Lesson video

Hi, I'm Mr. Mackam.

I'm really pleased to see you today for our lesson on modal verbs.

I thought you're going to find it really useful and I'm really looking forward to working with you today.

So let's make a start.

Today's lesson is called Further Study of Modal Verbs, and it comes from my unit called three-tenths forms modality, active voice and passive voice.

By the end of today's lesson, we'll be able to use different modal verbs to change the meaning in varying sentence contexts.

Now, modal verbs are words that we use every day without really thinking about it, but today we're going to think really carefully about how we can choose those modal verbs to have a particular meaning or effect on our reader.

And I think you'll find this really useful when you're persuading someone to do something or to have your opinion or when you're writing speech in a narrative.

Let's make a start.

Here are keywords for today's lesson.

My turn, your turn.

Modal verb, auxiliary verb.

Well done.

Clause, speech sentence and persuasive writing.

Well done.

So a modal verb is a type of auxiliary verb that helps us to talk about how likely, possible, necessary or obligatory something is.

And an auxiliary verb is a helping verb that's paired with a main verb to change the tense or the meaning.

A clause, as I'm sure you know, is a group of words that contains a verb.

A speech sentence is a sentence that includes direct speech and persuasive writing is writing that tries to change someone's mind or their behaviour.

Let's look at our lesson outline for today.

We're going to start off by using modal verbs to change meaning in a sentence and then we'll look at modal verbs in speech and in persuasive writing.

Now you might already know that auxiliary verbs are helping verbs that are paired with a main verb in a sentence to change the tense or the meaning.

So if you look at this sentence, it says, we are doing what is necessary.

We've got the main verb there, doing, and it's paired with this auxiliary verb, are, and that changes the tense in this sentence.

Now one type of auxiliary verb is a modal verb.

Here are some examples.

They have to help us, or the system may fail.

We can stop when we've done sufficient work.

We will get our opportunity soon.

We've got these modal verbs have to, may, can and will and they're types of auxiliary verbs.

I know they're types of auxiliary verbs because they each link to a main verb in their clause.

For example, have to help, may fail, can stop, will get, each time the auxiliary verb, the modal verb in this case is linking to a main verb.

So these modal verbs help to show how certain or possible something is or if we think someone should do it, we think they have to help us.

We think we will get our opportunity.

We think the system may fail.

We think we can stop.

We are saying is it certain? Is it possible or if we think someone should do something.

So we can use different modal verbs to show how certain the main verb is to happen or how important we think it is that it happens.

And we can put them on a spectrum going from possible all the way up to certain.

Things which might show possibility might be modal verbs like may and might, it may happen, it might happen.

Or we could say it can happen, it could happen, it should happen.

It ought to happen.

Can you see how here we're suggesting it's something we think should be done? Then we could say, it must happen, it needs to happen or it will happen, it shall happen, it has to happen.

So we've gone from possible up towards certainty showing the difference in the meaning of these modal verbs.

Let's put some in some sentences now.

We could say, you might find this awkward, you could find this awkward or you must find this awkward.

Can you see we've increased the likelihood of the person feeling awkward? Or we could say she can be aggressive, she should be aggressive, she will be aggressive.

We've gone from a possibility, can, all the way up to a certainty with will.

So notice how each time the modal verb is modifying the main verb, you might find and she can be.

And each time the modal verb is modifying that main verb to tell us more about how likely or possible or important it is.

So let's see if you can find the modal verbs in each sentence and the main verb that they link to and modify.

Pause the video and have a go.

Okay, let's take a look.

In A, we've got must as the modal verb before the main verb stretch.

We've got in B can as the modal verb before the main verb be and ought to do as the modal verb before the main verb behave.

And in C, we've got should as our modal verb before the main verb given.

So notice how each of those modal verbs modifies.

The main verb is saying we must stretch as something we should do.

Aisha should be given an opportunity of something we believe should happen.

So it's telling us something about how likely or possible or important that main verb is to happen.

So main verbs are often used when we're trying to be persuasive.

We could say we must play our very best or we could lose the competition.

We could say unless we do more to protect the environment, future generations will suffer.

And we also often use them in speech sentences.

"We should join the queue now," Mum sighed, "so that we can get in." We've got should and can.

Or we could say Mr. Martinez grumbled, "You must have finished by now!" And in each case we've got the main verb following on from that modal verb.

So we can see some main verbs here.

We must play and we can get in.

But each modal verb will be followed by or paired with a main verb that it's changing in some way.

So what tells us that ought to is a modal verb in this sentence, we ought to start driving less so that we can reduce pollution.

I'd like to pause the video and choose all the options that tell us that ought to is a modal verb here.

Have a go.

Okay, let's take a look.

Well done.

A is true.

It comes before a main verb start.

We ought to start.

That tells us it's an auxiliary verb.

It needs that main verb to make sense.

We couldn't say we ought to driving less.

We need that main verb start.

We ought to start driving less.

And yes, it's true, it's helping us to be persuasive by saying that something should be done.

We ought to start driving less so that we can reduce the pollution.

It doesn't come after a main verb.

We don't say we start ought to driving.

We say we ought to start driving.

Really good job if you spotted those three, great work.

Now when we write questions, we often use modal verbs.

We might say, would you like to come to the restaurant with us? We might say, "Should we check the temperature now?" asked Izzy as Andeep held up the beaker.

Or "Will you take this to the the head teacher please?" Mr. Martinez asked.

And in questions, the person or the thing we're talking about comes in between the modal verb and the main verb.

So if we can see that person here, would you like we've got the main verb, like, we've got the modal verb, would, and in between the person or the thing we're talking about, should we check the modal verb is should, we've got we as the person we're talking about and check as the main verb.

Will you take, we've got will as the modal verb, you as the person or thing we're talking about.

And then take as the main verb.

Now sometimes adverbs come between a modal verb and a main verb too.

We could say, "We will never find the exit!" Jun groaned in frustration or you should always do your very best.

Can you see these adverbs here? Never and always in between the modal verb and the main verb.

We'll never find, we've got the modal verb will, the adverb never and the main verb find.

So can you find the modal verb and the main verb it links to in each of these sentences, pause the video and have a think.

Well done, great effort.

So in A, we've got can and give, this is a question.

So we've got that person we're talking about, you, in between the modal verb can and the main verb give.

And in B, we've got will you help, again, a question.

So that person is coming in between the modal verb and the main verb.

In C, we've got an adverb in between, you may sometimes find may is the modal verb, find is the main verb with that adverb in between.

And D also has an adverb in between.

It can often be, can is the modal verb, be is the main verb.

Adverb often is added in between.

Fantastic job if you've spotted those, well done.

Now different modal verbs have different purposes, different meanings even so some modal verbs show us certainty.

We could say we will achieve our aims or we shall achieve our aims. And this is showing us that something is definitely going to happen or that we believe it's definitely going to happen.

But other modal verbs show us possibility.

For instance, we can achieve our aims. We might achieve our aims, we could achieve our aims, we may achieve our aims. And these show us that something could possibly happen or is able to happen.

We can achieve our aims. It's possible that we could do that.

We may achieve them, we might achieve them.

It's not certain, it's possible.

So notice the difference between modal verbs showing us certainty and modal verbs showing us possibility.

But some modal verbs show us different levels of obligation and obligations are things we think should happen or need to happen.

So for instance, you must try the new French restaurant in Keighley.

We should visit Parliament while we're in London.

I ought to have given a clearer explanation.

We will have to sacrifice a lot to succeed.

Sophia needs to check her work more thoroughly.

These modal verbs must, should or to have to, needs to are telling us that we think or someone thinks there's an obligation that something should happen or needs to happen.

So these modal verbs can help us to do lots of different things, to give advice, to give suggestions, to tell people what they should do, to tell people what needs to be done.

So these are really useful ones as well.

So you've seen that modal verbs can show certainty or possibility or obligation.

So in each modal verb here, is it showing certainty, possibility or obligation? Pause the video and have a think.

Great effort.

Well done.

So in A, we've got, we must try and make this poem rhyme.

That's an obligation we're saying we should do that.

B has will, that shows certainty.

The temperature will rise.

It's something we believe definitely will happen.

C, it's possibility you can go to the neighbor's house after school if you like.

You don't have to.

It's not an obligation and you're not definitely going to do it.

It's not certain, but it's possible.

It's something we are able to do, which could happen.

Fantastic job if you spotted all three.

Well done.

So using different modal verbs, as we've seen, changes the meaning of our sentences.

We could say the yacht will arrive at the harbour at 7:00 PM That's saying that's definitely going to happen by using the modal verb will.

We could say the yacht ought to arrive at the harbour at 7:00 PM.

We're saying that's what's supposed to happen.

That's what should happen.

Or we could say the yacht may arrive at the harbour at 7:00 PM and that's saying it could happen, but it's not certain.

So notice how we've talked about certainty here with will.

We've got obligation with ought to and we've got possibility with may.

So changing just that modal verb is changing the meaning of the sentence.

And notice how the main verb and the rest of the sentence has stayed the same.

All we've done is changed the modal verb, but we've changed the meaning completely.

So each of these sentences shows us the highest likelihood of something happening.

Pause the video and have a think.

Well done, great effort.

You are right.

If we look at these modal verbs, might, may and will, you can see that will is the strongest likelihood.

Might suggests it's possible, may suggests it's possible, but will suggests it's certain or that we believe it is certain.

So will is showing us the highest likelihood, the highest probability of that happening, of finding those bargains.

Great job.

So let's do our first task for this lesson.

I'd like you to rewrite each of the sentences I'm going to show you using the given type of modal there to show a different meaning.

So you can see my sentences here and I've written in brackets whether I want you to show obligation, possibility, or certainty.

Now here are some modal verbs that show each of those that you might want to use.

So in A, you're going to choose a modal verb showing obligation to fill that gap.

But I've given you the main verb there, we blank see.

So you just have to choose a modal verb that shows obligation which would work in that gap.

Pause the video and let's try out using these different modal verbs to change the meaning of our sentences.

Have a go.

Okay, well done.

Let's take a look.

For A, I've written, we should see when the doctor is available for a visit.

Now you might have slightly different modal verbs, but hopefully you've chosen the same category as I have.

For B, I've written they may speak a different language to us.

And for C, will you add your signature to this petition? For D, I've said, you must ensure you have done sufficient work, and for E, next year we shall finally win the competition.

And for F, I wrote, should we join the queue or can we go straight in? So here I've got two modal verbs in one sentence.

Great job if you've managed to choose a modal verb that works in each of those gaps.

Good work.

Now we're going to move on now to thinking about how modal verbs can be used in speech and in persuasive writing.

So we often mix different types of modal verbs together when we write a persuasive sentence, when we're trying to persuade someone to change their behaviour or their opinion.

For instance, we must make sacrifices now or the future will be difficult or you need to practise your times tables more, or you may find the test very hard.

Here we've got a modal verb must show obligation.

We must make sacrifices now.

But in the second part of the sentence we've said will as our modal verb showing certainty, we've done the same thing here.

We've got obligation at the start.

You need to practise your times tables.

And then we've got possibility in the second part of the sentence, you may find the test very hard.

So this combination is very persuasive.

We are saying someone has an obligation to do something or the following thing will certainly or possibly happen.

So this is persuasive for our reader.

We are trying to show them that they need to do this thing or something will certainly or possibly happen.

So notice how we've used the coordinating conjunction or here to create these persuasive compound sentences.

We've got two main clauses joined by our coordinating conjunction, or.

So are the modal verbs here used to show obligation, certainty or possibility? Notice how each of these is a compound sentence using that coordinating conjunction or, and each of them contains two modal verbs.

But what are the modal verbs showing in each case, obligation, certainty or possibility? Pause the video and decide.

Well done, great effort.

So in A, we've got must showing obligation and will showing uncertainty.

In B, we've got need to showing obligation and may showing possibility.

And in C, we've got have to showing obligation and might showing possibility.

So again, what we're trying to do here is persuade our reader by telling them they need to do something or something else will certainly or possibly happen.

And that's a very persuasive way of speaking.

So we can also use the subordinating conjunctions because and so to create persuasive adverbial complex sentences, and you might remember an adverbial complex sentence is made up of a main clause joined to an adverbial subordinate clause, which will start with a subordinative conjunction like because and so.

Let me give you some examples.

We must show we appreciate her so that she'll want to stay.

You have to stop annoying the neighbours because they might start to complain if you don't.

Or we, you should write to the government so that it can consider your views.

So we usually have, like we saw before, an obligation modal verb in our main clause, in the first clause in these cases.

So here we've got must, have to and should.

We're telling our reader you need to do these things.

And then the adverbial clause says, what will certainly or possibly happen if we don't follow up with that obligation.

If we don't do what we need to do, then we are going, this will definitely happen or this might happen or this can happen.

So we're saying we must appreciate her.

That's our obligation so that she will want to stay.

So if we do appreciate her, she'll certainly want to stay.

In the second one, we've said, you have an obligation to stop annoying them because if you don't, they might start to complain.

And in the third one we've said, you have an obligation to write to the government because if you do that, it's possibly going to consider your views.

So this pairing of an obligation modal verb with a possibility or a certainty is a really persuasive way of writing.

So let's see if you can match the main clause to the most appropriate adverbial clause to create a persuasive complex sentence.

Pause the video and have a try.

Well done.

Great effort.

So in A, we've got the main clause, you need to be less aggressive and that would match with, because some people might find it intimidating.

So that's showing us you have an obligation to be less aggressive because if you don't, some people are going to feel a certain way or are possibly going to feel a certain way.

For B, we've got, we must prepare thoroughly for this test because it will not be easy.

And for C, he ought to learn another language so that he can travel more easily in foreign countries.

So in each case we've got a main clause with a modal verb paired with an adverbial subordinate clause containing a modal verb as well.

And this is another really persuasive way of writing sentences.

So finally we can use modal verbs to create rhetorical questions.

Questions we ask of our reader to be persuasive.

We can say, will we be willing to make the sacrifices that are needed? Or can we afford to continue in this way? Or must we wait for parliament to act or can we not make a difference ourselves? And here the modal verb comes at the start of the question, will, can, must and can.

So we often ask two or more rhetorical questions in a row to be especially persuasive.

We might say, must we wait for parliament to act? Can we not make a difference ourselves, one after the other to be really persuasive.

These questions are making our reader think, "Ooh, maybe they're right.

Maybe we need to act in order to change things." So can you choose an appropriate modal verb to begin each of these rhetorical questions? Pause the video, see if you can fill the gap with a modal verb that might work.

Have a go.

Okay, let's take a look.

These are just suggestions.

Remember you might have slightly different words.

For A, I could say, will we allow our enemies to win? For B, I could say, must we continue to tolerate this situation? And for C, can we afford to ignore this issue any longer? So I've used a modal verb at the start to create a rhetorical question which is persuasive for my reader because it really makes them think about what I'm asking them to consider.

Now we've talked about how modal verbs could be used in persuasive writing, but they're often also used in speech sentences like this one, "You must behave," said Mr. Martinez with a frown.

Notice how here the speech has come at the start of the sentence followed by the reporting clauses, which is where we say who spoke and how.

So let's just recap the punctuation we need when the speech comes first like this, we always start with an inverted comma to start off.

And then we have our capital letter, then we have the actual speech followed by some closing punctuation.

When the speech comes first like this, it couldn't be a full stop because it's in the middle of a sentence.

So it can only be an exclamation mark, a question or a comma.

Then we close our inverted commas.

Then we have our reporting clause where we say who said it and how.

And we finish off that with a full stop.

But we could do it the other way round with the reporting clause first.

And we call this a speech second sentence instead of a speech first sentence.

Here we've said, Laura wondered, "Can we persuade him?" So here we've started with the capital letter and then we've got our reporting clause where we say who spoke and how.

And then we have always a comma before we start a direct speech with our inverted commas.

Again a capital letter, start that direct speech.

Then we have the speech they're saying this time we finish with some closing punctuation, an exclamation mark, a question mark and it can be a full stop this time 'cause it's the end of a sentence.

And then our closing inverted commas to finish off.

So we need to know these special rules for punctuating direct speech, but notice how we've used the modal verbs must and can in these speech sentences.

So which of these speech sentences using a modal verb is correctly punctuated? Think about those rules we've discussed and decide which is correctly punctuated.

Pause the video and have a think.

Okay, let's have a look.

In A, it's not correctly punctuated because we have punctuation missing here.

This should be either a comma, an exclamation mark or a question mark.

And in this case I think it would be a comma.

There's no strong emotion being shown here and we're not asking a question.

B is correctly punctuated.

We have a comma after that reporting clause, a capital letter and a question mark to finish and the inverted commas around the direct speech.

C is not correct.

We have a missing capital letter here.

We always start our direct speech with a capital letter unless it's being interrupted in some way.

So really well done if you spotted B as the correct one.

Great job.

Now just like we saw before, changing the modal verb in a speech sentence changes the meaning.

So I could say this sentence, "I might do my homework later," said Aisha.

We've got might as our modal verb or we could change that modal verb and say, "I could do my homework later," said Aisha, we could have, "I should do my homework later," said Aisha, or, "I must do my homework later," said Aisha.

"I have to do my homework later." "I will do my homework later." And here all the modal verbs are telling us are about Aisha's changing feelings about her homework.

We've just changed that one modal verb.

But there's a big difference, isn't there, between I might do my homework later and I will do my homework later.

That modal verb has really changed things around.

So let's try saying the direct speech with different modal verbs to see the effect this might have on the meaning.

So I've given you this sentence, "I might win this tournament," said Laura.

I might say that like this, "I might win this tournament," said Laura, she's unsure.

So now see if you can say that sentence, changing out that modal verb for a different one on our spectrum.

And you could try as many as you like and see if you can say it in a way that hints at the meaning you're trying to give as well.

So pause the video, add in different modal verbs and see how it sounds different.

Have a go.

Well done.

I heard some fantastic speaking there.

Just just to give you a couple of examples.

You could have said, "I must win this tournament," said Laura, she's really passionate about it.

Or she might say, "I will win this tournament." So each time we might change our tone of voice when we read these to match the feeling that's being shown by that modal verb in the sentence.

Well, really good job, well done.

Now, as we said before, the reporting clause is the part of the speech sentence where we say who's speaking and how they speak.

So I could say this, "I might do my homework later," said Aisha sleepily, stretching her arms lazily.

So this is our reporting clause and we can match that reporting clause to the modal verb to show the person's feelings.

Can you see how I've done that here? Might suggests she's not sure she's going to do it.

So I've suggested that might show she's being a bit lazy or a bit tired.

So I've matched my reporting clause to that modal verb.

I could do that with different modal verbs.

I could say, "I could do my homework later," pondered Aisha, stroking her chin.

Or if I'm using should, I could say, "I should do my homework later," said Aisha determinedly.

So now my reporting clause matches that modal verb to show Aisha's a bit more confident she's gonna get this done.

I could say, (sigh) "I must do my homework later," muttered Aisha with a sigh.

So Aisha's not so keen on doing her homework this time, but she knows she must do it.

And lastly, "I could say I will do my homework later," decided Aisha, standing up.

So now we've got Aisha showing a bit more motivation.

She's standing up, she's ready to get going and she's saying she will do it.

So each time I've tried to match that reporting clause, what's happening with the modal verb, which is showing us Aisha's feelings about that homework.

So I wonder if you can match each speech to the most appropriate reporting clause using the modal verb to help you.

Pause the video and have a go.

Great job.

Let's take a look.

So A says, "Must you cause such a nuisance?" I think that matches best with this one, tutted Ms. O'Neill, sighing and rolling her eyes.

So Ms. O'Neill is frustrated here, but possibly not angry.

For B, I've said, "I will never win this competition." So this shows kind of disappointment, doesn't it? Or a not willingness to try.

So I would say that matches with this one, sighed Andeep, slumping to the ground.

And for C, I think this one shows anger.

"You need to stop right now!" roared Mr. Martinez, eyes blazing.

So we can match up the modal verb in the speech sentence with the best reporting clause by thinking about how do they fit together best.

So let's do a final task for this lesson.

I'm going to give you a sentence below, and I want you to choose different modal verbs to write speech sentences that show different levels of obligation, possibility and certainty.

But I want you to ensure that your reporting clause matches the mood of the direct speech as well.

So here's our sentence we're gonna start with.

"I might win this tournament," said Laura.

Here's how you might set out your direct speech.

And here are some modal verbs you might want to use.

Remember, we want to change that reporting clause from said Laura to something which matches the modal verb as I've been showing you.

So pause the video and see what different sentences you can come up with with different reporting clauses to match the modal verbs that you've chosen.

Have a go.

Okay, let's take a look at some examples.

Now, of course, yours are going to look different, but hopefully you've managed to match your reporting clause to your modal verb.

Here's what I've done.

"I might win this tournament," said Laura, looking into the distance.

I could say, "I could win this tournament," Laura pondered with a nod.

"I should win this tournament," said Laura, with determination.

"I must win this tournament," said Laura through gritted teeth.

"I have to win this tournament," Laura muttered desperately.

And, "I will win this tournament," said Laura with fire in her eyes.

Can you see how each time I've tried to make my reporting clause match that model verb in the direct speech in order to show Laura's feelings about this tournament more clearly for my reader? Hopefully you've managed do something the same.

Brilliant job if you have.

Well done.

Okay, let's summarise our learning in this lesson.

We learned that a modal verb is a type of auxiliary verb that can change the meaning of a main verb.

And we've learned that modal verbs through different levels of certainty, possibility, and obligation.

We've learned that we often use modal verbs in speech sentences and we can change the reporting clause to match the modal verb we use.

And we also use modal verbs in persuasive writing to tolerate the effects of doing something or to create rhetorical questions.

You've done an amazing job in this lesson.

Some fantastic ideas, some fantastic expression in your speech, and some great sentences written.

Well done.

I hope to see you again in a future lesson.

Goodbye.