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1.7 Focus on form: Modal and modal-like structuresThis section reviews forms of modals and modal-like structures. If your students are already confidentwith forming these structures, or you don’t have much time, skip this section.A. Students complete the chart with information on whether it is a modal or not, and an example of thestructure in use. The table looks at positive and negative forms separately, so they need to fill inseparate boxes for each.Possible answers:structure modal? example2. AdviceThis section looks at the functions of advising, recommending and giving opinions, using the modal verbshould. It introduces the commonly used I think you should… / I don’t think you should…. There are a lotof activities that involve finding solutions to problems, and making suggestions about how to solve them.2.1 What should I do?Establish the situation. This is a radio show where people ring the show, and tell their personalproblems to two counsellors. The counsellors give their advice. Elicit a definition of counsellor.Answer: A counsellor gives advice, and helps people find solutions to their problems.A. Pre-teach graduate, long-term, advantages, compromise.Play audio 9.2 once or twice. Students listen to Khaing Khaing’s problem. They rewrite the paragraphso the information is correct. You might want to do this as a class: copy the paragraph on the boardand get students to come up and change the information.Possible answers:Khaing Khaing wants to get married later . She is a university student, and she wants tofinish her education . Her parents live in the countryside , and they want her tocome home and get married . Her boyfriend is a medic . He wants her to go withhim to the countryside.4 Module 9can’t yes You can’t borrow my bike, I need it.have to no I have to write an essay for social studies class.can yes You can watch the videos tonight.don’t have to no She doesn’t have to marry him if she doesn’t want to.must yes You must finish that book before tomorrow.mustn’t yes The cows mustn’t come into the garden.B. Students fill the gaps.Answers:Can / can’t and must / mustn’t are modal verbs. We use the base form of the main verb afterthese. When we express necessity with have to , or non-necessity with don’t have to , we alsouse the base.C. Students identify and correct the mistakes in the sentences. If necessary, they can look again at theLanguage Reference.Answers: 1. I don’t have to cook dinner tonight.2. She musts go to Bangkok.3. They can’t to leave yet.4. Can we reading these books?5. He has to writes his essay quickly.6. Do we must have to go to bed now? ORDo Must we must go to bed now? (less common)D. Students complete the sentences, using their own ideas. Check that they are using the correct modalor modal-like structures.