sentence below.  Then, tell the condition that is necessary for this world to exist.  Finally, use hypothetical modals to explain the effects that would be possible in this world if your condition is met.
    
   Example:
   The world you imagine is a world where everyone gets free candy.
   The condition needed: In a world where everyone got free candy . . .
   The possible results:
   • Children would all be very happy.
   • Parents would worry about their children’s health.
   • Dentists would soon be very rich.

    
   The world you imagine is a world where                                                                                                                 
   The condition needed: ­­                                                                                                                                
   The possible results:

   1.                                                                                                                                 
   2.                                                                                                                                 
   3.                                                                                                                                 
   4.                                                                                                                                 
   5.                                                                                                                                 

6.0 Habits in the Past: Used To

List five things that you or someone you know used to do but no longer do.  First, write a clause telling what you or someone else used to do.  Then, write a clause using ‘because’ as the coordinating conjunction.  Finally, combine the two clauses.
 
Example:
Action: I used to drink a lot of soda.
Why you don’t do it anymore: I learned how much sugar it has in it.
Complete Sentence: I used to drink a lot of soda, but I quit drinking (or quit doing it) because I learned how much sugar it has in it.