Unit 12

WORKSHEET – UNIT 12

MODAL AUXILIARY VERBS

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

i) May I use your phone

ii) You must take an English course

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

iv) You don't have to use that door

v) I will be at your house by 6 o'clock

vi) It must be Sally

vii) It can't be Mike

viii) He had to go home

ix) Each student must have a health certificate – it is different because it is an order and not a suggestion or something implied.

x)

I've got to go – implies a strong necessity to go somewhere.
I have to go – implies a necessity to go somewhere.
I should go – leaving is of medium importance.
I'm supposed to go – expected to go but it is not a necessity.
I'd better go – If he doesn’t go something unpleasant can happen to him.
I'd rather go – the person prefers to go than to stay.

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

Modals are used to add meaning to the main verb. That meaning can be one of necessity or politeness. Necessity implies the strength of the suggestion made.

Grammatically modals don’t change with the person and modals are followed by the verb in base form.

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
Less than 50% certainty

Idea:

1 – Make a list of places where it is important to be very formal, construct a series of questions that would be appropriate with the given scenario.

2 – Role play some of the request.

b) Mathew might come to see you later.

Much less than 50% certainty
Rare polite requests

Idea:

1 – Make a list of things that might happen but seldom do.

2 – Each student has to read out loud the possible situation that could happen.

c) You really should stop smoking.

Advisory or moral obligation
90% certainty

Idea:

1 – Sit all students in a circle and have each student tell the student next to him something he “should” do.

2 – Have each student make a list of the things he “should”, the cause of them and have them say them out loud.

d) I must do my homework.

Obligation, prohibition

95% certainty or assumption

Idea:

1 – Have each student list out loud 5 things he “must” do everyday.

2 – have student list 5 things they “must” take every time the go on a trip.

e) Monkeys can’t swim

Inability / impossibility
Assumed impossibility

1 – Make a list of facts and have student deny each fact using “can” and “can’t”.

2 – Have one student request something from another student, them let them answer using “can” and “can’t”.

PASSIVE VOICE

Task 4 – How do we form the passive voice?

Auxiliary verb 'be' + past participle

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 will be being 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.

India is where rice grows

b) I will finish the report later.

The report will have been 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 are going to question me tomorrow

b) ‘E.T.’ was directed by Spielberg.

Tense used: Past simple

Active voice version: Steven Spielberg was the director of 'E.T.'

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

Tense used: Present perfect

Active voice version: The band hasn't released the 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: Every day in Germany 1,000,000 pints of beer are consumed

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.

In the active voice, the focus in the subject that performs the action in the sentence. In the passive voice the subject receives the action of a transitive verb. The passive is useful when the receiver of the action is more important than the performer of the action.

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.

Type 1: intransitive they cannot be followed by a direct object.

Ex/: He didn’t show up

Type 2: Transitive separable, an object pronoun can only come between the verb and the particle.

Ex/:  She helped her to a glass of water

Type 3: Transitive inseparable, object phrase or pronoun come after the particle.

Ex/:  I got over it!!!

He will live!!

RELATIVE CLAUSES

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

The information given in the defining relative clause is essential to the meaning of the sentence.

Ex/:

The woman next door passed yesterday.

Teller six gave me the wrong amount.

 The information given in the non - defining relative clause is not essential to the meaning of the sentence.

Ex/:

Christine, the woman next door, passed yesterday.

Charlie, teller six, gave me the wrong amount.