Top 20, Great Grammar for Great Writing, First Edition Teaching Notes

Top 20, Great Grammar for Great Writing, First EditionTeaching Noteshttp://esl.college.hmco.com/instructorsCopyright Houghton Mifflin CompanyChapter 9 – Modals: Present and FutureOverviewThis chapter focuses on single-word and phrasal modals used in the present and past. Thechapter is organized by modal meaning rather than by individual modal, e.g, all the modals usedto express permission and request (can, may, could, might, will, would) are presented as a group.The chapter is divided into seven groups: permission and requests; possibility and probability;ability; preference and desire; necessity, prohibition, and lack of necessity; advisability andsuggestion; and prediction, intention, and expectation.These seven meaning groups and some examples of modals + verb open the chapter. Studentsare then presented with two lists: single-word modals and phrasal modals and with some basicrules for using modals.To introduce students to this chapter, begin by asking students to share what they know aboutmodal verbs in English. Create a chart on the board with columns headed meaning, modal, andrule. List information from the student in the appropriate column. When students have finishedoffering what they know, draw their attention to the meanings listed in the chapter opener. Fillin the meaning column with whatever information might be missing. Do the same with the tworemaining columns, checking the book to compare what information still needs to be added tothe column on the board. Ask students to form example sentences using some of the modals.Teaching NotesModals for Permission and Request (9.3)Introduce these modals by asking students to imagine they are sitting in an office, ready to fillout an application (for study or work) when their pencil breaks. They need to ask the person atthe desk or the person sitting next to them for a pencil. Elicit ways they might ask for a pencil,pointing out the difference in the way they might ask an office receptionist as opposed to a peer.Go over the examples in the text, emphasizing the formal vs. informal requests, requests vs.permission. Spend some time practicing examples with Would you mind to make sure studentsunderstand the meaning to the responses.Follow with Exercise 1. If students need more practice, assign pairs to write dialogues. Assignscenarios ranging from very formal to very informal (mayor and citizen, supervisor andemployee, two cousins, etc.)1